71- 31,196

FAIRBANKS, Douglas Charles, 1942CONCORDANCE OF EXPECTATIONS TOWARD THE
(HUMANISTIC) LEADER ROLE OF THE DEAN OF
AN EMERGING SCHOOL OR COLLEGE OF EDUCATION:
VIEWED BY DEANS AND FACULTY MEMBERS IN THE
STATE OF MICHIGAN.
Michigan State University, Ph.D., 1971
Education, higher

University Microfilms, A XEROXC om pany, A nn Arbor, Michigan

© 1971
Douglas Charles Fairbanks

ALL RIGHTS RESERVED

CONCORDANCE OF EXPECTATIONS TOWARD
THE

(HUMANISTIC) LEADER ROLE OF THE DEAN

OF AN EMERGING SCHOOL OR COLLEGE OF EDUCATION:
VIEWED BY DEANS AND FACULTY MEMBERS
IN THE STATE OF MICHIGAN
By
U jy 12

Douglas C. Fairbanks

A THESIS
Submitted to
Michigan State University
in partial fulfillment of the requirements
for the degree of
DOCTOR OF PHILOSOPHY
College of Education
1971

ABSTRACT
CONCORDANCE OF EXPECTATIONS TOWARD
THE (HUMANISTIC) LEADER ROLE OF THE DEAN
OF AN EMERGING SCHOOL OR COLLEGE OF EDUCATION:
VIEWED BY DEANS AND FACULTY MEMBERS
IN THE STATE OF MICHIGAN

By

Douglas C. Fairbanks

This study was designed to gain an improved under­
standing for the status position of the dean of a school
or college of education.
areas:

The study involved three major

(a) an investigation of the degree of concordance

of expectations and perceptions of deans and faculty
members of emerging schools or colleges of education in
the State of Michigan relative to a (humanistic) leader
role for the dean;

(b) presentation of data on the

construction and development of the Dean Leadership
Expectation Questionnaire as a measure of (humanistic)
leader role expectations for the dean of a school or
college of education; and (c) the establishment of the
validity of the Dean Leadership Expectation Questionnaire

Douglas C. Fairbanks
and generation of data establishing the reliability and
feasibility for use of the instrument.

Specifically,

the study answered the following questions:
1.

What is the degree of concordance among deans
of emerging schools or colleges of education
in the perceptions of (humanistic) leader role
expectations of the dean?

2.

What is the degree of concordance among
faculties of emerging schools or colleges of
education, across institutions, in the
perceptions of (humanistic) leader role
expectations of the dean?

3.

What is the degree of concordance between
faculties as a group and deans as a group of
emerging schools or colleges of education in
the perceptions of (humanistic) leader role
expectations of the dean?

Conclusions of the Study
Within the limitations of this study, the following
conclusions were suggested on the basis of the data:
(a) deans, as a whole, could not agree among themselves on
expectations toward the leader role and, specifically, a
humanistic role of leadership for the dean of an emerging
school or college of education;

(b) faculty members, as a

whole, could not agree among themselves on the expectations
toward the leader role and, specifically, a humanistic
role of leadership for the dean of an emerging school or
college of education; and (c) the hypothetical or average
dean and faculty member, who may or may not be representa­
tive of any particular individual from the population,
were in high agreement on expectations toward the leader

Douglas C. Fairbanks
role a n d , specifically, humanistic role of leadership for
the dean of an emerging school or college of education.
Findings from the data indicated the status position
of dean to be an obscure and difficult position of leader­
ship.

The lack of concordance of perceptions and

expectations among deans and faculty members, relative to
the (humanistic) leader role of the dean is a probable
reflection of the haphazard growth of the position and
indicative of a lack for a concerted direction of leader­
ship among the colleges.
Based on the results of the study,

it is recommended

that the Dean Leadership Expectation Questionnaire be
utilized:
1.

By deans as a point of reference by which to
examine their beliefs relative to a humanistic
role of leadership.

2.

By deans and faculty members in the establishment
of a concerted direction of leadership within
schools of education.

3.

As a selection and screening device for candidates
seeking the position of dean.

4.

As a tool for training and focus of leadership
persons in higher education.

ACKNOWLEDGMENTS
I would like to recognize and thank Dr. Dale Alam
for his skillful guidance and support throughout this
study.

His commitment and dedication to education is

refreshing and inspiring; his continuing friendship is
appreciated.
The support from Dr. George Myers and
Dr. Norman Bell is certainly appreciated.

Sincere

gratitude and thanks are extended to Dr. Horton Southworth
and Dr. Harry Merigis for their initial encouragement.
In addition, I would also like to acknowledge the helpful
assistance of Dr. Andrew Porter and his staff.
The daily contact and friendship of such persons
as S. Davis Smith, Ronald Limberg, Jacqueline Deeb
and Fasial Alkazemi are not to be forgotten.
To those many professionals who freely shared the
fruits of their experiences, I express my deepest thanks
for time and thoughts so generously given.
I will always cherish the support and encouragement
from my parents, to them I will always be indebted.

TABLE OF CONTENTS
Page

A C K N O W L E D G M E N T S ..........

iii

LIST OF T A B L E S .....................................

vi

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

vii

LIST OF I L L U S T R A T I O N S ............................

ix

Chapter
I.

II.

III.

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

1

Background
...............................
Statement of Problem ....................
Need for R e s e a r c h .........................
Purpose of the S t u d y ....................
Design ...................................
Instrumentation .........................
Data C o l l e c t i o n .........................
Data A n a l y s i s ...........................
Limitations.............................
Definition of T e r m s .......................
Significance of Study ....................

1
2
5
6
7
7
9
10
11
12
13

INTRODUCTION

RELEVANT WRITINGS AND RESEARCH

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

14

Role T h e o r y ...............................
Educational Research ..................
L e a d e r s h i p .............................
M o r a l e .................................
D e a n s h i p .................................
S u m m a r y ...................................

14
21
23
27
31
39

PROCEDURES

. .

41

P u r p o s e ...................................
Instrumentation ...........................
Construction of the Instrument
........
V a l i d i t y ...............................
iv

41
43
43
^5

Page
R e l i a b i l i t y ........................
48
Description of the Questionnaire. . . .
51
53
The S a m p l e ............................
Population and Sample Used in the study.
54
57
Participation of Deans .................
Faculty Selection and Participation
. .
57
Mailing Procedures and Returns ..........
58
Initial Steps in Data Processing ........
62
Method of Data A n a l y s i s .............
63
S u m m a r y ..........
64
IV.

ANALYSIS OF D A T A ........................

65

Deans in S t u d y ........................
65
Faculty Members in Study .................
67
Treatment of the D a t a ...............
70
Questions Under Investigation
..........
72
S u m m a r y ..............................
78
V.

SUMMARY, CONCLUSIONS and RECOMMENDATIONS

. .

79

S u m m a r y ........ .........................
79
81
C o n c l u s i o n s ..........................
Implications of the S t u d y ...........
85
Recommendations
.........................
86
General Recommendations
...............
86
Suggestions for further research. . . .
88
BIBLIOGRAPHY

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

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

v

90
97

LIST OF TABLES
Table
3.1

Page
Dean Leadership Expectation Questionnaire,
Items Discarded on the Basis of Panel
A n a l y s i s ...................................

46

Reliability Coefficient of the Dean Leadership
Expectation Questionnaire ..................

51

Number of Usable Responses to Dean Leadership
Expectation Questionnaire . . .

60

Number of Usable Returns of Dean Leadership
Expectation Questionnaire from Faculty
M e m b e r s .....................................

61

Distribution of Background Data for Deans and
Faculty Members ............................

66

4.2

Teaching Experience of Deans in the Study . . .

67

4.3

Distribution of Male and Female Faculty Members
in the S t u d y ..............................

68

Military Service Background for Faculty Members
in the S t u d y ..............................

68

Mean Age and Military Service for Faculty
Members in the S t u d y ......................

69

Data for Kendall's Coefficient of Concordance
for Deans on the Dean Leadership Expectation
Questionnaire ..............................

72

Data for Kendall's Coefficient of Concordance
for Faculty Members on the Dean Leadership
Expectation Questionnaire ..................

74

Data for Kendall’s Coefficient of Concordance
Between Deans and Faculty Members on the Dean
Leadership Expectation Questionnaire . . . .

76

3.2
3.3
3.4

4.1

4.4
4.5
4.6

4.7

4.8

vi

LIST OF APPENDICES
Appendix
A
B
C
D
E

Page
Dean Leadership Expectation Questionnaire

.

Initial Items in Dean Leadership
Expectation Questionnaire ................

98
103

Scoring Key and Directions for Scoring
Dean Leadership Expectation Questionnaire

119

List of Institutions of Higher Learning
Participating in Study ................

122

Letter to D e a n s ........................

124

Letters to Faculty Members
I.
II.
III.
F

Letter Requesting Participation in
the S t u d y .......................
Follow-up Letter
Postcard Follow-up

125

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

126

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

127

C. J. Hoyt's Analysis of Variance Estimate
of Reliability for Dean Leadership
Expectation Questionnaire
I.
II.
III.
IV.
V.
VI.

Reliability Estimate -- Overall . . .

129

Reliability Estimate -- Interpersonal
Relatedness Dimension . . .

130

Reliability Estimate -- Supportive­
ness D i m e n s i o n .................

131

Reliability Estimate -- Communication
D i m e n s i o n .......................
132
Reliability Estimate -- Faculty
Involvement Dimension ..............

133

Reliability Estimate -- Student
Involvement Dimension ..............

134

vi i

Page

Appendix
G

Standard Scores for Deans and Faculty
Members on the Dean Leadership
Expectation Questionnaire
I.
II.

III.

Standard Scores for Deans on the Dean
Leadership Expectation Questionnaire.

136

Mean Standard Scores Across Colleges
for Faculty Members on the Dean
Leadership Expectation Questionnaire.

137

Mean Standard Scores for Deans and
Faculty Members, as a Group, on the
Dean Leadership Expectation
Questionnaire .......................

138

LIST OF ILLUSTRATIONS
Illustration
3.1

4.1

Page

Location of State Supported Institutions
of Higher Learning Having an Emerging
School or College of Education ........

55

Data Matrix for Dean Leadership
Expectation Questionnaire..............

71

ix

CHAPTER I

INTRODUCTION

Background
The rise of formal institutions for the professional
preparation of teachers has paralleled the growth of the
nation.

Although colleges during colonial times were

founded for reasons other than the training of teachers
they often played this role.

During colonial times

recruitment patterns for school teaching were haphazard.
By the time educational reformers* like Horace Mann, were
convinced that universal public schooling of reasonable
quality could be possible* it became apparent that the then
established liberal arts colleges were not the appropriate
vehicle to provide the needed flow of teachers.
As the industrial society succeeded the
agricultural society, and was in turn
succeeded by what has been described as
post-industrial society, a new and
advanced civilization with different
characteristics has been emerging.
This led rise in the late 1800's to the growth of
numerous institutions devoted primarily to teacher prepaJohn J. Corson, "A Management Consultant's View:
Social Change and the University," Saturday Review,
January 10, 1970, p. 76.

2

ration.

Since that time these institutions have undergone

increased growth, expansion and change in that by 1959
collegiate institutions devoted exclusively to the prepa­
ration of teachers had almost completely disappeared.
Following World War II, most colleges had expanded their
course offerings and in effect had become regional all­
purpose colleges and small universities.

Statement of Problem
As institutions of higher education moved toward a
multifunction role, there has been an increased complexity
in organization.

It was no longer possible to have one

man, the president, administer and maintain the goals of
the institution.

The president looked to the dean as his

agent to attain organizational direction.

Since these

institutions are hierarachically ordered, the deanship
has become a position of paramount importance.^
John Corson ^ observed the deanship to be decisive in terms
of exerting educational leadership.

The deans' responsi­

bility for establishing leadership and direction stressing
human values and ideals is critical in the democracy of
our time.
^Lewis B. Mayhew, "Shared Responsibility of the
President and the Dean," North Central Association
Quarterly, Vol. 32 (1957-58) , p"I 187'.
3
John J. Corson, Governance of Colleges and
Universities (New York!
Me Graw-Hill Book C o ., I960).

3
Within education there is a need for improved under­
standing of the status position of the dean.^

Further,

there seems to be some question relative to the concordance
between the perceptions held by deans and perceptions held
by faculties of colleges of education with respect to the
leadership role of the dean.

Clyde Milner^ found consider­

able variation in the delegation of authority to the dean
and some ambiguity in the prescription of his official
duties.

In terms of administration the dean may find him­

self in a pivotal position; the goals of the faculty on one
hand and the goals of the institution on the other.
The dean is the agent charged with the major responsi­
bilities of the college.

He is in the powerful position of

shaping the nature and direction within the institution.
The manner in which he perceives how he should perform in
his role is of prime importance.

If the dean operates in

a manner consistent with faculty expectations for the
person occupying this position there is harmony.

If there

is a lack of concordance between the way the dean perceives
his role and the faculty perceives his role, the result is
dissatisfaction and disunity.
^Francis H. Horn, "The Organization of Colleges and
Universities," in Administrators in Higher Education,
ed. by Gerald P. Burns (.New York: Harper and Bros. , 1962),
pp. 45 - 78.
^Clyde A. Milner, The Dean of the Small College
(Boston: Christopher Publishing House, 1936).

4

...when an individual acts in accordance
with, or in opposition to, the expectations
of some other person or social group, his
behavior is social.
As long as an individ­
ual's expectations are realized, life goes
along smoothly, and he feels more or less
secure.
But when expectations begin to be
thwarted in considerable numbers over a
considerable period of time, individuals
become uncertain.
Their morale may drop if
the uncertainty continues, and this will
lead to decrease of productive efforts.
In
addition, personal conflicts will increase,
and social tensions of all sorts will be
brought to the surace of community life.
The dean influences and in turn is influenced by the
faculty.

Thus, attitudes and expectations of the dean and

the faculty in an educational institution influence the
nature and the quality of the program.
Teacher education institutions are manned by people
whose behavior and action, directly or indirectly,
influence the development of the teaching profession.
Since the dean occupies a position of status within the
organizational structure of the university, he can be
viewed from this position -- his role.

The focus will

allow us to investigate the deanship in terms of a set of
role-expectations, which can be viewed through the percep­
tions of the dean as well as the faculty.

It will also

permit conceptualization of his behavior at a relatively
complex level.

More precisely, this position of the dean

of the college of education can be described in terms of
^Kurt Lewin, Resolving Social Conflicts (New York:
Harper and Brothers^ 1948^7 p. 110.

5

expected behavior or leadership style.
Talcott Parsons and Edward Shils

Q

George Mead,

7

have viewed this as the

cognitive organization of expectations organized around
role.

The concept of role is especially useful in the

analysis of human problems, primarily by identifying some
of the sources of conflict and dissatisfactions in human
relations.

Need for Research
Research on the deanship has been largely anecdotal
and normative in nature.®

T. R. McConnell*® stated that

so little research has been done in this area that "it is
fair to say, in fact, that the field has not been touched."
McConnell continues that the research most needed:
7George H. Mead, Mind, Self and Society (Chicago:
University of Chicago Press, 1934).
®Talcott Parsons and Edward A. Shils, eds., Toward A
General Theory of Action (Cambridge, Mass.:
Harvard
University Press, 1951).
®Myron F. W i c k e , "Deans: 'Men in the Middle,' "
in The Study of Academic Administration, ed. by
Terry F. Lunsford (Boulder, Colorado: Western Interstate
Commission for Higher Education, 1963), p. 59.
*®T. R. McConnell, "Needed Research in College and
University Organization," in The Study of Academic
Administration, ed. by Terry PT Lunsford (Boulder,
Colorado; Western Interstate Commission for Higher
Education, 1963), p. 113.

6

is essentially descriptive and analytical,
rather than evaluative or experimental; and
research on broader problems, even with
relatively crude methods of investigation,
is more important now than on narrower
issues susceptible to greater methodological
control.I*

Purpose of the Study
A better understanding of the deanship in emerging
schools or colleges of education seemingly offers broad
implications for those who have concern for teacher
education.

The extent of convergency or divergency of

leadership role expectations between the dean and his
faculty is an indication of unity or lack of unity that
promotes or hinders direction.

This study was based upon

perceptions and role expectations for the leader behavior
of the dean in an emerging state supported school or
college of education in the State of Michigan.

A survey

of deans in attendance at the Meeting of Deans -- Education,
for the State of Illinois in Springfield, Illinois in
January 1969 indicated the general lack of information
relative to the deanship, and feasibility of the study.
In addition, they indicated that if such a study were
undertaken, deans would participate and a high return
could be expected if a short and concise instrument were
used in collecting the data.
11Ibid., p. 115.

7
Specifically, the study will answer the following
questions:
1.

What is the degree of concordance among deans
of emerging schools or colleges of education
in the perceptions of (humanistic) leader
role expectations of the dean?

2.

What is the degree of concordance nmoag
faculties of emerging schools or colleges of
education, across institution.',;, in the
perceptions of (humanistic) leader role
expectations of the dean?

3.

What is the degree of concordance between
faculties as a group and deans as a group of
emerging schools or colleges of education in
the perceptions of (humanistic) leader role
expectations of the dean?

Design
A.

Instrumentation
A survey instrument was developed to gather the data

needed for the study -- a questionnaire, which was sent to
both the deans and faculty members participating in the
study.

iy

The survey instrument (Dean Leadership

Expectation Questionnaire) used in this study was developed
in sequential steps and designed to reflect a humanistic
model of leadership.
The humanistic leader is seen in terms of
warmth; his acceptance of others; skills and
knowledge that help him encourage others to
become fully functioning individuals.
With
these goals in mind the humanistic leader
has to reject an authoritarian role
for that of a facilitator, guide; a resource
l^A copy of this instrument may be found in
Appendix A.

8

person in an effort to promote both the cogni­
tive and affective development of the individual.
He increasingly shares his decision making p r e ­
rogatives with faculty and students.-^’
The instrument was developed from (1) readings on the
deanship and higher education and

(2) interviews with

deans, directors, department chairmen, and faculty members.
A compilation was made listing duties, activities, problems,
influences, power and authority, and desirable and u n ­
desirable traits of the person occupying the position of
the dean.

This listing was collated into the areas of

Interpersonal Relatedness,

Supportiveness, Communication,

Faculty Involvement and Student Involvement as measures of
leadership of the humanistic model.

Following this, 300

statements were constructed relative to the expected
behavior of the dean in terms of each of the above areas.
These statements underwent refinement for repetition of
content and thought and developed into a 200 item instru­
ment -- Dean Leadership Expectation Questionnaire.
The instrument was submitted to separate panels of
judges.

Each panel consisted of four judges from the

College of Education at Michigan State University;
administrators

two

(an associate dean and a director), and

two faculty members.

The first panel of experts rated

each item of the instrument for content, ambiguity of
1 %Mary-Margaret Scobey and Grace Graham, eds.,
To Nurture Humaneness:
Commitment for the 17 0 1s
(Washington, B . C . : N e a , Association for Supervision
and Curriculum Development, 1970), pp. 241 - 42.

9
thought, and appropriateness of item in relation to
category.

Only those items judged to be appropriate by all

members of the panel were retained.

Ways of improving the

instrument were suggested and refinement of the instrument
resulted.
The revised instrument of 103 items was given to a
second panel of judges.

The second panel checked the items

in terms of ambiguity and direction for scoring.

Items

retained were those the judges held in total agreement.
In those few situations where only one judge differed in
the direction for scoring, these items were refined and
included in the revised instrument.
The completed instrument, consisting of 59 items,
was scrutinized as to whether or not the items would
discriminate among individuals by the Institutional
Research and Evaluation Services Office at Michigan
State University.

In this process one item was lost.

This third and final revision resulted in a finalized
instrument consisting of 58 items and was printed on an
IBM 1067 form for distribution and data processing.
B.

Data Collection
A personal meeting was scheduled via telephone with

each dean of those schools of education in the State of
Michigan meeting the criteria for the study.

Criteria

for the selection of colleges used in the study were as
follows:

10

1.

Classified by the College Blue Book (the
professional work of reference of higher
and secondary education in the United States
of America since 1923) as a state supported
college or university.

2.

Meet the criteria of having an emerging school
or college of education.

3.

Have a person who functions as a dean even
though the title may be different.

4.

Be located within the State of Michigan.

The design called for only those institutions where
the dean elected to participate to be included in the
study.

All of the deans contacted indicated an interest

and willingness to participate in the study.

The deans

were asked to provide a list of full time tenure-streamed
faculty members in his college who were employed during
the 1969-70 academic calendar year and would be available
during the summer session.

The instrument -- Dean

Leadership Expectation Questionnaire, following the meet­
ing with the deans, was mailed to each dean and the
selected faculty members meeting the criteria of the
study.
C.

Data Analysis
Data from the Dean Leadership Expectation Questionnaire

were handled as follows:
1.

All data were treated as group data.
There
was no attempt to evaluate the efficiency
or effectiveness of the persons involved in
the study.

2.

The data were treated statistically using
Hoyt analysis of variance technique to
determine the reliability coefficient of

the

11

the instrument for this population, and
the specific questions of the study answered
using Kendall's coefficient concordance as a
measure of agreement.

D.

3.

An analysis was made comparing the scores of
deans on the Dean Leadership Expectation
Questionnaire.

4.

An analysis was made comparing scores of the
faculty as a group, from institution to
institution, on the Dean Leadership Expecta­
tion Questionnaire.

5.

An analysis was made comparing scores on the
Dean Leadership Expectation Questionnaire of
faculties as a group with deans as a group.

Limitations
The study attempted to analyze the degree of con­

cordance toward humanistic role expectations and percep­
tions relative to the role of the dean in an emerging
school or college of education, as held by deans and by
the faculty members.

The study involved construction

and use of a questionnaire, and the data was limited to
the scope of the instrument.

Geographically, the study

limited itself to those colleges or universities in the
State of Michigan with emerging schools or colleges of
education.

An institution with an emerging school or

college of education is defined as an institution of
higher learning offering at least a four year program
awarding a baccalaureate in Education, Elementary
Education, or Secondary Education, but not a doctorate.
The decision for excluding non-public supported insti­
tutions from the study was done on the basis that there is
a structural and organizational difference between the

12

state supported and non-state supported institution.
To treat both in the form of a single group data might
result in a confounding variable being injected into the
study.

Definition of Terms
Faculty -- will be defined as those faculty members
who were full time, on campus, tenure -streamed faculty
during the 1969-70 academic year.
Dean -- refers to the person who is directly respon­
sible for the college of education in the university.

The

dean, because of the diversity of the colleges in the study,
may have other titles to identify his position such as the
"Dean of the Faculty for Professional Education" or "Dean
of the School of Education."
Emerging School or College -- was defined as a school
or college within an institution of higher learning offer­
ing at least a four year program awarding a baccalaureate
in Education, Elementary Education, or Secondary Education,
but not a doctorate.
Perception -- was defined as cognition or judgment.
In this study it is used in reference to how the dean
should manage leadership situations as discerned by the
faculty, and the deans themselves.
Expectations -- was defined as the desirable or
appropriate behavior associated with a role.

In this study,

the faculty and deans, as reference groups, looked at the

13
dean's leadership behavior in terms of how he should act
in leadership situations.
Role -- was defined as a set of behaviors appropriate
to a given position or status.
Role Conflict -- was defined as contradictory e x ­
pectations held for an occupant of a position.
Role Consensus -- was defined as similar expect­
ations held for an occupant of a position.

Significance of Study
The role of the dean is to give leadership and di r e c ­
tion to the educational program.

Lack of confidence on the

part of the faculty and differing role expectations of the
faculty hampers this leadership.

Thus, the motivation for

this study emerges from the recognition that the dean has
a marked influence upon the approaches to and the product
in teacher education.

Further,

it is hoped that the study

will yield:
1.

A better understanding of the role of the
dean.

2.

A point of reference whereby the dean can
evaluate his responses and beliefs and
interpret them in terms of how well do
they fit within the profession.

3.

A better understanding of the profession
and direction in the professional p r e p a ­
ration of those people aspiring to the
position of dean.

4.

An examination of the rationale behind the
behavior of members of the profession toward
the role of the dean.

CHAPTER II

RELEVANT WRITINGS AND RESEARCH

This chapter focused on two areas,

(1) role theory and

related works on leadership and morale, and (2) relevant
writings and research on the deanship.

The review of the

literature centered on the use of role theory as a tool of
investigation and appropriateness in educational research
and, specifically, for a study of the expectations for the
leader role of the dean of a school of education.

Role Theory
Role theory is an interdisciplinary tool drawn heavily
from studies of culture, society and personality.

l;or the

researcher, role theory is a tool which allows him to
conceptualize human behavior and interaction at a relatively
complex level.
Role theory is drawn heavily from the concepts of
George Herbert Mead.

Role theorists from Mead to the

present have developed and used the concept of the role as
the intervening variable in the individual's development
of self.

The thesis being that the self arises out of

social interaction.

Mead's notion of self as originating
14

15

solely in social interaction has given rise to role theory
where interaction of self and role are studied as
coordinates and not p a r a l l e l s . ^
Ralph Linton was among the earliest exponents of role
theory.

As a social anthropologist he relied upon

anthropological studies to develop general theories of
role and status.

His findings supported those of

sociologists that role and status are inseparable, and
his work has a marked influence on contemporary ideas of
role t h e o r y . ^

Linton*** theorized that the personality of

an individual has a marked effect upon the culture and
that the culture is prevalent in the formation of self or
personality.
Culture expresses itself to the individual in
terms of behavior of other people ... people
have infinitely greater effect on the develop­
ing individual than to things ... repeated
personal interactions lead to the development
of individual patterns of behavior who's (sic)
reigns of variation is limited only by fear of
what the neighbors may say.
Hubert Bonner applied Mead's ideas of the importance
of social interaction as a type of relationship where the
behavior of one individual was modified by the behavior of
*^Mead, op. c it.
■^Theodore R. Sarbin, "Role Theory," in Handbook
of Social Psychology:
V ° 1 • I> Theory and Met h o d , ed. by
Gardner Lindzey (Cambridge, M a s s .: Addison 1 We s l e y ,
1964), p. 238.
^ R a l p h Linton, The Culture Background of Personality
(New York:
D. Appleton-Century Co. , 1945) , p"I 147.

16
another to social psychology.

Bonner observed that:

... all social psychology today is interactionist. The emphasis is placed not on
reaction but on interaction between person
and persons, person and group.17
Talcott Parsons and Edward Shils

18

developed an

approach to role theory which lends itself to analysis of
the relationships involved in a given setting or situation.
Their general "theory of action" identifies and defines the
concepts involved in examining group behavior and provides
a framework within which to study an interaction position.
Parsons and Shils defined the contract between the
individual and a social system as the role.

Role then sets

the stage for how the individual participates in a specific
social situation.

The primary ingredient of the role is

what an individual is expected to do in a given situation
or role expectation.

What an individual is expected to do,

both by himself and others, constitutes the expectations
of that role.

Central in this concept of role theory is

that people do not behave in a random manner.

Behavior is

influenced by expectations, expectations held by the
individual of a given status position and those of others
in the group or society in which they are participants.
17'Hubert Bonner, Social Psychology, An Interdisciplinary
Approach
(New York: American Book Company, 1953) , pt 13.
1®Parsons and Shils, eds., op. cit., p. 15.

17
It is these role expectations which define the patterns of
reciprocal behavior of its members, and constitutes the
system by which an organization may achieve its goals.
Edward Tolman*® refers to this as the "complimentarity of
expectations."
This fundamental phenomenon may be called the
complimentarity of expectations, not in the
sense that the expectations of two actors with
regard to each other's actions are identical,
but in the sense that the action of each is
oriented to the expectations of the other.
Hence, the system of interaction may be analyzed
in terms of the extent of conformity of ego's
action with alter's expectations and vice versa.
A major drawback to wider use of role theory in
research is largely due to its interdisciplinary nature, in
that each discipline has come to define the elements of
role theory singularly to themselves.

Gross, Mason and

McEachern^® suggest that the variation in definitions given
to various elements of role theory are more a matter of
semantics than differing operational definitions.
... these differences in definition is simply
semantic; the same phenomena are frequently
given different names.
Thus, what Linton and
Newcomb define as a role, Davis defines as a
status. What Davis defines as a role Newcomb
calls role behavior and Sarbin role enactment.
Edward C. Tolman, "The General Theory of Action"
in Toward A General Theory of Action, ed. by
Talcott Parsons and Edward A. Shils (Cambridge, Mass.:
Harvard University Press, 1962), p. 15.
20

Neal Gross, Ward Mason and Alexander McEachern,
Explorations in Role Analysis (New York: John Wiley and
Sons, Inc., 1958), p . 14.

18

Gross, Mason and McEachern elaborate on this point and
suggest that:
Although their formulations have some funda­
mental differences most of the authors whose
definitions have been presented are concerned
with the same phenomena.
Three basic ideas
which appear in most of the conceptualizations
considered, if not in definitions of role
themselves are that individuals:
(1) in
social locations (2) behave (3) with reference
to expectations.21
The writings of Michael Argyle, 2 2 Jacob Getzels and
7z
Egon Cuba
support the use of role theory in research and
point to the fact that lack of a common set of operational
definitions among the various disciplines need not restrict
A

the researcher.

William Brookover

j|

in a review of

research on role expectations recommends the use of role
theory as an analytical tool.
It becomes apparent that despite the large number of
operational definitions, expectations are generally
presumed by most role theorists to be an essential
ingredient in predicting behavior. 2 5 Occupational positions
21Ibid., p. 17.
^Mic h a e l Argyle, "Concepts of Role and Status,"
The Sociological Review, Vol. 40 (1952), pp. 39 - 52.
23
Jacob W. Getzels and Egon G. Guba, "The Structure
of Roles and Role Conflict in the Teaching Situation,"
Journal of Educational Sociology, Vol. 29 (September,
1955), pp. 30 - 40.
24
William B. Brookover, "Research on Teacher and
Administrators Roles," The Journal of Educational
Sociology, Vol. 29, No.- 1 (September, 1955), pp. 2 - 13.
7 RGross, Mason and McEachern, o p . cit. , p. 18.

19
are prescribed by norms and values which pattern the life
styles of these people within the occupation.

People

identify themselves with roles and develop different
identities.

They come to expect others with whom they

associate to agree with their conceptions and to behave
in ways consistent with these norms.
Self-expectations and other-expectations are recipro­
cally formulated definitions of a desired behavior for a
person occupying a status position.

Role-expectations, in

addition to being a product of social interaction, establish
patterns for these interactions.

S. Stansfeld Sargent

defines the role of an individual as "a pattern or type of
social behavior which seems situationally appropriate to
him in terms of the demands and expectations of those in
his group."

Analysis of role-expectation of "self" and

"others" represent anticipated patterns of relationships
expected for the dean.

While individuals may differ in

their attitudes toward varying methods,

it is nonetheless

important that there exist reciprocal relationships and
expectations.

This is especially true in any situation

where the attainment of the organizational objectives are
contingent upon its members measuring up to responsibilities
as defined by themselves and their associates.
26S. Stansfeld Sargent, "Conceptions of Role and Ego
in Contemporary Psychology," in Social Psychology at the
Crossroads, ed. by J. Rohrer and M. Sherif
(New York:
harper and Brothers, 1951), p. 360.

20
Role expectations as anticipated actions or performances can be studied by means of questionnaires. 2 7 One
such questionnaire was devised by Motz to determine (1) the
expectations of self in the marital situation, and (2) the
expectations of actions of others.28

Charles Bidwell^®

used the combination of the flexible and focused interview,
along with questionnaire returns, in an effort to discover
expectations which were held for principals and super­
intendents by the teachers.

The Leader Behavior Description

Questionnaire was developed by Stogdell and used in a series
of Ohio State Leadership Studies as an objective measure of
employees' perceived leadership climate."*®

Andrew H a l p i n ^

used the Leader Behavior Description Questionnaire to
ascertain the impression of role of aircraft commanders and
educational administrators as conceived by the incumbents
of the roles as well as by certain subordinates.

Marvin

^7Sarbin, op. cit., p. 227.
28Ibid., p. 227.
^Charles E. Bidwell, "The Administrative Role and
Satisfaction in Teaching," Journal of Education Sociology,
Vol. 29 (September, 1955), pp. "TT -""4T.
^®Michael Beer, Leadership, Employee Needs and
Motivation (Columbus: The Ohio State University, Bureau
of Business Research, Monograph No. 129, 1966), p. 23.
1 1

Andrew W. Halpin, "The Leader Behavior and the
Leadership Ideology of Educational Administrators and
Aircraft Commanders," Harvard Educational Review,
Vol. 25 (Winter, 1955), p p . 18 - 32.

21
T a v e s 3 ^

in 1963 developed the Image of Nursing Scale

composed of both positive and negative Likert-type state­
ments designed to elicit the extent to which nursing was
seen as a desirable and rewarding occupation.

Educational Research
The use of role theory in studying a status position
in education is not new.
Willard Waller 33 in a descriptive
study of the teaching profession in 1932 used the concept
of role

to increase understanding of

social life in school.

In hisstudy Waller stated:
The role appears as the organization of the
individual with reference to the entire
situation; it is the responses of the individual
to the entire situation as it has taken shape in
his mind.
W.

W. Charters34 in 1952 used role theory to summarize the

organizational structure

of a school as an institution.

His assumption was:
Individual's behavior is strongly influenced
by the expectations which members of various
important groups have of him and his relation­
ship with them.
In the context of organiza­
tional theory, role has added significance
because certain of these expectations
32 Marvin J. Taves, Ronald G. Corwin and J. Eugene Haas,
Role Conception and Vocational Success and Satisfaction
(Columbus: the Ohio State University, Bureau of Business
Research, Monograph No. 112, 1963).
33Willard Waller, The Sociology of Teaching
John Wiley and Sons, 1932) , p7 3227

(New York:

34W. W. Charters, "The School as a Social System,"
Review of Educational Research, Vol. 33 (1952), p. 42.

22
become institutionalized and an individual
is penalized by the organization if his
behavior deviates from that which is expected
from him.
Most recently, 1969, Thomas Fitch

i5

used the concept of

role to study the expectation toward the Intern
Consultant’s role at Michigan State University.
The above studies suggested role theory to be an
important tool for educational research.

Brookover

in his review of literature in a study on teacher adminis­
trator roles pointed out that studies in education
generally failed to differentiate between the expectations
as conceived by the role incumbent and the incumbent of the
counter position.

Brookover also suggested that most

researchers who use role theory have excluded variables
relevant to appropriate research.

This range of variables,

he suggested, include (1) the actor's definition of what he
thinks is expected of him;

(2) the actor's behavior inter­

action with role incumbents;

(3) role expectations of others

for the actor in a given situation; and (4) the expectation
of any actor in a particular situation.
■^Thomas C. Fitch, "Role Expectations for Intern
Consultants:
View of Intern Teachers and Intern
Consultants in the Michigan State University Elementary
Intern Program" (Unpublished doctoral dissertation,
East Lansing, Michigan:
Michigan State University, 1969).
^ W i l l i a m g. Brookover, o p . cit. , pp. 3 - 13.

23
The present study has been delimited to an analysis
of (1) expectations by deans (self-expectations) and (2)
expectations by faculty members (others) relative to the
leader role of the dean of an emerging school.

The first

refers to the occupant's definition of appropriate behavior
for the person in the position of dean.

The second refers

to the expectations by other persons regarding an
occupant’s behavior in a status position (dean), expecta­
tions which may or may not be congruent with one another or
those of the occupant.

Self-expectations were obtained

from deans and expectations of others from faculty members.
The classification of expectations as self - and other expectations is not intended to be interpreted as indicating
that two types of expectations are necessarily incongruent
or contradictory with respect to the position of the dean.

Leadership is often considered the business of getting
things done,

both done well and done quickly.

The United

States Navy in General Order 21, for example, defines
leadership as "the art of accomplishing the Navy's mission
through p e o p l e . B a s i c to the philosophy of business
is efficiency in production for its own sake.
•1 J

t O

Luigi Petrullo and Bernard Bass, Leadership and
Interpersonal Behavior (New York: Holt, Reinehart and
Winston, Inc., 1961), p . xvii.
^^Ibid., p. xvi.

24
Most traditional concepts of leadership are often in
conflict with our basic democratic principles of consider­
ation for the individual.
outmoded.

Such models of leadership are

In his concern for people first, John P. J o n e s ^

lists outdated and ineffective leadership strategies as
those where:
1.

The authority of a position automatically
confers leadership qualities on its incumbent.

2.

Granting power to subordinates diminishes the
power of the manager.

3.

The manager should know more than his sub­
ordinates about what's going on.

4.

No manager can be secure unless he makes all
final decisions.

5.

A manager loses his individuality when he
involves subordinates in the decision-making
process.

6.

The right to communicate with higher levels of
management is reserved to the manager.

Institutions of higher learning are hierarchically
ordered, creating a relationship which tends to emphasize
the veto and underemphasize the approval of innovations.
A structure suggests to the supervisor or administrator
that he has the right to monopolize the communication
process and pattern the communication to a supervisor -subordinate relationship o n l y . i n

hierarchically ordered

^ J o h n Paul Jones, "Changing Patterns of Leadership,"
Personnel, Vol. 44 (March - April, 1967), p. 13.
^ V i c t o r a . Thompson, "Hierarchy, Specialization and
Organizational Conflict," Administrative Science Quarterly,
Vol. 5, No. 4 (March, 1961), p . 487.

25
institutions the superordinate *s role is chiefly
characterized by rights while the subordinate’s role
is chiefly characterized by duties.
Primary rights of the supervisor which yield
logically, certain secondary rights -- the
right to determine the personnel of the unit
and its organizational form; the right to
initiate activities (set the unit's goal) and
right to make decisions.
ji ^

Harold Gerard

in a laboratory study using 142 non­

voluntary airmen found t h a t :
The difference in status resulted in a
difference in perceived freedom of action.
Higher status produced control oriented
behavior regardless of the clarity of the
role relationship between the individual
and his co-worker.
In our modern culture, there are increasing demands
for" the rights of the subordinate -- the right to personal
dignity, the right to be treated on the basis of personal
merit, and the right to be free from extraorganizational
confines of the institution.

This brings to the forefront

conflicts and issues which have yet to be worked out in
. «. 43
our society.
41Ibid., p. 488.
4 ^Harold B. Gerard, "Some Effects on Status Role
Clarity and Group Goal Clarity Upon the Individual's
Relationship to the Group Process," Journal of Personality,
Vol. 25, No. 4 (1956 - 57), p. 487.
4^Thompson, o p . cit., p. 489.

26
Luigi Petrullo and Bernard B a s s ^ viewed interpersonal
behavior as an integral part of leadership and state that
the "individual cannot be sacrificed in the interest of
group welfare."

For a democratic society a no choice

situation or domination by the person in a leader position
must be considered the antithesis of leadership.
C. A. Gibb45 in viewing the business leader of today said:
... there is almost general agreement in the
literature of the last few years that leader­
ship is to be distinguised, by definition,
from domination or headship ...
In final analysis few organizations are able to see that
their purpose is to "create conditions for effective
cooperation."4^
For the most part, the doctorine of educational
leadership for efficiency and economy was borrowed from
business

(1905 - 1930).

The advent of social reconstruc­

tionism in education and the New Deal

(1935 - 1950)

relegated persons in educational leadership to the role of
a technical expert dealing with plant, finance, personnel,

44 Petrullo and Bass, o p . c i t ., p. xiv.
4 ^ Ibid., p. xviii.
46
George B. Strother, Individual Performance and
Corporate Purpose:
An Appraisal of the Current Status
of Research on Factors Influencing Employee Performance
(Madison, Wisconsin* University of Wisconsin, School oT
Commerce, Bureau of Business Research and Service,
Wisconsin Commerce Reports, March, 1962), p. 38.
47 Warren H. Button, "Doctorines of Administration:
A Brief History," Educational Administration Quarterly,
Vol. 2 (Autumn, 1966) , p'p. 216 - 24.

27
Morale
A review of the literature indicates that there is a
discrepancy in the definition of the term morale.

In

general, most studies view morale in terms of the individual
and his relationship to a group.

Ross Stagner^® defines

morale in terms of an individual - group relationship.
High morale exists when the individual perceives
himself as a member of the group, and perceives
a high probability of achieving both individual
and group goals through a course of action.
Some authors refer to morale as we-feeling, while others
refer to it as cohesiveness, or absence of conflict.
John F r e nch^ encompasses most definitions of morale as:
The conditions of a group where there are clear
and fixed group goals that are felt to be
important and integrated with individual goals;
where there is confidence in the attainment of
these goals, and subordinately, confidence in
the means of attainment, in the leaders,
associates, and finally in oneself.
Barney Katz's and G. F. Lehner's^® definition of morale is
an individual's capacity and willingness to carry out a task
with determination and cooperation, while at the same time
experiencing a feeling of personal well-being and satis­
faction .
48
Ross Stagner, "Motivational Aspects of Industrial
Morale," Personnel, Vol. 2 (Spring, 1958), pp. 64 - 65.
*®John French, Jr., "The Disruption and Cohesion
of Groups," Journal of Abnormal and Social Psychology,
Vol. 36 (July, 1947), p. 376.
^^Barney Katz and G. F. Lehner, Mental Hygiene in Modern
Living (New York: The Ronald Press, 1953), p p T 263 - 74.

28
William House^^ studied group cohesiveness and
organizational performance as a function of morale.

House's

findings suggest the thesis that high morale is closely
related to high productivity.

House interprets high

morale in terms of group cohesiveness as exemplified by
an individual who is willing to
(1)
(2)
(3)
(4)
(5)
(6)
(7)
(8)

take on organizational responsibilities
participate in meetings
persist in working toward difficult goals
influence others in a friendly fashion
listen to others
support and show approval for the group
punish violators
demonstrate relaxation and friendliness
with others.

Leonard

B e r k o w i t z ^

found that airforce crews

experienced feelings of satisfaction when they perceived
their expectations for aircraft commanders had been ful­
filled.

Berkowitz concluded from his study that super­

visors and subordinates who empathize with one and another
will experience considerably higher morale than those who
do not.
Robert H a l l ^ found that the desire of individual
crew members to continue with an aircraft crew is associ^ W i l l i a m C. House, "Effects of Group Cohesiveness on
Organizational Performance," Personnel Journal, Vol. 40,
No. 1 (January, 1966), pp. 28“ TS~.
52
Leonard Berkowitz, "An Exploratory Study of the
Roles of Aircraft Commanders," Research Bulletin No. 53 - 65
(USAF Human Relations Research tenter , Lack 1and. Air Force
Base, Texas, 1953).
53
Robert Hall, "Social Influences on the Aircraft
Commander's Role," American Sociological Review, Vol. 20
(June, 1955), pp. 294
'9'9.

29
ated with greater agreement among members role prescrip­
tion for the aircraft commander.

J. F. Davis5^ studied

conception of official leader roles in the Air Force
relative to (1) interest in men, (2) way of giving orders,
and (3) adherence to Air Force regulations by officers and
men of the officer role.

Davis concluded that role

expectation of the official leader roles influenced leaderfollower interaction and that adjustment and agreement
between an official leader and his followers was associated
with morale.
Marvin Taves, Ronald Corwin and J. Haas^ studied
occupation, self-conception and role enactment.

They found

that the image of the occupation and work role conception
have a direct influence on success and satisfaction.

Also,

in their study, high success was found to be associated with
high consensus and low success was found to be associated
with low consensus between the superior and the
subordinate.^
c7
In the education setting, Henry Harap ' surveyed
twenty school systems.

Harap found low morale to be

correlated with rigid and unsympathetic administrators.
^J. F. Davis, "Conception of Official Leader Roles
in the Air Force," Social Force, Vol. 32 (March, 1954),
pp. 253 - 58.
^Taves, Corwin and Haas, op. cit., p. 15.
56lbid., p. 1 0 - 1 1 .
57Henry Harap, "Many Factors Affect Teacher Morale,"
Nation's Schools, Vol. 63 (June, 1959), pp. 55 - 57.

30
Alan Brown and Barry Anderson

58 studied faculty consensus

as a function of leadership style and frequency.

Brown and

Anderson collected data from 1264 teachers and 132
principals from 132 schools in Alberta, Canada.

In their

study it was hypothesized that greater faculty consensus
on school performance would exist under a system-oriented
principal than under a person-oriented principal.

The data

from their study conflicted with their anticipated findings
in that the greatest degree of consensus were found in schools
which had person-oriented leadership rather than systemoriented leadership.
Henry Faulk^® in writing on ways of improving staff
morale pointed out that the best way to boost morale was
through faculty involvement.

While, J. Edward Green**®

in his review of the literature on general personality
traits (dogmatism) of principals and teachers and teachers'
morale found communication to be vital to both the develop­
ment and maintenance of high morale.

Lester Cock and

58
Alan F. Brown and Barry D. Anderson, "Faculty
Consensus As A Function of Leadership Frequency and Style,"
Journal of Experimental Education, Vol. 36, No. 2
(Winter, "1967?,
T3 - 49.----^®Harry R. Faulk, "Improving Staff Morale,"
Educational Executive Overview, Vol. 3 (February, 1962),
p . 62.
Edward Green, "The Relationship Between Dogmatism
of Principals and Teachers and Teachers' Morale in Twelve
Selected Secondary Schools in Michigan" (Unpublished
doctoral dissertation, East Lansing, Michigan: Michigan
State University, 1966), pp. 14 - 15.

31
John French**1 studied resistance to industrial change
and found that when workers help plan the change their
morale was higher.

Harold B. Gerard** ^ in a study of

role status on 142 airmen suggested that when an
individual is able to control his own situation it can
be expected that this will result in greater satisfaction.

Deanship
Most writers on the deanship view the dean as the
most visible leader within the academic community.**3
John W. G o u l d , f o r example, viewed the leadership function
of the dean as the educational leader of the college, an
’’agent representing the faculty, a coordinator and catalyst
of the educational process, and not an executive in the
conventional sense."

Such a position Gould pointed out

needs a man of persuasiveness more than decisiveness.
^Lester Cock and John French, Jr., "Overcoming
Resistance to Change," Human Relations, Vol. 2, No. 4
(1948), pp. 512 - 32.
^Gerard, op. cit., p. 481.
**3Algo D. Henderson, "The Dean is Busy," The North
Central Association Quarterly, Vol. 32 (1957 - 58) ,
p. 179.
**^John Wesley Gould, The Academic Deanship
(New York:
Institute of Higher Education, Teachers
College, Columbia University, Bureau of Publications,
1964), p. 40.

A

32
man with the ability to sense consensus rather than to
champion c h a n g e . ^
Writings on the deanship indicated conflicting expecta­
tions for the leader role of the dean.

In his analysis of

the leader function of the dean, Gould placed the dean in
context with the faculty.
It is the faculty, not the president or the
academic dean, according to the interviewees,
who should make the important educational
decisions and plans. 6
Arthur Engelbert^ suggested that the dean needs to be
a person who possesses basic humanistic qualities such as
common courtesy, warmth of personality, integrity, force­
fulness and courage, and should be one to whom the faculty
can look for leadership, counsel, due recognition of
achievement and a friendly hand.

Clifton Wharton, Jr.,**®

President of Michigan State University, in his presentation
before that university's 110th annual commencement, charged
today's leaders in higher education failed to recognize
the need for involvement of those people who are affected
by decisions -- especially students.

Wharton stated:

today's student generation is not content
simply to be told of decisions after the
fact .. .
65

Ibid., p . 70.

66Ibid., pp. 98 - 99.
fi7

Arthur F. Engelbert, "The Professor Looks at the
Dean," The Educational Record, Vol. 38, No. 4 (October,
1957), pp. 'STS'-- 18.----------------^ C l i f t o n Wharton, Jr., "A Message from the President,"
Michigan State University Alumni Association Magazine,
Vol. 15, tfo. 6 (Ju ly ", 1 9 7 0 ) , ' p . 3.

33
He continued to elaborate on this point by stating today's
educational leaders must develop
consistent efforts to involve them before the
fact in university processes which affect
their lives and their learning experience.
On the other hand, many educators in leadership roles
feel that involvement of others in the decision making
process is an infringement on their administrative
prerogatives.
Frances Horn 69 for example stated "if AAUP
gets its way^, we administrators might just as well go out
of business."
Concern for humanistic ideals in the leadership
behavior of the dean is not a new concept.

7 ft
Mary Wolley'u

in 1918 called for the person occupying the status position
of the dean to be a person concerned with the practical
application of humanistic ideals.

As such, the chief

responsibility of the dean is to establish a climate favor­
able to the learning process.

This mandate calls for a

person who can assume a specific role in leadership -being a guide, resource person, facilitator and provider
of a structure whereby the faculty itself is held account­
able for the quality of the program.

A concern for

humanistic ideals and values suggest that we view the
deanship not in terms of a normative job description but,
69

Francis H. Horn, "The Dean and the President,"
Liberal Education, Vol. 50, No. 4 (December, 1964),
pp. 463 - 75.
70
Mary W. Wolley, "Some Ideals for Deans," National
Education Association. Addresses and Proceedings'^ V o l . 56
(1918), pp. 411 - 13.

34
preferably, in terms of expectations for the leader role of
dean and his style of leadership.
Dennis D. O'Brien 71 in focusing on the role of the
dean in faculty and student relations viewed the deanship
as the practical answer to the breakdown in communication
and increasing complexity of the multiversity.
John W. Gould found:
... a great many deans regard themselves not
as leaders but as catalysts of faculty
opinion and decision making.
Conscious desire
to mold opinion or shape action was foreign to
their thinking.
On the other hand, David Mobberley and Myron W i c k e ^ reported
that deans think of themselves as part of the administration
and few tend to regard themselves as a spokesman of the
faculty.
John Ciardi 74 writing on the deanship stated:
Education is too important a business to be
left to the deans. The deanly condition is
the condition of ignorance camouflaged by
secretaries, charts, IBM cards, and
statistics, but ignorance nonetheless ...
Let a good man be trapped into a dean's
swivel chair and his inhumane ignorance
grows upon him as a condition of his
employment.
^Dennis D. O'Brien, "The Dean," Journal of Higher
Education (January, 1966), pp. 33 - 37.
^Gould, op. cit. , pp. 40 - 41.
73
David G. Mobberley and Myron F. Wicke, The Deanship
of the Liberal Arts College (Nashville, Tenn.: Division of
Higher Education, Board of Education, The Methodist Church,
1962), pp. 21 - 22.
74

John Ciardi, "The Damnation of Deans," Saturday
Review of Literature, March 24, 1962, p. 31.

35
Along this same line, Lewis Mayhew 75 contended that
neither presidents nor deans have been specifically trained
for college administration.
In his review of literature, Mayhew7** noted that most
writings on the deanship had centered on attempts to list
the duties of a dean or deal with specific aspects of his
role, such as, fund raising, finance and public relations,
that there has been little done with respect to the
internal management within the institution.
Mary Wolley 7 7 in 1918, in describing the deanship
before a group of college presidents and deans stated:
No office is less standardized than that of
dean.
Probably no two people in this
audience have exactly the same duties.
In
one institution the academic side pre­
dominates, in another the social, in a
third a combination.
Some years later, twenty-one representatives consisting of
deans, one vice-president, and one president while in
attendance at a North Central Association Workshop
attempted to list the duties of the dean.

This

distinguished group of people were only able to list 22
duties in common to most deanships.7®
75

Mayhew, op. cit., pp.

186 - 92.

76Ibid., pp. 186 - 92.
77Wolley, op. c it., pp. 411 - 13.
7®Earl E. Emmi, "What Deans and College Presidents
Might Do," Journal of Higher Education, Vol. 17, No. 1
(May, 1946), pp. 265 - 67.

36
Merle Scott Ward 7 9 was among the first to system­
atically study the deanship.

He used an historical

questionnaire to ascertain information relative to the
history and status of the deanship in liberal arts
colleges.

Prior to his study in 1934 investigations of

the deanship consisted largely of attempts to develop a
listing of the duties of the dean.

Ward used a multiple

choice instrument to obtain the thinking of the deans on
the crucial issues of the day.

His report presented an

"Emerging Concept of the Deanship," and contrasted the
style of dean behavior into autocratic and democratic
philosophies of administration.

His findings included the

following:
1.

The office of college dean or dean of the
faculty is a comparatively recent develop­
ment in American higher education.

2.

The deanship has developed in a haphazard
fashion from widely differing causes and
a variety of college offices.

3.

The office of the dean is still in the
process of evolution, with no uniformity
and little standardization.

4.

In at least 50% of the cases the deans
seem to have had less than a satisfactory
preparation for the office.
Scarcely
half of the total number have had previous
administrative experience, while
comparatively few have taken professional
courses preparing directly for the
deanship.

79

Merle S. Ward, Philosophies of Administration
Current in the Deanship of Liberal Arts Colleges
(New York:
Teachers College, Columbia University, 1934),
pp. 7 2 - 77.

37
5.

The majority of the deans favor the
democratic concept of college administra­
tion.

George W. Bond 8 0 studied the status of the dean in teacher
colleges.

In his study of 146 state teacher colleges, Bond

found no general agreement as to what constitutes the
duties of the dean of a college.

In addition, he found

that the scope or responsibility of the dean of a college
in state supported teachers colleges increased in relation
to the size of the student population and the amount of
annual expenditures.

In that same year, Clyde Milner

O1

reported on a study he conducted on colleges with
enrollments between 200 and 600 students.

He concluded

that there was considerable variation in the delegation
of-authority to the dean and that there was a general
indefiniteness in the official prescription of his role.
General functions relegated to the dean were reported to
include:

(1) assisting the president,

(2) advising and

directing students, and (3) assuming the leadership to the
educational program.
QO

Ruth Higgins0*1 did a study on the status of the dean­
ship.

Receiving returns from 161 deans, Higgins' study
on

George W. Bond, "Teacher College Deans," Educational
Administration and Supervision, Vol. 23 (1937), pp. 698 - 706.
®*Milner, op. cit.
82

Ruth L. Higgins, "The Functions of the Academic
Dean," Association of American Colleges Bulletin, Vol. 33
(May, 1947), pp. 393 - 99.

38
indicated that the status of the deanship had changed
little in the ten years since the Ward, Bond and Milner
studies.
In 1962 John Wesley Gould

83

in a doctoral disserta­

tion at Columbia University sought to determine the
leadership function of the dean as viewed by the dean
himself.

Gould developed a questionnaire after conducting

interviews with twelve deans who had been named highly
effective by college administrators.

In his extensive

study he received returns from 166 deans in 49 states.

His

general findings were:
The academic dean regards his leadership
function to be the encouragement and
stimulation of the faculty to perform at
the highest level of which it is capable
in the pursuit of educational objectives
set by it.
He regards himself not so much
as a leader but rather as a catalyst.
His
authority is conferred upon him by his
colleagues' acceptance of him, and the
measure of his success is related to the
extent to which he can persuade the
faculty to espouse his ideas and regard
them as being essentially what they them­
selves wanted anyway.
One year later, Cecil W. Miller,®^ using an interview
technique, studied the perceptions of role expectations
held by deans of liberal arts colleges.

Miller's findings

disclosed:
0 T

-

.

John Wesley Gould, "The Leadership Function of the
Academic Dean as Viewed by the Dean" (Abstract from
Unpublished doctoral dissertation, New York:
Columbia
University, 1963).
®^Cecil W. Miller, "The Perception of Role Expectations
by Liberal Arts College Deans" (Unpublished doctoral d i s ­
sertation, Los Angeles: University of Southern California,
1963), pp. 176 - 77.

39
1.

Deans interviewed gave very few indications
that they perceived their role expectations
in terms of titles for their offices or jobs,
it was found that generally titles could not
be relied upon as a means for describing
role behavior.

2.

Deans have been assigned rather than ascribed
leaders of college faculties and that as
assigned leaders they had limited acceptance
by college faculties.

3.

The problems of deans which contributed to
the adverse comments had been due in part
to the assumption held by deans that their
roles were accurately described by normative
job descriptions.

4.

Perceive their role expectations more in
terms of relationships than other categories.

Summary

Chapter II dealt with relevant research and writings
pertinent to the study of expectations toward a human­
istic leader role for the dean of a school or college of
education.

Studies and theoretical works reviewed include

those on the deanship, role theory,

leadership and morale.

Research and theoretical work, based on the concept
of role,

indicated:

(1) role theory to be a productive

and appropriate scientific tool for inquiry,

and

(2)

allows the investigator to observe behavior or anticipated
behavior at a relatively complex level.
Relevant writings on the deanship were presented and
found to indicate conflicting expectations for the leader
role of the dean.

The review of the literature indicated

40
no study which examined the leader role expectations held
for the person in the status position of dean of an
emerging school or college of education.

The studies on

the deanship were found to be largely anecdotical or
descriptive in nature.

CHAPTER III

PROCEDURES

This chapter has six parts.
is presented in the first part.

The purpose of the study
The second part describes

the construction and development of the instrument -Dean Leadership Expectation Questionnaire.

The population

and sample used in the study are presented in part three.
The other parts included are:

Mailing procedures and

returns; initial steps used in data processing; and method
of data analysis.

Purpose
The purpose of this study was to analyze the degree of
agreement of perceptions and expectations held by deans and
faculty members of emerging schools or colleges of educa­
tion in the State of Michigan with respect to the expected
leader role of the dean.

Two groups of college personnel

were included in the research:

deans and faculty members.

Specifically, the study was designed to gather data in an
attempt to answer the following questions:

42
1.

What is the degree of concordance among deans
of emerging schools or colleges of education
in the perceptions of (humanistic) leader
role expectations of the dean?

2.

What is the degree of concordance among
faculties of emerging schools or colleges of
education, across institutions, in the
perceptions of (humanistic) leader role
expectations of the dean?

3.

What is the degree of concordance between
faculties as a group and deans as a group of
emerging schools or colleges of education in
the perceptions of (humanistic) leader role
expectations of the dean?

The nature and scope of the problem dictated that an
instrument was needed which would (1) yield consistent
classification of data from individual to individual,
institution to institution,

(2) allow for individuals to

express and record their perceptions and expectations in
a consistent and economical manner,

(3) allow the

investigator to obtain the desired information uniformly
in a relatively short period of time.
The study began with a review of relevant research
and writings on the leadership role of the dean.
extensive

An

review of the literature indicated a general

dearth of information about the deanship of the college of
education and failed to reveal an appropriate standardized
instrument for use in this study.

As a result, the instru­

ment, the Dean Leadership Expectation Questionnaire was
developed specifically for this study to obtain data on
expectations and perceptions for a (humanistic) leader role
for the dean as perceived by deans and faculty members.

43
Instrumentation
Construction of the Instrument
The instrument, Dean Leadership Expectation
Questionnaire, which was developed to obtain data for the
study, incorporated ideas from readings on the deanship
and higher education as well as interviews with deans,
directors, department chairmen and faculty members.

A

compilation of duties, activities, problems, influences
power and authority as well as desirable and undesirable
traits of the person occupying the position of dean was
made as a result of the information obtained from the
reading and interviews.

This listing was collated into

the areas of
1.

Interpersonal Relatedness

2.

Supportiveness

3.

Communication

4.

Faculty Involvement

5.

Student Involvement

as measures of the humanistic model leadership.

Following

this, 300 statements were constructed relative to the
anticipated behavior for the dean in terms of each of the
above areas.

These statements underwent refinement for

repetition of content and thought and were developed
subsequently into a 200 item instrument -- Dean Leadership
Expectation Questionnaire.

Q5

®^Initial items used in the instrument may be found
in Appendix B.

44
The Dean Leadership Expectation Questionnaire was
submitted to two separate juries.

The first panel

consisted of four judges from the College of Education at
Michigan State University:
associate dean and

two administrators

a director), and

(an

two faculty members.

This panel rated the items for content,

ambiguity

of

thought and appropriateness of item in relation to its
category, as follows:
Category
(a). Inappropriate
(b) . Appropriate

Ratings
1-3
4-6

Only those items judged to be appropriate by all members
of the panel were retained.

Ways of improving the instru­

ment were suggested and incorporated in the instrument.
Itejns discarded on the basis of this analysis are reported
in Table 3.1.
The revised instrument of 103 items was given to a
second panel of judges.

The jury consisted of four persons

from the College of Education, Michigan State University:
two administrators

(an associate dean and a director), and

the faculty members.

Items were checked for ambiguity and

directionality for scoring.

The items retained were those

the judges held in total agreement.

Items discarded on the

basis of this analysis are reported in Table 3.1.

In those

few situations where one judge differed in the direction
for scoring, items were refined and included in the
revised instrument.

45
In addition to the two panels of judges, the completed
instrument, consisting of 59 items, was also scrutinized by
the Institutional Research and Evaluation Services Office
at Michigan State University.

Items retained were those

which would discriminate among individuals in the
population of interest, deans and faculty members of
emerging schools or colleges of education in the State of
Michigan.

Items discarded on the basis of this analysis

are reported in Table 3.1.

The third and final revision

of the instrument retained 58 items.

The instrument was

then printed for distribution to deans and faculty
members.

Validity
Two independent "panels of experts" were involved in
the item construction of the questionnaire.

These panels

confirmed the face validity of the instrument.

Each panel

consisted of four judges from the College of Education,
Michigan State University:

two administrators (an

associate dean and a director), and two faculty members.
The first panel rated each item for content and appropriate­
ness of item in relation to the category.

The second panel

checked each item for ambiguity and direction of scoring.
Both panels offered objective and relevant criticisms
designed to strengthen both the face and content validity
of the Dean Leadership Expectation Questionnaire.

TABLE 3.1
DEAN LEADERSHIP EXPECTATION QUESTIONNAIRE, ITEMS DISCARDED ON THE BASIS OF PANEL ANALYSIS
REASONS FOR*
REASONS FOR*
REASONS FOR*
REASONS FOR*
REASONS FOR*
ITEM DISCARDING ITEM DISCARDING ITEM DISCARDING ITEM DISCARDING ITEM DISCARDING
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20

3
1
2
1
1
1
2
1
1
1
1
2
1
1
1

21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40

2
1
2
1
1
1
2
1
1
2
1
1
1
1
1

41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60

1
1
1
1
1
1
1
1
2
2
1

61
62
63
64
65
66
67
68
69
70
71
72
73
74
75
76
77
78
79
80

1
1
1
1
2
2
1
1
2
1
1
1
1
1
1

81
82
83
84
85
86
87
88
89
90
91
92
93
94
95
96
97
98
99
100

1
1
2
2
1
1

2
1
2
1
2
2
2

•Reason for Discarding
1.
2.
3.

Less than one
item.
Less than one
ambiguity and
Judged unable

hundred percent agreement among panel rating appropriateness of
hundred percent agreement among panel rating items in terms of
directionality for scoring.
to discriminate among the individuals in the population interest.

TABLE 3.1 (CONTINUED)
DEAN LEADERSHIP EXPECTATION QUESTIONNAIRE, ITEMS DISCARDED ON THE BASIS OF PANEL ANALYSIS
REASONS FOR*
REASONS FOR*
REASONS FOR*
REASONS FOR*
REASONS FOR*
ITEM DISCARDING ITEM DISCARDING ITEM DISCARDING ITEM DISCARDING ITEM DISCARDING
101
102
103
104
105
106
107
108
109
110
111
112
113
114
115
116
117
118
119
120

2
2
2
2
1
1
1
1
1
2
1
2
1
1
2
1

121
122
123
124
125
126
127
128
129
130
131
132
133
134
135
136
137
138
139
140

1
1
1
1
2
2
2
1

1
2
2
1

141
142
143
144
145
146
147
148
149
150
151
152
153
154
155
156
157
158
159
160

1
1
1
1
1
2
1
1
1
1
1
1
1
1
1
1
2

161
162
163
164
165
166
167
168
169
170
171
172
173
174
175
176
177
178
179
180

1
1
1
1
1
1

2
1
1
1
2
1

181
182
183
184
185
186
187
188
189
190
191
192
193
194
195
196
197
198
199
200

2
2
1
2
1
1
2
1
1
2
1
2
2
1
2
2

•Reason for Discarding
1.
2.
3.

Less than one
item.
Less than one
ambiguity and
Judged unable

hundred percent agreement among panel rating appropriateness of
hundred percent agreement among panel rating items in terms of
directionality for scoring.
to discriminate among individuals in the population of interest.

48
The instrument was scrutinized by the institutional
Research and Evaluation Services Office at Michigan State
University.

For ease in data processing,

stylistic changes

were incorporated in the final construction of the instru­
ment.

The care in construction of the instrument led to

the assumption that items would discriminate among
individuals and yield the data required of the research
problem.

One item was deleted because of failute to meet

the criterion of discrimination.

It was assumed that the

instrument would be objective avoiding possible investi­
gator bias as well as a predisposition toward a response.
Further,

it was assumed that real differences in expecta­

tions and perceptions toward the role of the dean of a
college or school of education were measurable.

Reliability
The most critical criteria for reliability of a co n ­
structed instrument is the degree to which it accurately
and precisely measures the variable of interest.

Robert

Ebel®^ defined reliability in terms of a coefficient.
The coefficient of reliability of a test
gives the percentage of the obtained
variance in the distribution of test scores
that may be regarded as true variance; that
is, as variance not due to the unreliability
of the measuring instrument.
®^Robert L. Ebel, Taped Interview, Michigan State
University, East Lansing, Michigan.
Spring, 1970.

49
A high reliability coefficient tells us that there is an
adequate sample of good questions on the variable of
interest which clearly measures the individual respondent,
and differentiates him from other respondents.
The reliability coefficient is of interest
because it gives, by the simple assumption
that a test score has two components, viz.,
true score and variable error, an (indirect)
estimate of the random error variance
present in an obtained test score variance.
No matter how computed, the reliability
coefficient is only an estimate of the
percentage of the total variance that may
be described as true variance, i. e., not
due to error. 7
The test--retest reliability coefficient yields a too
liberal estimate®® and, therefore was not calculated for
the instrument.

In addition, it was felt that the memory

factor might result in an inflated coefficient of
reliability for the population of interest.

Reliability of

the instrument for this population was ascertained using
OQ

the Hoyt analysis of variance technique.

This technique

yields a conservative estimate of the true variance of an
G. Frederic Kuder and Marion W. Richardson, "The
Theory of the Estimation of Test Reliability " in
Principles of Educational and Psychological Measurement,
ed. by William A. Mehr'ens and Robert lT Ebel (Chicago,
Illinois:
Rand McNally and Company, 1969), p. 95.
88Ibid., p. 95.
8^Cyril J. Hoyt, "Test Reliability Estimated by
Analysis of Variance" in Principles of Educational and
Psychologic al MeasurementT ed. by. William A. Mehrens and
Robert LT Ebel (Chicago, Illinois: Rand McNally and
Company, 1969), p. 108 - 11.

50
instrument not due to error or the unreliability of the
measuring instrument.
Test constructionists, both technicians and
researchers indicate that the greater the length of the
instrument the more measures on a variable, and the more
diverse or less homogeneous the population being measured
the greater the reliability coefficient.
Characteristics of measurement are that any
observation can be considered to have a
"true" component and an "error" component.
As you make repeated measures or observa­
tions the variance of the obtained scores
tends to increase directly in proportion
to the true scores.
In other words, if
you double the number of measures you
double the amount of the standard deviation
of the true component, but the error
component goes up only as the square root
of the number of m e a sures.^
The more extensive the measure, the closer the reliability
coefficient will approach one.

An example of this would be

if you increased the number of measures by 25 the true
component is increased by 2 5 but the error of the component
is only increased by 5.
The relative homogeneity of the population of interest
and the brevity of the instrument (58 items), combined with
the complexity of the variable of interest suggested an
apriori decision that a reliability coefficient of .5 or
greater for the total instrument and its dimension areas
90

Ebel, op. c it.

51
would be sufficient to yield competent data on the
variable of interest. 91

TABLE 3.2

-- Reliability Coefficient of the Dean Leadership
Expectation Questionnaire.
Reliability
Coefficient

(N=214)
Dimension
I.
II.
Ill.
IV.
V.

Interpersonal Relatedness
Supportiveness
Communication
Faculty Involvement
Student Involvement

Overall Reliability

.6913
.5779
.6768
.8084
.9026
.9224

It was felt that the overall reliability coefficient
of _.92 was sufficient to establish the reliability of the
instrument.

The reliability coefficient for the total

instrument and its five dimension areas would suggest that
for this population the Dean Leadership Expectation
Questionnaire was an indicator on the variable of interest.

Description of the Questionnaire
The instrument developed and administered in this
study measures the degree of agreement of respondents,
deans and faculty members toward a humanistic leadership
role for the dean of a college of education.
Q1

Summary Statistic may be found in Appendix F.

52
This questionnaire, entitled Dean Leadership
Expectation Questionnaire was composed of two basic parts:
(1) a Lickert-type scale which measured expectations and
perceptions of a respondent toward a humanistic role for
*

the dean of a college of education, and (2) a section
which obtained background data from the respondent.

The

reactionnaire part of the instrument consisted of 58 state­
ments, each describing a specific leader behavior of the
dean.
In filling out the reactionnaire, the subject
indicated his feelings and perceptions toward the manner
with which the dean should behave by checking his degree of
agreement toward the stated behavior of the dean.

The

instrument may be used to have faculty members indicate
their expectations or to measure the dean's own expectations
toward the role of the dean.
The 58 items of the Dean Leadership Expectation
Questionnaire are arranged to yield scores on five dimen­
sions of the questionnaire,
(2) Supportiveness,
Involvement.

(1) Interpersonal Relatedness,

(3) Communication,

(4) Faculty

The questionnaire yields a total score along

with scores for each of its five dimension areas.
Each response is weighted to yield a raw score for
the dimension it describes.^ The raw score for each dimen­
sion is the sum of the total item scores (weights) for that
®^These weights are shown in the scoring key given in
Appendix C.

53
dimension.

For example, the score for Interpersonal

Relatedness and sub-scale is the sum of the weights for
responses marked by the respondent for items 1 to 11
inclusively.

The total score on the questionnaire is the

sum of all S dimensions or the sum of the scoring weights
for items 1 through 58 inclusively.
The theoretical range of the scores obtained from the
58 items is from 58 to 290.

The weights given to each item

response are used to yield subscales representative of the
dimensions on the instrument and a total score on the Dean
Leadership Expectation Questionnaire.

The higher the sub­

scale and total scores for each dimension area the greater
the expectations toward these as a dimension of the leader
role of the dean.

The Sample
The population of the study was geographically limited
to the State of Michigan.

The institutions were listed in

the College Blue Book--1969 as being state supported and
meeting the criteria of having an emerging school or
college of education.

Only those institutions officially

having a person who functioned in the role of the dean of
the school or college of education were asked to partici­
pate in the study.

Questionnaires were sent to all

faculty members and deans in the population who were
available as respondents during the summer session 1970.

54
A total of 307 faculty members and 5 deans were identified
and solicited for participation in the study.
Six institutions were listed in the College Blue Book
series^

(the professional work of reference of higher and

secondary education in the United State of America since
1923) as being state supported institutions of higher
learning in the State of Michigan

94

having an emerging

school or college of education.^

Illustration 3.1 shows

the geographic locations of these

institutions.

Population and Sample Used in the

Study

Of the six institutions of higher education in
Michigan, listed in the College Blue Book series as having
state supported emerging schools or colleges of education,
one was excluded from the study because it did not have a
person who functioned in the role of dean.

Thus, the

remaining 5 institutions established the population of the
study.
Those institutions which met
study were invited to participate

the criteria for the
in the study.

A copy

of the Dean Leadership Expectation Questionnaire was sent
9^

The College Blue Book, 1969/70, Vol. 4; Degrees
Offered~'Ta'yr"5ubject^ (New York:
CCM Information Corp.) .
Qd.
Ibid., Vol. 2, U.S.Colleges: Tabular Data.
^ Ibid., Vol. 5, Degrees Offered by College.

55

Illustration 3.1 Location of State Supported Institutions
of Higher Learning Having an Emerging School or College
of Education.

GVSC

Institutions having a person who functions as
dean of the school or college of education.
Institutions that do not have a person who
functions as dean of the school or college of
education.

56
to the deans and the faculty members of these institutions.
A listing of participating institutions can be found in
Appendix D.
The population of interest was treated as a sample.
Drawing from the work of Jerome Cornfield and John Tukey,

96

the assumption was made that there may exist in the universe
a similar population in higher education from which these
subjects might be considered a representative sample.

If

this assumption is accepted, we may then (1) generalize the
results of this study to the specific population of interest
in the State of Michigan, and (2) where appropriate,

to

other populations in higher education of which this popula­
tion may be said to be representative.
The researcher selected the summer session as the time
to collect the data in an effort to gain a normal distri­
bution of responses.
(1) influencing

This was based on the assumptions that

variables,

such as departmental budget,

evaluations, promotions, faculty recruitment would for the
most part have been completed by the time of data collection;
and (2) most faculty members would be available for the
study.

Both assumptions proved to be true, and in each

case the dean indicated that this was an appropriate time
during the academic year for gathering such data.
Jerome Cornfield and John W. Tukey, "Average Values
of Means Squares in Factorials," The Annals of Mathematical
Statistics, Vol. 27 (December, 1956), p p . 907 - 49.

57
Participation of Deans
Each dean was contacted by telephone and expressed a
willingness to participate in the study.

Arrangements were

made for a personal meeting between the researcher and the
deans.
The dean was informed of the criteria for respondents
in the study and was asked to provide a list of full-time
faculty members who had majority of their commitment to the
school of education and would be available during the
summer session.

The deans further indicated that the

sample selected paralleled the population of interest in
that those excluded were part-time faculty who taught in
the school of education but had faculty rank and major
commitment to another college or school in the university.
Following the meeting with the dean, a personal letter was
sent thanking him for his cooperation.

Included in this

letter was a copy of the Dean Leadership Expectation
Questionnaire and a stamped self-addressed envelope.^
All five deans completed and returned the instrument within
a week of the mailing and distribution date.

Faculty Selection and Participation
The deans assisted the researcher in making sure that
those faculty members selected would meet the criteria of
the study by personally going through a listing of faculty
Q7
^'Copy of letter sent to dean can be found in
Appendix E.

58
members with the researcher.

Only those faculty members

who had at least one year of experience under their present
dean and were available as respondents were asked to
participate in the study.

A statistical description of the

respondents is presented in Chapter IV.

A questionnaire,

along with an accompanying letter was sent to the faculty
meeting the criteria for the s t u d y . T h e

letter stressed

the importance of the study and the need for a high percent­
age of returns.

A prospectus of the study and data

handling techniques were presented in the letter.
Participants were assured that their names would not
be used in this study, and there would be no attempt to
evaluate individual respondents, that all data would be
treated as group data and that no information would be
available at any time about an individual or institution.
It was explained that the questionnaires were coded for data
processing and to assure an accurate record of returns.
The researcher assured all respondents that every precaution
would be taken to preserve the anonymity of all respondents.

Mailing Procedures and Returns
Mailings were made during the last week of June and
the first week of July, 1970.

Each mailing consisted of a

®®Copy of letter accompanying questionnaire sent to
faculty members can be found in Appendix E.

59
cover letter, 99 copy of the Dean Leadership Expectation
Questionnaire and the instructions for responding to the
questionnaire*®® along with a stamped, self-addressed
envelope.
Personal meetings with deans had been completed and
summer session had begun prior to the first mailing of the
questionnaires.

Precise records were kept of all mailings.

Follow-up letters were sent two weeks after the date of
initial mailing, together with an additional questionnaire
as a reminder to those who had not returned the completed
instrument.

Fourteen days after the second mailing, those

persons who had not responded to the follow-up letter and
questionnaire were then sent a postcard as a reminder.*®*
All usable questionnaires returned on or before August 26,
1970 were included in the analysis of the data.
Questionnaires were mailed to 307 faculty members in
the participating institutions.

One hundred thirty-eight

or 45 percent of the faculty members completed and returned
the instrument within fourteen days of the mailing date.
One hundred sixty-eight follow-up letters and questionnaires
were then sent out.

This resulted in thirty-six additional

replies; twenty-six of which were usable.

Eighty-two

99A copy of this letter may be found in Appendix E.
*®®A copy of the direction sheet may be found along
with the questionnaire in Appendix A.
*®*A copy of the follow-up letter and postcard reminder
may be found in Appendix E.

60
individuals, or twenty-seven percent of the population of
interest, failed to respond to either the initial mailing,
follow-up or postcard reminder.

Table 3.3 shows the number

of usable responses from each of the five institutions
participating in the study.

It is of special interest to

note that the percentage of faculty responses decreased
inversely with the size of the institution.

This suggested

that nonresponses were not due to a group of "hard-core
nonrespondents" but rather to the size and nature of the
communication in the college.

As Table 3.4 shows, this

extensive data gathering procedure resulted in a high
percentage of returns.

All S deans and 217, or 70 percent,

of the faculty members returned questionnaires,

TABLE 3.3 -- Number of Usable Responses to Dean Leadership
______________Expectation Questionnaire______________________
Group

Deans
Faculty Members

Number Sent

Usable

Percent

5

5

100

307

214

70

61

TABLE 3.4 -- Number of Usable Returns of Dean Leadership
Expectation Questionnaire from Faculty Members.
Institutions*

Number Sent

Usable

Percent

A

3

3

100

B

16

16

100

C

40

28

70

D

76

55

72

E

172

112

65

307

214

70**

Overall Totals

*Listing of colleges does not correspond to the order
appearing in Appendix D.
**Not Average Percent

62

Initial Steps in Data Processing
The dean and faculty members indicated their individual
expectations and perceptions by responding to the scaled
continua on the Dean Leadership Expectation Questionnaire
by placing a pencil mark in the appropriate mark-sense
column of the questionnaire.

(See Appendix A.)

Fourteen

days after the second reminders were mailed out the answered
questionnaires were machine processed by the Institutional
Research and Evaluation Services Office at Michigan State
University using an IBM 1230 Optical Scanner Scoring
Machine.

The IBM 1230 Optical Scanner yielded, in IBM 1230

code, one punched card per page of the questionnaire for
each person.

Verification had been made previous to this

point (visual) and again after the computer cards were
punched to insure that punched cards corresponded to the
responses on the questionnaire.

This verification proved

the machine tabulation scoring technique to be accurate.
Data cards were submitted to the CDC 3600 Computer
at Michigan State University for determining the
reliability of the instrument, using the Hoyt analysis of
variance technique.

Data cards were also processed through

the Institutional Research and Evaluation Services Office
using a Weighted Opinion, Multi-Test Scoring Program
(F0310) to score the individual questionnaires.

63

Method of Data Analysis
Since scores on the Dean Leadership Expectation
Questionnaire were compared for faculty members and deans
across colleges, raw scores in and of themselves were not
meaningful.

All scores were converted to standard scores,

forcing them into the same metric, with a mean of zero and
a standard deviation of one.

Irrespective of institution

or individuals, scores were transformed to standard units
using the equation below:

The transformation yielded values in reference to the
average level of scores on the test obtained by others,
as well as the variation among the scores.
In tabulating the data in preparation for analysis,
the dean's standard score (Z^) and the mean standard score
of the faculty (7m ) were used for each institution.

The

data were analyzed by use of Kendall's coefficient of
concordance to yield a value of the percentage of agreement.
The analyses of the data are presented in Chapter IV.

64

Summary
This chapter presented a description of the research
procedures employed in carrying out the study.

Selection

of the population of the study and construction of the
instrument were discussed.

Data presented established the

validity and reliability of the instrument -- Dean
Leadership Expectation Questionnaire.
The next chapter, Chapter IV, contains the analyses
of the data together with summary statistics of the
respondents.

Chapter V contains an interpretation of the

data and summary of the study along with conclusions and
recommendations for further research.

CHAPTER IV

ANALYSIS OF DATA

This chapter has two parts.

A description of the

subjects, deans and faculty members, participating in the
study is presented in the first part.

The second part

analyzes the data to determine the degree of concordance
toward a humanistic leadership style for the dean of a
college of education as perceived by the deans (self) and
faculty members (others).

Deans in Study
The deans in the five colleges were all very
cooperative and helpful in providing time for a personal
interview with the researcher and the necessary information
for the completion of the study.

Following the meeting

with the deans a personal letter thanking them for their
cooperation was sent, together with a copy of the questionnaire. 10 2

All five deans returned their questionnaires

within a week of their initial mailing.

*®^A copy of this letter may be found in Appendix C.
65

66

TABLE 4.1 -- Distribution of Background Data for Deans
and Faculty Members.

Subjects

Age

Mean

Years of
Military
Service

Mean

Years in
Years in Present
Education Position

Mean

Mean

Deans

49

3.4

23

7.3

Faculty Members

43

2.0

18

5.9

The data represents returns from all the deans in the
study.

As indicated in Table 4.1, the average age of the

deans in the study was forty-nine years.

The deans were

males, and all indicated prior military service for an
average of 3.4 years.

The deans in the study had served

as dean in their present position an average of 7.3 years.
These deans had given service to education in some capacity
an average of 23 years.

All but one of the deans were

promoted to their position of dean from within their
present institution.
Table 4.2 shows the teaching experience of the deans
participating in the study.

Forty percent of the deans

indicated teaching experience at the elementary school and
junior high school level.

Sixty percent of the deans

indicated that they had teaching experience at the secondary

67
school level, while none of the deans indicated teaching
experience at the junior college level.
or eighty percent,

Four of the deans,

indicated teaching experience at the

college or university level.

TABLE 4.2 -- Teaching Experience of Deans in the Study_____
Elem.
Number of
Deans
Percent

Jr.High

Secondary

Jr. Coll.

Coll./Univ

2

2

3

-

4

40

40

60

-

80

Faculty Members in Study
There were 214 faculty members who participated in the
study.

This represented returns from 70 percent of faculty

members who were selected to participate in the study and
sent the Dean Leadership Expectation Questionnaire.
Tables 4.3 through Table 4.5 contain a description of
the background data for the faculty

members in the study.

Twenty-two percent of the subjects were females.
subjects had a mean age of 43 years.

Female

Six percent of the

female subjects indicated they had a mean of four years of
military service.

Seventy-eight percent of the faculty

members participating in the study were males.
subjects had a mean age of 43 years.

The male

Sixty-four percent

of the male subjects had an average of 4 years of military
service.

68

TABLE 4.3 -- Distribution of Male and Female Faculty Members
in the Study

Males
Females

Number

Percent

166

78

48

22

TABLE 4.4 -- Military Service Background for Faculty Members
in the Study
Males

Number

Females

Percent

Number

Percent

Military
Service

106

64

3

6

No Military
Service

48

22

45

94

69

TABLE 4.5 -- Mean Age and Military Service for Faculty
_____________ Members in the Study______________________
Years of
Military Service

Age

Mean

Me an

Males

43

4

Females

43

4

The composite faculty member, Table 4.1 is likely to
be a male, age 43 years.

He has served in his present

position an average of 5.97 years.

He has given service

to education in some capacity an average of 18 years.

In

addition, Table 4.2 (above) indicates that besides having
taught at the college or university level, 99 faculty
members or 46 percent had teaching experience at the
elementary school level; 111 faculty members, or 52
percent, had teaching experience at the Jr. High School
level; 122 faculty members, or 57 percent, had teaching
experience at the secondary school level, and 16 faculty
members, or 7 percent, had indicated teaching experience
at the Jr. college level.

70
Treatment of the Data
Illustration 4.1,

(below) represents the data matrix

utilized in the treatment and analysis of the data in the
study.

Interpretation of the symbols used appears in the

legend below the schematic.
The data was represented as 5 x 2 x 5 design for
purpose of analysis, where:

Sj through Sg represented

expectations for a specific leadership style (humanistic)
for the dean of a school of education; D and F represented
Deans and Faculty members; C\ through

represented

their respective schools of education A through E.
The arrangement of the independent variables in this manner
enabled the experimenter to make across institutional
comparisons among deans, as a group, and faculty members,
as a group -- as well as comparisons between deans and
faculty members.
The data were analyzed by use of Kendall's
coefficient of concordance.

This statistical measure

allowed the researcher to analyze the data in terms of the
relative magnitude or rank ordering of humanism which deans
and faculty members placed on each subscale of the Dean
Leadership Expectation Questionnaire.

Secondly, this

statistical tool yielded a coefficient representative
of the degree of agreement or concordance of perceptions
and expectations held by the deans as a group and
faculty members as a whole.

Analysis of variance tech-

.1

ILLUSTRATION

-- Data Matrix for Dean Leadership
Expectation Questionnaire

C1

S1
Z.
1

S2

S3

S4

SS

C2
C3
C4
C5

CX

Z
m

C2
F

C3
C4
CS

Legend:

Interpersonal Relatedness
Supportiveness
Communication
Faculty Involvement
Student Involvement
D = Deans
F » Faculty Members

. _ Participating
Colleges

72
niques were not employed, owing to the fact that it would
not allow for differences of interpretation from college
to college.

Questions Under Investigation
The questions posed for this study were:
1.

What is the degree of concordance among
deans of emerging schools or colleges of
education in the perceptions of (humanistic)
leader role expectations of the dean?

TABLE 4.6 -- Data for Kendall’s Coefficient of Concordance
for Deans on the Dean Leadership Expectation
_____________ Questionnaire._________________________________
Dimensions on the
Dean Leadership Expectation Questionnaire

Deans

A

3

B

3

5

2

4

1

C

5

3

2

1

4

D

3

2

4

E
T.
T

= m(N)(N+l)
2

T

=75

4

1

1

5

2

5

3

4

2

5

1

17

17

12

14

15

73

12
Where:

W

22 T2A
i-.—

■

m 2N(N2-l)

3 (N+l)
N-1

W

= 4.572

=

—

4.5

.07

There is apparently only a very low or negligible degree
of "concordance" among the deans, since the variance of
the rank sums is 7 percent of the maximum possible.

74

2.

What is the degree of concordance among
faculties of emerging schools or colleges
of education, across institutions, in the
perceptions of (humanistic) leader role
expectations of the dean?

TABLE 4.7

-- Data for Kendall's Coefficient of Concordance
for Faculty Members on the Dean Leadership
______________ Expectation Questionnaire.___________________
Dimensions on the
Dean Leadership Expectation Questionnaire

Faculty
Members

S1

S2

S3

S4

S5

A

3

2

1

4

5

B

5

1

3

4

2

C

5

1

3

4

2

D

3

5

4

2

1

E

3

2

4

1

5

19

11

15

15

15

T:
T = m(N)(N+l)
2
T = 75

12

Where:

W «

|

X

j

T i

J

m 2N(N2-l

3 (N+l)
N-1

3(5+1)
5-1

4. 628 — >4.5

.128

There is only a very low or negligible degree of
"concordance" among faculty members, since the variance
of the rank sums is 13 percent of the maximum possible.

76

3.

TABLE 4.8

What is the degree of concordance between
faculties as a group and deans as a group
of emerging schools or colleges of education
in the perceptions of (humanistic) leader
role expectations of the dean?

--

Data for Kendall's Coefficient of Concordance
Between Deans and Faculty Members on the Dean
________________ Leadership Expectation Questionnaire.
Dimensions on the
Dean Leadership Expectation Questionnaire

Subj ects

S1

S2

S3

S4

S5

Deans

4

2

1

3

5

Faculty
Members

2

1

3

4

5

6

3

4

7

10

T = m(N)(N+l)
2
T = 30

77

12 2J T 2 .
Where:

W

±

3 (N+l)

3

m 2N(N2-l)

W

N-l

^ 12[C6)2+ C 3 ) ^ C 4 ^ ( 7 ) 2+(10)2 1

\

3(5+1)
—

5.25

—

----

4.5

.75

There is a very high degree of "concordance" between deans
and faculty members, since the variance of the rank sums is
75 percent of the maximum possible.

78

Summary
Questions Under Investigation

Results

1.

What is the degree of con­
cordance among deans of
emerging schools or
colleges of education in
the perceptions of
(humanistic) leader role
expectations of the dean?

There was only a very
low or negligible
degree of concordance
among the deans,
since the variance
of the rank sums was
7 percent of the
maximim possible.

2.

What is the degree of con­
cordance among faculties
of emerging schools or
colleges of education,
across institutions, in the
perceptions of (humanistic)
leader role expectations of
the dean?

There was only a very
low or negligible
degree of concordance
among faculties,
across institutions,
since the variance of
the rank sums was 13
percent of the maximum
possible.

3.

What is the degree of con­
cordance between faculties
as a group and deans as a
group of emerging schools
or colleges of education
in the perceptions of
(humanistic) leader role
expectations of the dean?

There was a very high
degree of concordance
between deans and
faculty members as
groups, since the
variance of the rank
sums was 75 percent
of the maximum possible.

CHAPTER V

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

This chapter has three parts.
presents a summary of the study.

The first section
Conclusions and implica­

tions of the study are presented in the second section,
followed by general recommendations and suggestions for
further research.

Summary
The purpose of this study was to gain an improved
understanding for the status position of the dean of a
school or college of education.

The study examined the

general degree of agreement, or concordance of perceptions
and expectations held by deans and faculty members, of
emerging schools or colleges of education in the State of
Michigan with respect to the expected leader role behavior
of the dean.

Specifically, the study was designed to

answer the following questions:
1.

What is the degree of concordance among deans
of emerging schools or colleges of education
in the perceptions of (humanistic) leader
role expectations of the dean?
79

80
2.

What is the degree of concordance among
faculties of emerging schools or colleges of
education, across institutions, in the
perceptions of (humanistic) leader role
expectations of the dean?

3.

What is the degree of concordance between
faculties as a group and deans as a group
of emerging schools or colleges of education
in perceptions of (humanistic) leader role
expectations of the dean?

The Dean Leadership Expectation Questionnaire was
utilized to gather the data for the study.

This question­

naire was developed specifically for the study and designed
to yield data on self-expectations (dean) and other
expectations (faculty members) toward a humanistic leader
role for the dean of a school or college of education.
Respondents to the questionnaire, deans and faculty members,
expressed their attitudes, perceptions and expectations
toward a humanistic leader role for the dean of a school or
college of education by indicating their degree of agree­
ment or disagreement with the stated behaviors for the
dean.
Five state supported universities in Michigan made up
the final sample of the study.

The researcher visited all

of the colleges and personally talked with the deans.

The

deans were asked to provide a list of full-time, tenure
streamed faculty members who would be available as
respondents during the summer session of 1970.

Responses

from deans and faculty members were secured by mail.
deans and 214 faculty members’made up the final sample
of respondents.

Five

81
Kindall's coefficient of concordance was employed to
answer the specific questions of the study.

This statistical

measure allowed the researcher to analyze the data in terms
of the relative magnitude or rank ordering of humanism
which deans and faculty members placed on each subscale of
the Dean Leadership Expectation Questionnaire.

Secondly,

this statistical tool yielded a coefficient representative
of the degree of agreement or concordance of perceptions
and expectations held by the deans as a group, faculty
members as a group, and between deans and faculty members
as a whole, with respect to the leader role of the dean
of a school or college of education.
investigation indicated:
themselves,

The findings of the

(1) deans could not agree among

(2) faculty members as a whole could not agree

among themselves,

but, (3) deans taken as a group and

faculty members taken as a group were in high agreement
with each other with respect to expectations toward a
(humanistic) leader role for the dean of an emerging school
or college of education.

Conclusions
The following conclusions were based on the analysis
of the data and limited to the scope of the population:
1.

There was only a very low or negligible degree
of agreement or concordance among deans of
emerging schools or colleges of education in
the perceptions of (humanistic) leader role
expectations of the dean.

82
Within the scope of the study, there were two condi­
tions in which the data might indicate lack of agreement or
low concordance:

(1) was that the subjects

(deans) did not

distinguish a difference among the subscales and, subse­
quently, received the same or similar scores on each
subscale; the rankings were assigned at random, or (2) the
subjects (deans) responded differently to each subscale and
in a manner different from other subjects;
assigned indicated these differences.

the rankings

Rankings assigned,

where the subjects received the same or similar scores
across the subscales and where low concordance was found,
would not be significant.

Low concordance would not suggest

that the subjects were unable to agree among themselves,
since the rankings would be based on a random fluctuation
rather than on true difference.
An examination of the
103
data
indicated that the above phenomenon was not the
situation in this case and that the rankings had been
assigned on the basis of true difference.
It might be concluded that deans, as a whole, could not
agree among themselves on expectations toward the leader
role and, specifically, a humanistic role of leadership for
the dean of an emerging school or college of education.
2.

There was only a very low or negligible degree
of agreement or concordance among the faculties
of emerging schools or colleges of education in
the perceptions of (humanistic) leader role
expectations of the dean.

^ ^ S e e Appendix G.

83
An examination of the data^®^ indicated that the low
concordance among faculty members was based on rankings
assigned on the basis of true difference and not on the
basis of random fluctuation across the subscales.
words, the subjects

In other

(faculty members) responded differently

to each subscale and in a manner different from other
subjects, and the rankings assigned indicated this
difference.
It might be concluded that faculty members, as a whole,
could not agree among themselves on the expectations toward
the leader role and, specifically, a humanistic role of
leadership for the dean of an emerging school or college
of education.
3.

There was a very high degree of agreement or
concordance between faculties as a group and
deans as a group of emerging schools or
colleges of education in the perceptions of
(humanistic) leader role expectations of the
dean.

The possible reason for high agreement or concordance
of leader role expectations, between deans as a group and
faculties as a group, may largely be due to a statistical
artifact resulting from an "ecological correlation."
In an ecological correlation the statistical object is a
group of persons.

W. R o b i n s o n , i n

his presentation

lO^See Appendix G.
s. Robinson, "Ecological Correlations and the
Behavior of Individuals," American Sociological Review,
Vol. 15 (June, 1950), p. 351.
106Ibid., pp. 351 - 57.

84
of data on ecological correlations, warns the researcher
that he may come to some extremely invalid conclusions
about a relationship between two phenomena when working
with such (group level) data.

Robinson used census bureau

information to obtain data on the relationship between race
and illiteracy in the United States.

When correlations

were calculated for individual data (all the population
data from the census information) between race and
illiteracy, Robinson found the correlation to be .20 or very
low.

When percentages were utilized to characterize

illiterates, in nine geographic regions in the United States,
Robinson found the correlation between race and illiteracy
to be .94 or very high.

Robinson concluded that the

individual level data represented the true state of affairs
and, that calculations of the data using the mean to
represent the group can yield a statical phenomena which
may or may not be representative of the individual
characteristic.

Thus, group level data cannot be used in

making references about individuals.
An ecological correlation

occurred when we compared

the ranking of expectations for the average dean with the
ranking of expectations of the average faculty member.
Caution needs to be recommended about making interpreta­
tions from this group level data to agreement among
individuals without additional investigation, into the
extent of agreement among faculty members within the

85
individual colleges, and the extent of agreement between
individual deans and their respective faculty.
The fact that the average dean was in agreement with
the average faculty member did not suggest that deans or
faculty members were in agreement among themselves, as
evidenced from prior analysis of the data, nor did it
suggest that if you pool faculty members within a college,
or deans and faculty members across colleges, that high
agreement toward the leader role of the dean would exist.
It might be concluded that the hypothetical or average
dean and faculty member, who may or may not be representa­
tive of any particular individual from the population,
was in high agreement on expectations toward the leader
role and, specifically, humanistic role of leadership for
the dean of an emerging school or college of education.

Implications of the Study
The analysis and interpretation of the findings from
the study suggested several implications and gave credence
to some of the reasons for the adverse comments which have
appeared in literature relative to the leader role of the
dean.

The investigation into the degree of agreement, or

concordance of perceptions and expectations held by
faculty members and deans toward the leader role of dean
of an emerging school or college of education, indicated
that neither deans, nor faculty members, could agree among
themselves.

Specifically, deans and faculty members could

86

not agree on the importance of the dean exerting a position
of leadership stressing human values and ideals.
Findings from the study indicated the status position
of dean to be an obscure and difficult position of leadership.

Functionally, the dean is placed in the position of

being unable to meet or fulfill the wide range of leader
role expectations held for him by both deans and faculties
-- expectations which were not held in agreement among deans
as a group or faculty members as a group.

The lack of

concordance of perceptions and expectations among deans
and faculty members, relative to the (humanistic)

leader

role of the dean is a probable reflection of the haphazard
growth of the position and indicative of a lack for a
concerted direction of leadership among the colleges.

Recommendations
General Recommendations
Inasmuch as deans and faculties could not agree among
themselves on the (humanistic)

leader role expectations

of the dean, it is recommended that deans and faculty
members should examine the status position for the dean of
emerging school or college of education, nature of the
leader role, and behavior appropriate for the person
occupying the position.
1.

An investigation could be undertaken by deans of
emerging schools or colleges of education to iden­
tify the appropriate leader role for the dean.

87
2.

An investigation could be undertaken by faculty
members of emerging schools or colleges of
education to identify the appropriate leader
role of the dean.

3.

An investigation could be undertaken to examine
the process and procedures by which persons are
trained and promoted to the status position of
dean.

While the study involved three major areas, the
recommendations, thus far, have been based on the findings
of the data.

The areas of investigation were:

(a) an

investigation of the degree of concordance of expectations
and perceptions of deans and faculty members of emerging
schools or colleges of education in the State of Michigan
relative to a (humanistic) leader role for the dean;
(b) presentation of data on the construction and develop­
ment of the Dean Leadership Expectation Questionnaire as a
measure of (humanistic) leader role expectations for the
dean of a school or college of education; and (c) the
establishment of the validity of the Dean Leadership
Expectation Questionnaire and generation of data establish­
ing the reliability and feasibility for use of the instru­
ment .
Based on the results of the study, it is recommended
that the Dean Leadership Expectation Questionnaire be
utilized:

88

By deans as a point of reference by which to
examine their beliefs relative to a humanistic
role of leadership.
By deans and faculty members in the establishment
of a concerted direction of leadership within
schools of education.
As a selection and screening device for
candidates seeking the position of dean.
As a tool for training and focus of leadership
persons in higher education.

Suggestions for Further Research
1.

The present study could be expanded to include an
examination of the concordance or degree of agree­
ment of perceptions and expectations to the leader
role of the dean, among faculty members, within
emerging schools or colleges of education.

2.

The present study could be expanded to include
an examination of the concordance or degree of
agreement of perceptions and expectations of the
leader role of dean, between the dean and his
respective faculty members, of an emerging
school or college of education.

3.

The present study could be replicated using
similar populations in other states to see if
conflicting leader role expectations exist
elsewhere.

A longitudinal study could be undertaken to
determine what changes in leader role expectations
of the dean occurred over a period of time.

I

BIBLIOGRAPHY

BIBLIOGRAPHY
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Introduction to Statistical Analysis and
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'The Ohio State University, Bureau of
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Berkowitz, Leonard.
"An Exploratory Study of the Roles of
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Research Bulletin No. 53 - 6 5 .
USAF Human Relations Research Center, Lackland Air
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Bonner, Hubert.
Social Psvchologyf An Interdisciplinary
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Corson, John J.
Governance of Colleges and Universities.
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McGraw-Hill Book Co., 196b.
Finnegan, Reverend D.
The Function of the Academic Dean in
Arnerican Catholic Higher Education!
Washington,
D! C . ; The 'Catholic University of America Press,
1951.
Gould, John Wesley.
The Academic Deanship.
New York:
Institute of Higher Education, Teachers College,
Columbia University, Bureau of Publications, 1964.
Gross, Neal; Mason, Ward; and McEachern, Alexander.
Explorations in Role Analysis.
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John
Wiley and Sons, Inc., T9TB.-Hays,William L.
Statistics.
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New York:

Holt, Rinehart

Horn, Francis H.
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B r o s ., 1962.
Jencks, Christopher, and Riesman, David.
The Academic
Revolution. New York:
Doubleday and Company,
90

1968.

91
Katz,

Barney and Lehner, G. F. Mental Hygiene in Modern
Living. New York: The Ronald Press, 1953.

Lewin, Kurt.

Resolving Social Conflicts.

H a r p e r and Brothers,

New York:

1948.

Linton, Ralph. The Culture Background of Personality.
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McConnell, T.R. "Needed Research in College and University
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Western Interstate Commission for Higher Education,
1963.
Mead, George H. Mind, Self and Society. Chicago:
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Mehrens, William A. and Ebel, Robert L., eds. Principles
of Educational and Psychological Measurement.
Chicago, Illinois: Band McNally and Company, 1969.
Milner, Clyde A. The Dean of the Small College.
Christopher Publishing House, 1936.

Boston:

Mobberley, David G. and Wicke, Myron F. The Deanship of
the Liberal Arts College. Nashville, Tenn.:
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The Methodist Church, 1962.
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General Theory of Action. Cambridge, Mass: Harvard
University Press, l"d51.
Petrullo, Luigi and Bass, Bernard.
Leadership and
Interpersonal Behavior. New York: Holt, Rinehart
and Winston7 1961.
Sarbin,

Theodore R. "Role Theory." Edited by Gardner
Lindzey.Handbook of Social Psychology:
Vol. I
Theory and Method. Cambridge, Mass: Addison WesT'ey , 19FTI----

Sargent, S. Stansfeld.
"Conceptions of Role and Ego in
Contemporary Psychology." Social Psychology at
The Crossroads. Edited by J. Rohrer and
M! Sheriff. New York: Harper and Brothers, 1951.

92
Scobey, Mary-Margaret and Graham, Grace, eds. To Nurture
Humaneness:
Commitment for the *70’s .
Washington, D-CTT: NEA, Association for
Supervision and Curriculum Development, 1970.
Siegel, Sidney.
Nonparametric Statistics for the Behavioral
Sciences. New York: McGraw-Hill Book Company,
1956.
Strother, George B.
Individual Performance and Corporate
Purpose: An Appraisal of the Current Status of
Research on Factors Influencing Employee Performance
Madison, Wisconsin: University of Wisconsin,
School of Commerce, Bureau of Business Research and
Service, Wisconsin Commerce Report, March, 1962.
Taves, Marvin J . ; Corwin, Ronald G . ; and Haas, J. Eugene.
Role Conception and Vocational Success and
Satisfactioni Columbus: The Ohio State University,
Bureau of Business Research, Monograph No. 112,
1963.
The College Blue Book, 1969/70. Vol.II: U. S. Colleges:
Tabular Data; vol. IV: Degrees Offered by
Subjects; and Vol. V: Degrees Offered by Colleges.
New York: CCM Information Corporation.
Waller, Willard.
The Sociology of Teaching.
John Wiley and Sons, 1932.

New York:

Ward, Merle S. Philosophies of Administration Current in
the Deanship of Liberal Arts Colleges"! New York:
Teachers College, Columbia University, 1934.
Wicke, Myron F. "Deans:
'Men in the Middle.' " The
Study of Academic Administration. Edited by
Terry F. Lunsford. Boulder, Colorado: Western
Interstate Commission for Higher Education, 1963.

Articles
Argyle, Michael.
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Bidwell, Charles E. "The Administrative Role and
Satisfaction in Teaching." Journal of Education
Sociology. Vol. 29 (September 1955), PP. 41 - 47.
Bond, George W. "Teacher College Deans." Educational
Administration and Supervision, Vol~ 23 (1937)*
p p . 698 ~ 706.
*

93
Brookover, William B.
"Research on Teacher and
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"Doctorines of Administration:
A Brief
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Charters, W. W. "The School as a Social System."
of Educational Research, Vol. 33 (19521,
PpV-4-1 ~ * 3 . -----------------

Review

Chase, Francis S.
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949.---------Corson, John J.
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Social
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94
Faulk, Harry R.
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Halpin, Andrew W.
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Higgins, Ruth L.
"The Functions of the Academic Dean."
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V o l.

33 (May T 9 4 7 ) , p p . 393 - 9 9 .---------------

Horn, Francis H.
"The Dean and the President."
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95
Jones, John Paul. "Changing Patterns of Leadership."
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Education Association, Addresses and Proceedings,

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Anxiety in an Occupational Group." Journal of
Social Psychology, Vol. 46 (August 1957),
pp. 41 - 48.

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DiBella, Edward E. "The Graduate Professional Dean
-- Selection, Role and Relationships." Unpublished
doctoral dissertation, Washington, D.C.: The
Catholic University of America, 1963.
Fitch, Thomas C. "Role Expectations for Intern Consultants:
View of Intern Teachers and Intern Consultants in
the Michigan State University Elementary Intern
Program." Unpublished doctoral dissertation,
East Lansing, Michigan: Michigan State University,
1969.

Gould, John Wesley.
"The Leadership Function of the
Academic Dean as Viewed by the Dean."
Unpublished doctoral dissertation, New York:
Columbia University, 1963.
Green, J. Edward.
"The Relationship Between Dogmatism
of Principals and Teachers and Teachers' Morale
in Twelve Selected Secondary Schools in Michigan.
Unpublished doctoral dissertation, East Lansing,
Michigan: Michigan State University, 1966.
Miller, Cecil W. "The Perception of Role Expectations
by Liberal Arts College Deans." Unpublished
doctoral dissertation, Los Angeles, California:
University of Southern California, 1963.

APPENDICES

APPENDIX A
DEAN LEADERSHIP EXPECTATION QUESTIONNAIRE

97

DEAN LEADERSHIP EXPECTATION QUESTIONNAIRE
This questionnaire is not designed as an evaluation o f your institution
or a particular administrator. The questionnaire asks that you respond in
terms of HOW Y O U FEEL the dean of a college of education should behave.
Each item within the questionnaire describes a specific behavior. It is not a
test; the only correct responses are those which reflect your own percep­
tions, judgments, and opinions.
Directions
1.

Although the form may appear lengthy (3 pages), field testing revealed
that it can be completed in about 12 to 15 minutes.

2.

A pencil should be used since the answer sheets will be machine scored
by an Optical Scanner.

3.

For each item indicate how you feel the dean of a college of education
- should behave by responding either; strongly agree, agree, neither agree
or disagree, disagree, or strongly disagree.

4.

Use the following key to indicate your response:
SA
A
N
D
SD

5.

—
—
—
—
—

you
you
you
you
you

strongly agree
agree
neither agree or disagree
disagree
strongly disagree

The answer sheet should not be folded.

It is important to emphasize that the findings w ill not be published or
released by individual or university. The identification section on the ques­
tionnaire will be used for data-processing and to maintain an accurate record
of returns.
Since I would like to complete the analysis of the data as soon as pos­
sible, would you please complete all items together with the background
information and return the questionnaire to me in the enclosed, stamped,
self-addressed envelope by__________________________ .
Date

KEY
strongly agree with the statement
- i f you agree w ith the statem ent
- if you neither agree nor d isag ree
- i f you disagree w ith the statem ent
- i f you strongly disagree with the statement
- if you

o
0
0

IDENTIFICATION NUMBER

«

s

4

*
a

4

a
a
a

_T

a

7
7

a

flE A jS E GtftREijARD ~ DAT A PRO C S W IH J U U O N

T
T

o
o
A

a
a

SrcM: 4 ©

The dean should not develop close personal ties with the faculty.....................................

1.

::::: J::::: 4“i;= 8"

The dean's effectiveness is reduced by his concern for controling the f a c u lt y

2.

:::::

The dean should make provisions whereby faculty members can speak with him at

J :::::

8 ::

::::: 3::::: 4:“=: 8::

any time on matters of personal importance...............................................................................

3.

::::: 8::::: 4:=::= 8::

The dean must maintain a degree of distance between himself and the s ta ff.................

4.

:::: 5::::: 4::::: 8"

The dean's primary responsibility is not to people but rather to the business of

::::: I::;:: 4::::: 8::

operating the college..........................................................................................................................
The dean should judge his effectiveness in terms of his interpersonal relationships.
The dean in carrying out policy should u tiliz e his s kill as a negotiator......................

5.
6.

::::: 8::::: 4::::: 8::
:::: 8::::; 4;:::: B==

7.

The dean should devote the greatest share of his time to working closely with his staff. 8.
The dean needs to develop a close personal relationship with his s t a f f .................... 9.

8::::: 4::::: 8::

:::: 8::::= 4::::: 8:::
:::: 1::::: 4::=:: 8:::

Foremost, the dean should be concerned with the economics of the college

:::: 8::::: 4;:::: 8":

operation.................................................................................................................................................. 10.

:::: 3:::r; 4::::: 8":

Irrespective of the issues or persons involved the dean should make decisions on

:::: 3::::; 4::::; 8:;:

the basis o testablished policy.......................................................................................................... 11.
Policy should be viewed by the dean as a potential source of control over others in

:::: 8::::: 4;;::; Br=:
:::: 3::.::

the academic community........................................................................................................................ 12.

4zzzzz

8;::

4;::;: 8:::

The dean should see the status of his position as significant in the development

:::: 3 ::::: «::::: •:::

of support for the college................................................................................................................... 13.

:::: 8::::: 4:;::: 8:::

The dean should attempt to establish a clim ate of s tab ility within the college........

zzzz

14.

3:;:;; 4::;:: 6;::

The dean should ask faculty members to evaluate his effectiveness in developing

:::: 8::::: 4;:;:: 8;:;

a climate of support......................................................................................................................... . 1 5 .

::::

The dean should openly support the ideas of the faculty...................................................

:::: 8::::: 4"::; B:=:

16.

3 :;:::

4:::::

8 :::

It is important that the dean establish a secure and friendly c lim a t e ................................. 17.

:::: 8c:::: 4::::: 8:::

it is important that the dean demonstrates feelings of confidence and trust in his

:::: 8::::: 4::::: 8:::

fa c u lty .................................................................................................................................................... 18.

:::: 8;;::: 4::;:: 8:::;

It's not really important that the dean is viewed by the faculty as being supportive. .. 19.

izzzzz *zzzzz 8::::

Guidance of the faculty toward selMmprovement is an intergral part of the role of
dean..............................................................................................................................................................20.

:::: 3::::r 4:;;:; 8::::

3::::: 4::::: 8::c:

Even when the faculty strongly disagrees with his position on an issue, the dean
should support their right to disagree...........................................................................................

:::: 8:;::: 4::::: 8::::

21.

:::: 8::::: 4::::: 8::::

Even when the dean can see the faculty to be in error, he should openly support

:::: S:::c: 4::::: 8::::

their effort.................................................................................................................................................. 22.

:::: 8::::: 4:;::: 8::::

The dean should encourage staff independence and experimentation.............................. 23.

:::: 8::::: 4::::: 8:;::

The dean should interpret policy to those below him............................................................ 24.

:::: 3::::: 4::::: 8::c:

The dean should instruct the staff to operate through appropriate channels and to
see him only when they have exhausted the chain of command.

................................ 25.

8:::;: 4::::: 8::::

::: 3::::: 4::::: 8;:::

::: 3::::: 4:;:;; 8::::
4""; 8:::

IDENTIFICATION NUMBER

KEY
If
If
if
if
If

you
you
you
you
you

strongly agree w ith th e statem en t
agree w ith th e statem en t
neither ag ree nor d is a g re e
disagree w ith th e statem en t
strongly disagree w ith the statem en t

I

4
4

7
T

iLEiiiiE bOKrcUiib<-DATA p ftooEssiNausfcf
o
o

:SA A, » H 4=&
The dean should insure that persons directly affected by a decision share In Its
development.................................................................................................................................................. 26.
Even in the urgency of other duties the dean should take tim e to listen to facu lty
and students..................................................................................................................................................27.
Only the dean should make the major decisions............................................................................. 26.
It Is Important that the dean operate through a chain of command and direct a ll
communication through formal channels........................................................................................
The dean's major responsibility Is to operate through procedures whereby he can

29.

desslmlnate directives to students and the fa c u lty ........................................................

30.

Preferably, the dean should communicate in w ritten form with the s ta ff..........................

31.

The dean has the responsibility to listen to the facu lty and students and
encourage th eir involvement in decision making......................................................................
The dean should make the major decisions In the college and point the direction

32.

for the fa c u lty.........................................................................................................................................

33.

The dean should have veto power over faculty committees w ithin the co lleg e.............

34.

The dean has the responsibility to direct the teaching staff toward using those
teaching methods the dean sees most e ffe c tiv e ..............................................................................35.
The dean should be accountable only to those above him, i.e ., president...........................36.
The dean should encourage the department chalrment to establish direction by
means of faculty consensus....................................................................................................................37.
The dean should establish procedures whereby Ideas or problems are brought
before the faculty for co llective decision making......................................................................

38.

in academic situations the dean should encourage the facu lty to do what they feel
Is appropriate...............................................................................................................................................39*
The overall goals of the college are the responsibility of the dean, and, as such,
individual faculty members should only be concerned w ith those areas w ithin th eir
specific charge, i.e ., research, teaching, e tc ................................................................................. 40.
The dean should seek out and reinforce facu lty Ideas on non-academic matters
such as budget, school plant, etc .....................................................................................................
In the handling of specific faculty Incidents the dean should not make exceptions

41.

to pot icy...................................................................................................................................................

42.

The dean should strive to see that the facu lty is free to make personal decisions
and commitments w ithin the academic community..........................
The dean, and not the faculty, should have the responsibility for establishing the

43.

long-range plans of the colleg e............................................................................................................44.
The dean should view his role as a facllato r rather than a director of the fa c u lty .

45.

It Is essential that the dean attempt to operate from a position of faculty
consensus......................................................................................................................................................46.
The dean should work with the faculty In the establishment of work loads........................ 47.

u

KEY
- if you
- if you
- if you
- if you
- if you

0
0
0

strongly agree w ith the statem ent
agree w ith the statem ent
neither agree nor disagree
disagree w ith the statem ent
strongly disagree w ith the statem ent

IDENTIFICATION NUMBER

7

•

•

7

I

I

7

■

•

PlcEAlE DUBECftfUIADATA PKOCEttlNffUSE'DNLY
«

»
t

.SA: «::A »::& 4=&= 3$R:
It is more desirable for the dean to err in the direction of over-delegation of re ­

I:::::

sponsibility to individual faculty members rather than in the direction of under

I::::: I:::::

delegation.........................................................................................................................................

4:::::
3::::: 4:::::

48. i=:==

t::::: 3::;:: 4:::::

The dean should overtly support student representation with full voting privileges
on appropriate committees

I::::: 4:;;;:

49. i™ ~

tzzzzz 3 ::::=

The dean should establish procedures whereby students can participate In the

*=::::

4""=

3 mm: 4 :mm imm:

development of programs of study................................................................................................. 50. ■:=:== *===:= »:====
I;;::: 3:::;: 4;:::; 5:::::
The dean should be available on a regular basis to consult with students about
1"
3::;:: 4""= t:::::

matters of importance to them......................................................................................................... 51. '

t zzzzz

The dean should seek opportunities for interaction between himself and students. . . . 52. ' "
I:::::
Students should be free to periodically raise questions with the dean relative to

I::::: J::::: 4::::: I:::::
4::::: 1:::::

tzzzzz

academic matters...............................................................................................................................
The dean’s availability to meet with students should take equal priority over

3::::: 4::::: Btmm
53. Iz zzzz
I::::: I;:;:: 3::::: 4:::r: t:::::

administrative re s p o n s ib ilitie s ...............................................................................................
The dean should support formal and informal faculty contact with s tu d e n ts .
The dean should afford students the opportunity to participate in major decisions

54. I-:::: I::::: 8::::: 4:;::: 3:::::

within the college..............................................................................................................................
The dean should develop procedures whereby students are given a role in estab­

55.

smm: •=="= »===::
1:::=: I::::: 3:::;; 4;:::;

56. ■""= *-==== »===== *===-=
I::::: I::::: 3::::: 4:::::

lishing the direction of the college.........................................................................................
The dean should give students a role in the selection and promotion procedures

57, I::::: «m:m

of the faculty.

58. It::::•::::: 3::::: 4:::::

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

Smm: 4::::: Imm:

I::::: I::::: J::::: 4:::::
I smmt zzzzz

KGROUND

IN F O R M A T IO N

— necessary for general dlscrlptlon of population

Please respond in the space provided.
Your a g e ________

60. Number of years of military service

Number of years in present p o s itio n ________
i

s)

Teaching experience a t ____
________ Jr.C o lle g e ,___ _

Elementary,
C o lle g e /U n iv . level.

Present academic rank. ________ Dean,
-________ Asst. Prof.,

Is s : Im ::

Imm; 4mc Im s

I szrzz t :::::

3:: ::: 4 a s Is m

I ::::: 3:::::

I ::::: 4::::: 3:::::

Ims: Im s

3::::: 4ss: Sss:

I zzzzz I zzzzz

Is m 4::;—is »

Im s

Number of years in the field of e d u c a tio n ________

(Check appropriate item

tzzzzz 4m:: • zzzzz

Jr. High,

.Professor,

Secondary,

• zzzzz Is m

Is m 4sm Is m

is s tz i Im s

Its s 4ms:: l= m

i s s ; SjpstK

Is m 4smm|::m

Ims

Is m 4ms Im s

imsm isic:

4»m is m

iirnm tsnm

Assoc. Prof.,

fsss?Im n

, § 8Rtf i S 8;. ' . S i t t a s

Instructor

;'.v *.

N O NLY:

Were you promoted to your present position of dean:
a) from within the institution
b) from outside the institution.

3::::: 4ms Is m

65.

Im!

4 $ 3 3 2 E v 'S # tJ S 3 S

*$ts: Inm

?;•

•:
Ji

1

J

-■ .S

Xv ; v

APPENDIX B
INITIAL ITEMS IN DEAN LEADERSHIP
EXPECTATION QUESTIONNAIRE

102

103
Interpersonal Relatedness
1.

The dean should not allow clerical duties to
interfere with the establishment of close
interpersonal relationships with his staff.

2.

The dean should be seen as the business
dimension of the college.

3.

The dean should not develop close personal
ties with the faculty.

4.

The dean should not concern himself with the
establishment of interpersonal relationships,
but rather concentrate on the administration
of the college.

5.

The greater the degree of autonomy of the
dean, the greater the power and effectiveness
he has in facilitating the growth of the
college.

6.

The dean's effectiveness is reduced by his
concern for controlling the faculty.

7.

The dean should be viewed as an executive.

8.

The dean needs to be concerned with the
development of humane people within the
college.

9.

The dean should be more concerned about the
human rather than the executive aspect of
his role.

10.

The dean should orient new staff members to
the community; assist in housing, and intro­
duce them to fellow faculty members and
leading citizens and civic leaders.

11.

The dean should attempt to seek understand­
ings from his faculty.

12.

The dean should seek personal contact with
the faculty.

13.

The dean needs to develop a close personal
relationship with his staff.

14.

The dean should make provisions whereby
faculty members can speak with him at any
time on matters of personal importance.

104
15.

The dean cannot afford to be overly friendly
with his staff.

16.

The dean must maintain a degree of distance
between himself and the staff.

17.

The interpersonal relationship the dean
establishes with his staff is of primary
importance.

18.

The dean should discourage close personal
contact between himself and students.

19.

In much of what he does the dean should be
concerned with enforcement of standards.

20 .

It is imperative that the dean has a sense
of humor.

21.

The dean should encourage personal contact
between himself and students in an attempt
to personalize higher education.

22.

The dean's primary responsibility is not to
people but rather to the business of operat­
ing the college.

23.

The dean should view himself as being distinct
from the faculty.

24.

The dean should not hesitate to use the status
position of his office whenever individuals
resist in conforming with the direction of the
college.

25.

The dean should judge his effectiveness in
terms of his interpersonal relationships.

26.

The dean should rely upon tried and proven
procedures.

27.

The dean in carrying out policy should
utilize his skill as a negotiator.

28.

The dean should develop faculty understand­
ing of duties to be performed.

29.

The dean should take immediate steps to re­
place faculty members who are in disagree­
ment with him.

30.

The deany in working with others, should
be concerned with the image of the college.

105
31.

The dean should review program proposals
for the purpose of insuring that they
represent the greatest value for the situ­
ation and dollar spent.

32.

The dean should take steps to either
transfer or dismiss inefficient staff members.

33.

The dean should devote the greatest share of
his time to working closely with his staff.

34.

The dean needs to develop a close personal
relationship with his staff.

35.

Foremost, the dean should be concerned with
the economics of the college operation.

36.

The dean should attempt to obtain personnel
at the least possible cost to the college
in an effort to booster expenditures avail­
able for college programs.

37.

Before the dean can improve the instruction­
al quality of the college, it is imperative
that he set up procedures for reviewing the
budget.

38.

The dean should be responsible for the
maintenance and operation of the college
plant.

39.

The dean should see that the college produces
individuals who have a concern for their
fellowman.

40.

The dean needs to see the college in light
of the kinds of people it turns out.

41.

The dean has the responsibility to see that
ideas are implemented.

42.

The dean should discourage faculty members
from addressing him on a first name basis.

43.

By the nature of the office the dean must
operate within the confines of the rules.

44.

The routine should be viewed by the dean
as an integral part of the role of the dean.

45.

The dean should make decisions on the basis
of established policy or rules.

106
46.

Irrespective of the issues or persons in­
volved the dean should make decision on the
basis of established policy.

Supportiveness
47.

The dean should devote the greatest portion
of his time listening to the people around
him.

48.

Policy should be viewed by the dean as a
potential source of control over others in
the academic community.

49.

The dean should
see the status of his
position as significant in the development
of support for the college.

50.

The dean should be seen by the faculty and
students as being friendly and supportive.

51.

The dean should attempt to establish a
climate of stability within the college.

- 52.

53.

The dean should ask faculty members to
evaluate his effectiveness in developing a
climate of support.
It is important that the faculty has a feel­
ing of trust in the dean.

54.

The dean should
the staff.

55.

It is important that the dean establish a
secure and friendly climate.

56.

57.

58.

openly support the ideas of

How well the individual faculty member per­
forms his task is what is important and not
the degree to which the dean demonstrates
his feeling of confidence and trust.
It is important that the dean demonstrates
feelings of confidence and trust in his
faculty.
The dean should strive to support his staff
in all situations.

107
59.

It's not really important that the dean is
viewed by the faculty as being supportive.

60.

The dean is most effective when he operates
from a position of status.

61.

The dean should operate from a position of
power.

62.

The degree of confidence or trust a dean
develops is not as important as the degree
of proficiency to which he performs his
role.

63.

The dean should attempt to secure feelings
of confidence and trust within his staff.

64.

Since the academic community is established
for a specific purpose, the dean at times
must restrict the behavior of its members in
special ways.

65.

Even at the risk of jeopardizing his rapport
with faculty and students, the dean must be
willing to engage in direct and open con­
flict with them if he disagrees with their
position on an issue.

66.

The dean should consciously attempt to
manipulate certain aspects of the institu­
tional environment in attempt to promote the
development of the colleges of interest.

67.

The dean should view his job, above all
other things, as the development of the
potential of each staff member.

68.

The dean should see the granting of tenure
or promotions as a reward system to the
faculty.

69.

Guidance of the faculty toward selfimprovement is an integral part of the role
of the dean.

70.

The dean should stand in the background and
allow the staff to be creative and make
mistakes.

71.

The dean should attempt to establish pro­
cedures whereby the faculty is free of
clerical routine.

108
72.

The dean should see that time and expenses
are available for extensive faculty travel
and study.

73.

When necessary, the dean should directly
influence the faculty to adopt the views
held within the institution.

74.

Even when the faculty strongly disagrees
with his position on an issue, the dean
should support their right to disagree.

75.

Even when the dean can see that the faculty
is in error, he should openly support their
effort.

76.

In attempt to get the job done, the dean
should not hesitate to use the status of
his position.

77.

The dean should encourage staff independ­
ence and experimentation.

Communication
78.

The dean should interpret policy to those
below him.

79.

The dean should use any means that presents
itself in an effort to gather information
pertinent to the administration of the
college.

80.

The dean should direct all communication
through formal channels.

81.

The dean should interpret the college pro­
gram to the faculty.

82.

The dean should make recommendations and
take appropriate steps to see that they
are followed.

83.

The dean should instruct the staff to oper­
ate through appropriate channels and to see
him only when they have exhausted the chain
of command.

84.

The dean should be responsible for the
transmission of information to lower office­
holders .

109

85.

The dean's position dictates that he issue
directives to subordinates.

86.

The dean should assume that every individ­
ual, student and faculty are capable of
making their own decisions.

87.

The dean should strive for group consensus
before making a decision.

88.

The dean should insure that persons direct­
ly affected by a decision share in its
development.

89.

Even in the urgency of other duties, the
dean should take time to listen to faculty
and students.

90.

Only the dean should make the major
decisions.

91.

The dean has the responsibility to see that
goals and policies established at the top
are transmitted to the faculty.

92.

The dean should consult with the president
before he finalizes his actions on major
decisions.

93.

The dean should establish procedures whereby
he can distribute directives.

94.

Only the dean should make the important
executive decisions.

95.

The dean should view the public image of the
college as an important aspect in decision
ma k i n g .

96.

Public visibility requires that the dean
establish distinct channels for communica­
tion .

97.

It is important that the dean operate through
a chain of command and direct all communica­
tions through formal channels.

98.

The dean should encourage complete faculty
and student involvement in decision making.

99.

The dean's major responsibility is to oper­
ate through procedures whereby he can d i s ­
seminate directives to students and the faculty.

110
100.

Preferably, the dean should communicate in
written form with the staff.

101 .

Public visibility requires that the dean
establish distinct channels for communica­
tion.

102.

The dean has the responsibility to listen
to the faculty and students and encourage
their involvement in decision making.

103.

The dean should encourage people to see
him at every opportunity, even when he may
be busy with administrative duties.

104.

The dean should communicate with students
either through the faculty or established
written procedures.

105.

The dean should only see those people who
have exhausted all other sources.

106.

The dean should interpret the college
program and see that the necessary recom­
mendations are carried out.

- 107.

The dean should instruct staff members to
conduct all communication through establish­
ed channels.

108.

The dean should not see his position as
being a decision maker, but as a sounding
board for ideas.

109.

The dean should discourage demands for
administrative coordination, review, and
endorsement of faculty and student ideas.

110.

The dean should instruct students to con­
duct all communication through established
channels.

111.

Even in the face of what the dean suspects
will be complete failure, the dean should
encourage independence and experimentation.

112.

The dean should support procedures to give
equal say and equal opportunity to junior
and senior staff members in the decision
making for the development and implementa­
tion of new programs.

Ill
Faculty Involvement
113.

The dean should make the major decisions
in the college and point the direction for
the faculty.

114.

The dean should make provisions to involve
the faculty at every level of decision
making.

115.

The dean should be the ex-officio chairman
of standing committees within the college.

116.

The dean should have veto power over
faculty committees within the college.

117.

In the scalar view of the college organi­
zation, all responsibilities not given to
the dean should be assumed by the faculty.

118.

In practice, the dean should not finalize
any action without faculty consultation.

119.

The dean should encourage extensive travel
on the part of the faculty.

-120.

The dean has the responsibility to direct
the teaching staff toward using those
teaching methods the dean sees most effec­
tive .

121.

The dean should delegate to the faculty the
responsibility for planning and conducting
all meetings within the college.

122.

The dean should encourage the faculty to
conduct their own programs of professional
growth.

123.

The dean should strive for uniformity of
educational objectives on the part of his
staff.

124.

The dean should encourage the professional
growth of faculty members even at the risk
of losing them to positions elsewhere.

125.

The dean should develop college policies
and programs through the cooperative think­
ing and planning of the staff.

126.

The dean should be accountable only to
those above him, i.e., president.

112
127 .

The dean should be an agent acting for the
faculty.

128.

The dean should be held accountable to the
faculty.

129.

The dean should preside at faculty and
committee meetings.

130.

The dean should encourage the department
chairmen to establish direction by means
of faculty consensus.

131.

The dean should establish procedures whereby
ideas or problems are brought before the
faculty for collective decision making.

132 .

In academic situations the dean should
encourage the faculty to do what they feel
is appropriate.

133.

The dean should encourage faculty decision
making.

134 .

The overall goals of the college are the
responsibility of the dean and, as such,
individual faculty members should only be
concerned with those areas within their
specific charge, i.e., research, teaching,
etc.

135.

The dean should establish procedures for
collective faculty decisions and nonacademic matters, i.e., budget, school
plant, etc.

136.

The dean should seek out and reinforce
faculty ideas on non-academic matters
such as budget, school plant, etc.

137.

The dean should discourage the faculty
from assuming responsibilities relegated
to his office by the administration.

138.

The dean should identify and work closely
with the administration to achieve the
goals of the college.

139.

In the handling of specific faculty inci­
dents, the dean should not make exceptions
to policy.

140.

The dean should strive to see that the
faculty is free to make personal decisions

113
and within the academic community.
141.

The dean is justified in developing faculty
regulations which prohibit faculty behavior
from interfering with the stated objectives
of the college.

142.

As the chief administrative officer of the
college, the dean should reserve the right
to review all faculty decisions.

143.

The dean should make the major decisions in
the college.

144.

Once the faculty has made a decision, it is
the dean's responsibility to see that pro­
cedures are instituted for successful
implementation.

145.

The dean should
only make decisions after
feeling the pulse of the faculty.

146.

The dean should
give the faculty the right
of veto in those areas where they are not
given a direct role in academic policy­
making .

147.

It is important
that the dean establish
procedures to give the faculty a role in
decision making.

148.

The dean should see that the staff
right to manage its own affairs.

has a

149.

The dean, and not the faculty, should have
the responsibility for establishing the
long-range plans of the college.

150.

The dean should encourage faculty concern
for efficiency.

151.

The dean should not allow his responsi­
bilities to become the concern of the
faculty.

152.

The dean should not delegate the responsi­
bilities of his office to the faculty.

153.

The dean should view his role as a
facilitator rather than a director of the
faculty.

114
154.

It is essential that the dean attempt to
operate from a position of faculty
consensus.

155.

The dean should think of himself as an
extension of the faculty.

156.

The dean should foster the concept that
curriculum is the prerogative of the
faculty.

157.

The dean should establish and set standards
for faculty performance.

158.

The dean should realize that if he really
wants something done he almost has to do
it himself.

159.

There is only a slight chance for consensus
or implementation of decisions at the
faculty level, therefore the dean should
make major curriculum decisions.

160.

The dean should provide procedures for
faculty involement at every level of
decision making.

161.

The dean should provide the faculty with
sufficient time and opportunity for attend­
ing civic functions, conversing with other
faculty members and students, and to plan
and dream.

162.

The dean should establish the direction of
the college and then attempt to hire those
people who will complement the program.

163.

A dynamic program should be seen by the
dean to rest in complete faculty involve­
ment at all levels of decision making.

164.

The dean should work with
the establishment of work

165.

The dean should place the responsibility
for the granting of promotion and tenure
in the hands of the faculty.

166.

It is more desirable for the dean to err
in the direction of over-delegation of
responsibility to individual faculty
members rather than in the direction of
under-delegation.

the faculty in
loads.

115
Student Involvement
167.

Teaching and general student contact should
be dimly viewed by the dean, since this
function can more appropriately be carried
out by others in the college.

168.

The dean should overtly support student
representation with full voting privileges
on appropriate committees.

169.

The dean should not assume any teaching
duties at either the undergraduate or grad­
uate level as this will infringe upon time
needed for duties of higher priority.

170.

The dean should establish procedures where­
by students can participate in the develop­
ment of programs of study.

171.

The dean should be available on a regular
basis to consult with students about
matters of importance to them.

172.

The dean should seek opportunities for
interaction between himself and students.

173.

The dean should make provisions to have
students involved at every level of
decision making.

174.

The dean should see that student partici­
pation on committees are advisory only in
nature.

175.

Students should be free to periodically
raise questions with the dean relative to
academic matters.

176.

The dean's availability to meet with
students should take equal priority over
administrative responsibilities.

177.

As representative of the college, the dean
should be responsive to the needs of the
individual student.

178.

By their nature, students desire and need
to be given liberalization of policies and
regulations by the dean.

179.

The dean should have the power of veto over
all student committees.

116

180.

In terms of facilitating the development
of the individual student, the deaii should
see that individual requirements and demands
on the student are reduced to a minimum.

181.

The dean should support formal and informal
faculty contact with students.

182.

The dean should seek opportunities for
contact with students.

183.
184.

The dean should insure that students have a
say in the curriculum.
The dean should see that facilities and
opportunities for growth provided for the
faculty are made available to students.

185.

The dean should establish personal contact
between himself and students.

186.

The dean should give students a role in the
selection and promotion procedures of the
faculty.

187.

The dean should give students the right to
veto any academic decision made by the
faculty.

188.

Students should be given the right to veto
any decision made by the dean.

189.

The dean should give students the right of
veto in those areas where they are not
given a direct role in academic policy
making.

190.

Once students have made a decision, it
should become the responsibility of the
dean to institute procedures for imple­
mentation.

191.

The dean is justified in developing student
regulations which prohibit student behavior
from interfering with the stated objectives
of the college.

192.

The dean should not allow student involve­
ment in those areas which have been
officially relegated to his office.

193.

The dean should afford students the oppor­
tunity to participate in major decisions
within the college.

117
194.

The dean should not allow his responsi­
bilities to become the concern of the
student body.

195.

The dean should develop procedures where­
by students are given a role in establish­
ing the direction of the college.

196.

A dynamic program should be viewed by the
dean to rest in complete student involve­
ment at all levels of decision making.

197.

The dean should view himself as an exten­
sion of the students.

198.

The dean should place the responsibility
for the granting of promotion and tenure
in the hands of the students.

199.

The dean should give students a role in
the selection and promotion procedures of
the faculty.

200.

The dean should see that a dynamic program
rests in complete student involvement at
every level of policy formulation.

APPENDIX C
SCORING KEY
AND
DIRECTIONS FOR SCORING

A subject's score for a particular dimension is the
sum of the item scores for that dimension.

For example, the

raw score for the dimension "Interpersonal Relatedness" is
the sum of the scores for items 1 to 12 inclusive.

The

total (raw) scores for this dimension can range from 11 to
55.

An individual's total score on the Dean Leadership

Expectation Questionnaire is the sum of all dimension
scores or items on the instrument.
range from 58 to 290.

118

The total score can

119

Scoring Keys
SA
1
5
5
1
1
5
5
5
5
1
1

A
2
4
4
2
2
4
4
4
4
2
2

N
3
3
3
3
3
3
3
3
3
3
3

D
4
2
2
4
4
2
2
2
2
4
4

SD
5
1
1
5
5
1
1
1
1
5
5

Supportiveness
12
13
14
IS
16
17
18
19
20
21
22
23

1
5
5
5
5
5
5
1
S
s
1
5

2
4
4
4
4
4
4
2
4
4
2
4

3
3
3
3
3
3
3
3
3
3
3
3

4
2
2
2
2
2
2
4
2
2
4
2

5
1
1
1
1
1
1
S
1
1
5
1

Communication
24
25
26
27
28
29
30
31
32

5
1
5
5
1
1
1
1
5

4
2
4
4
2
2
2
2
4

3
3
3
3
3
3
3
3
3

2
4
2
2
4
4
4
4
2

1
5
1
1
S
5
5
5
1

Interpersonal Relatedness
1
2
3
4
S
6
7
8
9
10
11

120

Scoring Keys
Faculty Involvement
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48

SA
1
1
1
1
5
5
5
1
5
1
5
1
5
5
5
5

A
2
2
2
2
4
4
4
2
4
2
4
2
4
4
4
4

N
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3

D
4
4
4
4
2
2
2
4
2
4
2
4
2
2
2
2

SD
5
5
5
5
1
1
1

Student Involvement
49
50
51
52
53
54
55
56
57
58

5
5
5
5
5
5
5
5
5
5

4
4
4
4
4
4
4
4
4
4

3
3
3
3
3
3
3
3
3
3

2
2
2
2
2
2
2
2
2
2

1
1
1
1
1
1
1
1
1
1

1
1
1
1
1
1

APPENDIX D
LIST OF INSTITUTIONS OF HIGHER
LEARNING PARTICIPATING IN STUDY.

122

LIST OF PARTICIPATING INSTITUTIONS

Central Michigan University
Mount Pleasant, Michigan
48858
Eastern Michigan University
Ypsilanti, Michigan
48197
Northern Michigan University
Marquette, Michigan
49855
Oakland University
Rochester, Michigan
48063
Saginaw Valley College
University Center, Michigan
48710

APPENDIX E
LETTER TO DEANS
LETTERS TO FACULTY MEMBERS
1.

LETTER REQUESTING PARTIC­
IPATION IN THE STUDY

2.

FOLLOW-UP LETTER

3.

POSTCARD FOLLOW-UP

123

w
124

June 22, 1970

Dr. ----- ------Dean, School of Education
--------- ----- 1 Mich.

Dear Dr. ------- :
As per our conversation and meeting, enclosed you
will find a copy of the "Dean Leadership Expectation
Questionnaire."

The questionnaire may be quickly answered,

taking approximately 15 minutes of your time.
I appreciate very much the opportunity to have met
with you personally.

May I once again express my thanks

for your cooperation and assistance in this study.
Sincerely,

Douglas C. Fairbanks

D ear Fellow Educator:
The purpose o f th is le tte r is to g ain y o u r co o peratio n in a study I am conducting
on th e expectations h eld by fa c u lty m em bers and deans re la tiv e to th e le a d e r
ro le o f a dean o f a co lle g e o f education. H ie deanshlp has com e to be a p o sitio n
o f param ount im p o rtan ce in te a c h e r education. Y e t, th e lite ra tu re re v e a ls lit t le
on the expectations h eld fo r th e dean o f a co lleg e o f ed u catio n. T h is vo id p ro vid es
the b asic m o tiv a tio n fo r th e study.
The study ce n te rs on s ta te supported in s titu tio n s o f h ig h e r le a rn in g w ith em erg in g
schools o r co lleg es o f education (c la s s ific a tio n given to those schools o r co lleg es
w ith in an in s titu tio n o f h ig h e r le a rn in g o ffe rin g a t le a s t a fo u r y e a r p ro g ra m
aw arding a B accalau reate in E ducation, E le m e n ta ry E d u catio n , o r Secondary
E ducation, but not a D o cto rate in E d u catio n ). P re lim in a ry in v e s tig a tio n re g a rd in g
the fe a s ib ility 1o f such a study w as exp lo red w ith deans In attendance a t th e M eetin g
of. Deans — Education fo r th e S tate o f Illin o is in S p rin g fie ld , Illin o is in Jan u ary o f
1969. P o s itiv e re a c tio n s fro m these people as w e ll as encouragem ent re c e iv e d
fro m s ta ff m em b ers o f the C o lleg e o f E ducation a t M ich ig an S tate U n iv e rs ity has
fu rth e r sparked m y in te re s t in conducting the studty>
I t is fe lt th a t the study w ill y ie ld a b e tte r understanding o f th e deanshlp and be o f
valu e to te a c h e r education. The Dean o f the C o lleg e o f E ducation a t y o u r in s titu ­
tio n Has ag reed to p a rtic ip a te in th e study.
Y o u r assistan ce is needed in the com p letion o f a sh o rt q u e stio n n aire — "D ean
L ead ersh ip E xp ectatio n Q u e s tio n n a ire ". Y o u r response is v ita l in o rd e r to
assu re a v a lid study.
The q u estio n n aire is coded; th is is being done fo r reasons o f d ata p ro cessin g and
in o rd e r to m a in ta in ac cu ra te re c o rd s o f re tu rn s . A ll m a ilin g codes w ill be
d estro yed a t the conclusion o f the study, and the d ata tre a te d as group d a ta .
In no case w ill in fo rm a tio n be a v a ila b le o r published about an in d iv id u a l o r a
u n iv e rs ity .
The in fo rm a tio n co lle cte d w ill be used in co m p leting m y d o c to ra l d is s e rta tio n
a t M ich ig an State U n iv e rs ity . Upon com p letion o f the study you w ill be supplied
w ith a sum m ary o f the fin d in g s .
A stam ped, s e lf-a d d re s s e d envelope is enclosed fo r y o u r convenience in re tu rn in g
the q u e stio n n aire . I e a rn e s tly hope th at you w ill be ab le to a s s is t m e.
S in c e re ly y o u rs ,

Douglas C. Fairbanks

Dear

Fellow

This
"Dean

letter,

Your

of

follow-up

the

would

at

of

on

Once

appreciate
Is

vital

envelope
again
for

return

may

recall

w ilt

be

from

used

State

which

the

you

my p r e v i o u s

for

the

completion

University

expectations

of

held

an d

for

to

the

dean

education.

convenience

appreciation

the

requesting

Questionnaire"

Michigan

may

your
In

I

questionnaire

addressed

yo u

questionnaire

response

the

As

Information

your

letter

Expectation

received.

a college
I

For

a

a dissertation

gather
of

Is

Leadership

recently

of

Educator:

completing

order

have

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enclosed

together

with

In

case

the

I

take

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to

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first

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study.

additional

stamped,
one

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questionnaire.

this

copy

selfbeen

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misplaced.

express

my

study.

S I n ce r e 1y ,

Douglas
e n c 1:

3

C.

Fairbanks

127

Dear Fellow Educator:
This is to remind you of the DEAN
LEADERSHIP EXPECTATION QUESTIONNAIRE and
follow-up letter I sent you.
I would appreciate it if you would
take 15 minutes from your busy schedule
to complete the questionnaire and return
it to me.
Thank you,
Douglas C. Fairbanks
MSU

APPENDIX F
C.J.HOYT’S ANALYSIS OF VARIANCE ESTIMATE OF RELIABILITY
FOR DEAN LEADERSHIP EXPECTATION QUESTIONNAIRE
1.

TABLE 1:

RELIABILITY ESTIMATE -- OVERALL

2.

TABLE 2:

RELIABILITY ESTIMATE -- INTER­
PERSONAL RELATEDNESS DIMENSION

3.

TABLE 3:

RELIABILITY ESTIMATE -SUPPORTIVENESS DIMENSION

4.

TABLE 4:

RELIABILITY ESTIMATE -COMMUNICATION DIMENSION

5.

TABLE 5:

RELIABILITY ESTIMATE -FACULTY INVOLVEMENT DIMENSION

6.

TABLE 6:

RELIABILITY ESTIMATE -STUDENT INVOLVEMENT DIMENSION

128

1

TABLE 1
C.J.HOYT'S TEST RELIABILITY ESTIMATED BY ANALYSIS OF VARIANCE
OVERALL ESTIMATE OF RELIABILITY -- DEAN LEADERSHIP EXPECTATION QUESTIONNAIRE

Sum of Squares

r and SE

218

2079.3180580

0.9224

Items

57

2115.8926926

6.4961

Error

12426

9199.5038604

Total

12701

13394.7146110

Individuals

t

129

df

Source of Variation

TABLE 2
C.J.HOYT'S TEST RELIABILITY ESTIMATED BY ANALYSIS OF VARIANCE
INTERPERSONAL RELATEDNESS DIMENSION ESTIMATE OF RELIABILITY
DEAN LEADERSHIP EXPECTATION QUESTIONNAIRE

Source of Variation

Sum of Squares

r and SE

218

645.78414250

0.6913

Items

10

184.19593143

3.0241

Error

2180

1993.62225060

Total

2408

2823.60232450

130

df

Individuals

1

TABLE 3
C.J.HOYT'S TEST RELIABILITY ESTIMATED BY ANALYSIS OF VARIANCE
SUPPORTIVENESS DIMENSION ESTIMATE OF RELIABILITY
DEAN LEADERSHIP EXPECTATION QUESTIONNAIRE

Source of Variation

Sum of Squares

r and SE

218

293.57305908

0.5779

Items

11

234.73173523

2.5006

Error

2398

1363.18493170

Total

2627

1891.48972610

131

df

Individuals

i

TABLE 4
C.J.HOYT'S TEST RELIABILITY ESTIMATED BY ANALYSIS OF VARIANCE
COMMUNICATION DIMENSION ESTIMATE OF RELIABILITY
DEAN LEADERSHIP EXPECTATION QUESTIONNAIRE

df

Sum of Squares

r and SE

218

505.20953798

0.6768

Items

8

549.23693561

2.4477

Error

1744

1306.09639790

Total

1970

2360.54287150

Source of Variation

132

Individuals

TABLE 5
C.J.HOYT'S TEST RELIABILITY ESTIMATED BY ANALYSIS OF VARIANCE
FACULTY INVOLVEMENT DIMENSION ESTIMATE OF RELIABILITY
DEAN LEADERSHIP EXPECTATION QUESTIONNAIRE

Source of Variation

df

Sum of Squares

r and SE

218

810.76369858

0.8084

Items

15

315.55707741

3.2690

Error

3270

2329.69292260

Total

3503

3456.01369860

Individuals

TABLE 6
C.J.HOYT'S TEST RELIABILITY ESTIMATED BY ANALYSIS OF VARIANCE
STUDENT INVOLVEMENT DIMENSION ESTIMATE OF RELIABILITY
DEAN LEADERSHIP EXPECTATION QUESTIONNAIRE
.■r*

»

■

-■

Source of Variation

■ «■ ■

—

df

Sum of Squares

r and SE

218

1081.97534230

0.9026

Items

9

465.58036518

2.0863

Error

1962

948.91963433

Total

2189

2496.47534180

Individuals

APPENDIX G
STANDARD SCORES FOR DEANS AND FACULTY MEMBERS ON
THE DEAN LEADERSHIP EXPECTATION QUESTIONNAIRE
1.

TABLE 7:

STANDARD SCORES FOR DEANS
ON THE DEAN LEADERSHIP
EXPECTATION QUESTIONNAIRE

2.

TABLE 8:

MEAN STANDARD SCORES ACROSS
COLLEGES FOR FACULTY MEMBERS
ON THE DEAN LEADERSHIP
EXPECTATION QUESTIONNAIRE

3.

TABLE 9

MEAN STANDARD SCORES FOR
DEANS AND FACULTY MEMBERS,
AS A GROUP, ON THE DEAN
LEADERSHIP EXPECTATION
QUESTIONNAIRE

135

\

TABLE 7
Standard Scores for Deans on the Dean Leadership Expectation Questionnaire

Dimensions of the Dean Leadership Expectation Questionnaire

S1

s2

s3

S4

s5

A

.934

.925

1.907

.955

-1.678

B

1.109

.177

1.687

.955

1.736

C

.407

1.174

1.248

1.475

1.167

D

.934

1.424

.151

.955

.882

E

.231

.177

.370

-.603

.456

136

Deans

I

TABLE 8
Mean Standard Scores Across Colleges
for Faculty Members on the Dean Leadership Expectation Questionnaire

Dimensions on the Dean Leadership Expectation Questionnaire

Faculty
Members

si

S2

A

.483

.598

1.042

.347

.331

B

.465

.925

.590

.565

.693

C

-.210

.191

.022

-.095

.068

D

-.046

-.214

-.170

-.031

-.029

E

-.157

-.134

-.162

-.116

-.372

S3

S4

S5
137

TABLE 9
Mean Standard Scores for Deans and Faculty Members,
as a Group, on the Dean Leadership Expectation Questionnaire

Dimensions on the Dean Leadership Expectation Questionnaire

Subjects

S1

S2

Deans

.723

.775

Faculty
Members

.560

.647

s4

S5

1.073

.747

.513

-.005

-.098

-.188

s3