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Xerox University Microfilms 300 North Ze«b Road Ann Aibor, Mlchtg an 48100 74-6075 KOMAR, John Julian, 1944THE QUALIFICATIONS, POSITIONS, AND PROBLEMS OF CHIEF ADMINISTRATORS OF VOCATIONAL-TECHNICAL EDUCATION IN PUBLIC TWO-YEAR COLLEGES IN THE UNITED STATES, WITH SPECIAL REFERENCE TO MICHIGAN. Michigan State U niversity, Ph.D., 1973 Education, vocational University Microfilms, A XEROX Company, Ann Arbor, Michigan THE QUALIFICATIONS, POSITIONS, AND PROBLEMS OF CHIEF ADMINISTRATORS OF VOCATIONAL-TECHNICAL EDUCATION IN PUBLIC TWO-YEAR COLLEGES IN THE UNITED STATES, WITH SPECIAL REFERENCE TO MICHIGAN By John J u l i a n Komar A THESIS Submitted to Michigan S t a t e U n i v e r s i t y 1n p a r t i a l f u l f i l l m e n t of the r equi rement s f o r the degree o f DOCTOR OF PHILOSOPHY Department of Secondary Education and Curriculum 1973 ABSTRACT THE QUALIFICATIONS, POSITIONS, AND PROBLEMS OF CHIEF ADMINISTRATORS OF VOCATIONAL-TECHNICAL EDUCATION IN PUBLIC TWO-YEAR COLLEGES IN THE UNITED STATES, WITH SPECIAL REFERENCE TO MICHIGAN By John Jul ian Komar PURPOSE: To compare t h e c hi e f a d m i n i s t r a t o r s o f vocatlonal-technl cal education 1n publ ic two-year c o l l e g e s In the S t a t e of Michigan with t hose 1n the rest o f t he United S t a t e s , w i t h respect t o q u a l i f i ­ cations, professional position, problems, and a d m i n i s t r a t i v e 1n o r d e r to provide some bases f o r : (1) Improving upon t h e c r i t e r i a by which a d m i n i s t r a t o r s are H i r e d , (2) u p d a t i n g the c u r r i c u l a by which ad­ m i n i s t r a t o r s are t r a i n e d , and ( 3 ) ass i g n i n g p r i o r i ­ t i e s t o the problems of post-secondary v oc a t i o n a l adml n1 s t r a t i on, METHOD OF RESEARCH: Information forms were s e n t to a l l of the c h i e f v o c a t i o n a l a d m i n i s t r a t o r s 1n Michigan community col l eges and to a s t r a t i f i e d sample of those 1n the r e s t o f the Uni t e d St a t e s. Of the 148 I n s t i t u t i o n s c o n t a c t e d . 82 p e r cent responded; 80 per cent o f the I n f o r m a t i o n forms returned were us a b l e . SUMMARY: (1) Among the 118 respondent s, 115 hel d c ol l e g e de ­ g r e es ! I l l cational had m a st er ' s degrees, 11 earned edu­ specialist c e rtific a te s , and 25 held doctorates. (2) Teaching experience ranged from l e s s than one y e a r to more than 40 y e a r s . The modal group ranged from f i v e to n i n e y ea r s . Three-fourths o f the respondents had t au g h t 1n t he p ub l i c t woy e a r c o l l e g e , and t w o - t h 1 r d s had t au g h t 1n t h e secondary s c h o o l . (3) Most of the respondents had worked from one t o ni ne years 1n e du c a t i o n a l a d m i n i s t r a t i o n and had held t h e i r p o s i t i o n s a t the time o f the study f o r f o u r years o r l e s s . (4) Most o f the respondents had no occupat i onal ex­ per i ence in business; o n e - th 1 r d lacked expe r i e nc e 1n I n d u s t r i a l o cc u p a t i o n s . T h i r t y per cent had exper i ence 1n marketing and t h i r t y e xperi ence I n s k i l l e d (5) per cent had trades. A t o t a l o f 285 l o n g - r u n problems o f v o c a t i on a l and t e c h n i c a l education were r e p o r t e d ; these were c a t e g o r i z e d i n t o 13 problem a r e a s , s i x of which each a f f e c t e d at l e a s t 10 per cent of the r e s ­ pondents. These were t he areas o f f i n a n c e s , communication, community c o l l e g e a d m i n i s t r a t i v e procedures, s t a f f i n g , d r r l c u l u m and s t a t e l e v e l v o c a t i o n a l (6) The t y p i c a l development, administration. respondent h el d the t i t l e of dean and f u n c t i on e d at the second l e v e l of the admin­ istrative organization, reporting directly to the president. (7) Most respondents supervi sed t h r e e of fewer a d­ m i n i s t r a t i v e subordinates and le ss than 40 i n ­ structors. One-hal f o f t h e respondents spent a l l o f t h e i r working time 1n v o c a t i o n a l - t e c h n l c a 1 admlnlstratlon. (8) Mi chi ga n respondents earned s i g n i f i c a n t l y h i g h e r salaries than those 1n t h e Uni t ed States sample, h e l d l o n g e r c o n t r a c t s , but were less l i k e l y to have been awarded t e n u r e . IMPLICATIONS: (1) C riteria f o r the s e l e c t i o n of c h i e f v oc a t i o n a l a d m i n i s t r a t o r s should emphasize the d o ct or at e 1n education, prof essi onal e d u c a t i o n experience 1n both t ea ch i n g and a d m i n i s t r a t i o n , exposure to the p u b l i c t wo - y ea r c o l l e g e , and occupational i e n c e in business a nd / o r I n d u s t r y . exper­ Colleges of e d u c a t i o n should update c u r r i c u l a f o r the t r a i n i n g o f v oc a t i o n a l a d m i n i s t r a t o r s by pr ovi di ng coursework which f o r m a l l y addresses the problems o f f i n a n c e s and communications, pro­ v i d i n g more o p p o r t u n i t i e s f o r I n s e r v i c e t r a i n i n g of a d m i n i s t r a t o r s , and i n c or p o r a t i n g t h e f i n d i n g s o f c e r t a i n o t h e r r e c e n t studies 1n t h e i r c u r r i ­ cula. Michigan c o l l e g e s o f e d u c a t i o n , 1n p a r t i ­ c u l a r , should f o r m a l l y address the problems o f u n i o n i z a t i o n of community col l eg e f a c u l t y . S t a t e departments and c o l l e g e s o f e d u c a t i o n should recognize the r e l a t i v e Importance o f the problems I d e n t i f i e d 1n the study and assi gn to them the a p p r o p r i a t e p r i o r i t i e s , The problems I d e n t i f i e d a l so may be used as a framework f o r l o c al studies o f v o c a t i o n a l and t e c h n i c a l istration. P u b l i c I n f o r m a t i o n personnel admin­ of the p u b l i c two-year c o l l e g e should work more c l o s e l y wi t h the c h i e f v o c a t i o n a l administrator, 1n order to help Improve r a p p o r t with the s i g n i f i c a n t publ ics of v o c a t i o n a l - t e c h n i c a l education. To Diane I ACKNOWLEDGMENTS The w r i t e r wishes to express his g r a t i t u d e to those persons who generously a s s i s t e d him In the Speci al a p p r e c i a t i o n 1s expressed to Dr. P. Poland, academic a d v i s o r ; t a t i o n d i r e c t o r ; and Dr. J. Lewis, committee members. Robert Dr. H. Paul Sweany, Max R. Raines and Dr. study. disser­ Richard T h e i r encouragement and a s s i s ta nc e s u b s t a n t i a l l y aided the progress o f the study. In p a r t i c u l a r , the aut hor wishes to thank Dr. Kenward L. A t k i n f o r his e du c a t i o n a l guidance during the past e i g h t y e a r s . Finally, the author wishes to r ecogni ze t hr ee persons who made profound c o n t r i b u t i o n s t o the advance­ ment o f his educat1on--h1s par en t s and hi s w i f e , 111 Diane. TABLE OF CONTENTS CHAPTER I. II. III. IV. PAGE INTRODUCTION ..................................................................... 1 Need f o r the S t u d y .................................................. Purpose o f the S t u d y .............................................. L i m i t a t i o n s o f t h e Study .................................... Basic Assumptions .................................................. ............................................. D e f i n i t i o n o f Terms 4 5 6 7 8 REVIEW OF RELATED LITERATURE ................................ 10 Junior C o l l e ge A d m i n i s t r a t o r s ...................... A d mi n i s t r a t o r s o f V o c a t i o n a l - T e c h n i c a l Education 1n P u b l i c Two-Year Colleges . Gates S t u d y ........................................................... F i e l d i n g Study ....................................................... Whitney Study ....................................................... Other S t u d i e s ....................................................... S u m m a ry .......................................................................... Q u a l i f i c a t i o n s .............................................. .... . P r o b l e m s ..................................................................... Administrative Position ................................ 10 METHODOLOGY..................................................................... 46 P o p u l a t i o n ..................................................................... S a m p l e .............................................................................. Development o f t he I n s t r u m e n t ....................... The P i l o t S t u d y .................................................. P r e p a r a t i o n o f the I n s t r u m e n t .................. M a i l i n g o f t h e I n s t r u m e n t ........................... Personal I n t e r v i e w s ......................................... Treatment and A n a l y s i s of D a t a ....................... Data C o l l e c t i o n and T a b u l a t i o n . . . . . S t a t i s t i c a l A n a l y s i s ......................................... 46 46 47 48 49 50 52 53 53 54 QUALIFICATIONS OF VOCATIONAL ADMINISTRATORS Educational B a c k g r o u n d ......................................... Advanced Graduat e Study ................................ Graduate Study ....................................................... Undergraduate Study . . . . ...................... 1v 26 30 32 33 35 41 41 43 44 55 56 57 61 63 PAGE CHAPTER P r o f e s s i o n a l Education Experience . . . . Teaching Experience .......................................... Experience 1n Educational A d m i n i s t r a ­ tion ..................................................................... Occupati onal Experience Outside o f Educa­ tion .......................................................................... Business Experience .......................................... Experience i n I n d u s t r y ................................. S u m m a r y .......................................................................... V. PROBLEMS OF VOCATIONAL ADMINISTRATION . . . Main Problem A r e a s .............................................. F i n a n c e s ................................................................ Communication ....................................................... Co l l e ge A d m i n i s t r a t i v e Procedures . . . S t a f f i n g ................................................................ Curriculum Development ................................. S t a t e Level A d m i n i s t r a t i o n ........................ Ot her Problem A r e a s .............................................. St udent Inadequacies ..................................... E v a l u a t i o n Techniques ..................................... Unionization ....................................................... Manpower Forecast ing ..................................... Teacher Education .............................................. Co or di na t i o n o f Vocational Programs . . Inservice Training .......................................... Problems of Vocat ional A d m i n i s t r a t i o n By Si ze o f Community College E n r o l l me n t . Main Problems of Vocat ional A d m i n i s t r a ­ t i o n In Michigan and Nat i o n al Regions . S u m m a r y .......................................................................... VI. THE POSITION OF CHIEF VOCATIONAL ADMINIS­ TRATOR .............................................................................. A d m i n i s t r a t i v e Consi derat i ons ........................ T i t l e and Level .............................................. Immediate Supervi sor ..................................... Number o f A d mi n i s t r a t o r s Supervised . . I n s t r u c t o r s Supervised ................................. Time Spent in V o c a t i o n a l - T e c h n i c a l .............................................. Administration C o n t r a c t u a l Considerat ions ............................ Contracted S a l a r y .............................................. C on t r a ct Length ................................................... T e n u r e ..................................................................... S u m m a r y .......................................................................... v 65 65 67 70 70 72 72 76 79 79 80 81 82 82 83 83 83 84 84 84 85 85 85 86 88 90 92 93 93 96 96 99 99 101 101 102 104 105 PAGE CHAPTER V II. SUMMARY, IMPLICATIONS, AND PROBLEMS FOR FURTHER STUDY ................................................................. 107 Sum m ary.............................................................................. Administrator Q u a lific a tio n s ....................... Pr of e ss i o n al Problems .......................................... A d m i n i s t r a t i v e P o s i t i o n ..................................... I m p l i c a t i o n s f o r t he S e l e c t i o n , T r a i n i n g , and Problem P r i o r i t i e s o f C h i e f Voca­ t i o n a l A d m i n i s t r a t o r s .......................................... C r i t e r i a f o r the S e l e c t i o n o f C h i e f Vocational A d m i n i s t r a t o r s ............................ C u r r i c u l a f o r the T r a i n i n g o f C h i e f Vocational A d m i n i s t r a t o r s ............................ Problem P r i o r i t i e s of C h i e f Vo c at i o n al A d m i n i s t r a t or s ................................................... Problems f o r F u r t h e r Study ................................. 118 121 SELECTED BIBLIOGRAPHY ............................................................ 123 APPENDIX A: COVER LETTERS 129 APPENDIX B: WRITTEN QUESTIONNAIRE APPENDIX C: SAMPLING PROCEDURES ............................................... 109 109 110 112 114 114 116 ............................. 131 ................................. 135 APPENDIX D: CHI-SQUARE DISTRIBUTIONS ........................ 138 APPENDIX E: COMPARATIVE DISTRIBUTIONS PONDENT GROUPS 144 APPENDIX OF RES­ F: SPECIFIC PROBLEMS OF VOCATIONAL ADMINISTRATION .............................................. Vi 163 LIST OF TABLES Table 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. Page C h i e f v o c a t i o n a l a d m i n i s t r a t o r s of p u b l i c t w o - y ea r c ol l eg e s f o r mi n g p o p u l a t i o n f o r the s t u d y .............................................................................................. 51 D i s t r i b u t i o n of respondent s by h i g h e s t degree o b t a i n e d ..................................................................................... 56 D i s t r i b u t i o n of respondent s worki ng toward d e g r e e s .......................................................................................... 57 Doct oral degrees among c h i e f v o c a t i o n a l a d­ m i n i s t r a t o r s , 1964- 1973 .................................................... 58 Maj or areas of e d u c a t i o n a l s p e c i a l i s t and d o c t o r a l study of c h i e f v o c a t i o n a l a d m i n i s ­ t r a t o r s .......................................................................................... 59 Types of I n s t i t u t i o n s a t t e n d e d by c h i e f v o c a ­ t i o n a l a d m i n i s t r a t o r s f o r advanced g r a d u a t e s t u d y .......................................................................................... 60 Maj or areas of m a s t e r ' s d eg r e e study of c h i e f v o c a t i o n a l a d m i n i s t r a t o r s ........................................... 61 Types o f I n s t i t u t i o n s a t t e n d e d by c h i e f v o c a ­ t i o n a l a d m i n i s t r a t o r s f o r m a s t e r ' s degree s t u d y .......................................................................................... 62 Maj or areas of b a c c a l a u r e a t e st udy o f c h i e f v o c a t i o n a l a d m i n i s t r a t o r s ........................................... 64 Types of i n s t i t u t i o n s a t t e n d e d by c h i e f v o c a ­ t i o n a l a dm in is tra to rs f o r undergraduate study . . . . . . . * .......................................................... 65 D i s t r i b u t i o n o f respondent s by y ea r s of t ea c h i n g e xp e r i e n c e .......................................................... 66 E d u c at i o n al s e t t i n g s 1n whi ch c h i e f voca­ t i o n a l a d m i n i s t r a t o r s had t a u g h t ........................ 67 v 11 T a b le 13. 14. 15. 16. 17. 18. 19. Page Main t eachi ng f i e l d s of c h i e f v o c a t i o n a l a d m i n i s t r a t o r s ...................................................................... 68 D i s t r i b u t i o n of respondents by y ea r s o f ex­ per i ence In e d u c at i o n al a d m i n i s t r a t i o n . . . 69 D i s t r i b u t i o n of respondents by number of years 1n p o s i t i o n hel d a t t i me o f study . . 69 Educational s e t t i n g s 1n which respondents had assumed a d m i n i s t r a t i v e p o s i t i o n s . . . . 70 D i s t r i b u t i o n o f respondents by y ea r s of ex­ perience 1n business and I n d u s t r y ........................ 71 Non-education work e xp e r i e nc e s o f c h i e f v oc a t i o n a l a d m i n i s t r a t o r s .......................................... 73 Main problem areas o f v o c a t i o n a l a dmi ni s­ .................................................................................... trators 77 20. Problem areas of v o c a t i o n a l a d m i n i s t r a t i o n by frequency o f m e n t i o n ............................ 78 21. Problems of v o c a t i o n a l a d m i n i s t r a t o r s by s i z e o f community c o l l e g e e n r o l l m e n t . . . . 87 Main problems of v o c a t i o n a l a d m i n i s t r a t i o n 1n Michigan and n a t i o n a l r e g i o n s by p e r c e n t ­ age of a d m i n i s t r a t o r s responding ....................... 89 22. 23. D i s t r i b u t i o n of respondents by o f f i c i a l t i t l e and a d m i n i s t r a t i v e l e v e l ............. 94 24. Comparison of a d m i n i s t r a t i v e l e v e l s of c h i e f v oc a t i o n a l a d m i n i s t r a t o r s : the F i e l d i n g study and t h i s s t u d y ..................................... 95 25. Immediate s u p e r v i s o r s of c h i e f v o c a t i o n a l a d m i n i s t r a t o r s ................................................................. 97 Si ze of a d m i n i s t r a t i v e s t a f f o f c h i e f voca­ tional administrators ............................................... 98 Si ze o f i n s t r u c t i o n a l s t a f f o f c h i e f voca­ tional administrators ............................................... 100 D i s t r i b u t i o n of respondents by time spent 1n vocational-technical administration . . . . 101 26. 27. 28. v 111 T a b le 29. Page D i s t r i b u t i o n o f respondents by amount o f cont ract ed s a l a r y ........................................................ 102 30. D i s t r i b u t i o n o f respondents by c o n t r a c t l e n g t h ............................................................................... 103 31. D i s t r i b u t i o n o f respondents by response to tenure q u es t i on ............................................................ 104 32. S t r a t i f i e d sample ......................................................... 135 33. Ch1-square d i s t r i b u t i o n o f respondents by experience 1n e d u c a t i o n a l a d m i n i s t r a t i o n . 138 Chi-square d i s t r i b u t i o n o f respondents by e xt en t o f business e xp e r i e n c e ............................ 138 Ch1-square d i s t r i b u t i o n o f respondents by e xt en t o f f ormal e d u c a t i o n a t t a i n e d . . . . 139 Ch1-square d i s t r i b u t i o n o f respondents by e xt en t o f t ea ch i n g e x p e r i e nc e ............................ 139 Ch1-square d i s t r i b u t i o n o f respondents by e xt en t o f e x p e r i e nc e 1n I n d u s t r y ................... 140 Ch1-square d i s t r i b u t i o n o f respondents by s i z e o f t ea c h i n g s t a f f .......................................... 140 Ch1-square d i s t r i b u t i o n o f respondents by s i z e o f a d m i n i s t r a t i v e s t a f f ............................ 141 Ch1-square d i s t r i b u t i o n o f respondents by time spent 1n v o c a t i o n a l a d m i n i s t r a t i o n . . 141 Ch1-square d i s t r i b u t i o n o f respondents by amount o f c o n t r a c t e d s a l a r y ................................. 142 Ch1-square d i s t r i b u t i o n o f respondents by length o f c o n t r a c t ................................................... 142 Ch1-square d i s t r i b u t i o n o f respondents by s tatus w i t h r e s p e c t to t e n u r e ............................ 143 D i s t r i b u t i o n o f respondents by hi g h es t de­ gree o b t a i n e d ................................................................. 144 D i s t r i b u t i o n o f respondents working toward d e g r e e s ............................................................................... 144 34. 35. 36. 37. 38. 39. 40. 41. 42. 43. 44. 45. 1x Table Page 46. Major areas of e d u c a t i o n a l s p e c i a l i s t and doctoral study o f c h i e f v o c a t i o n a l admin­ i s t r a t o r s .............................................................................. 145 47. Types of I n s t i t u t i o n s a t t ende d by c h i e f voc a t i o n a l a d m i n i s t r a t o r s f o r advanced graduate study ................................................................ 48. 146 Major areas of m a s t e r ' s degree study of c h i e f v oc a t i o n a l a d m i n i s t r a t o r s .................................. 147 49. Types of I n s t i t u t i o n s att ended by c h i e f voc a t i o n a l a d m i n i s t r a t o r s f o r m a s t e r ' s s t u d y ........................................................................................148 50. Major areas of b a c c a l a u r e a t e study o f c h i e f v oc a t i o n a l a d m i n i s t r a t o r s ......................................... 149 51. Types of I n s t i t u t i o n s at t ended by c h i e f v oc a t i o n a l a d m i n i s t r a t o r s f o r undergraduate s t u d y ..............................................................................................150 52. D i s t r i b u t i o n of respondents by years of teaching e xp e r i e nc e ....................................................... 151 Educational s e t t i n g s 1n which c h i e f voca­ t i o n a l a d m i n i s t r a t o r s had t a u g h t .......................... 152 Main teaching f i e l d s o f c h i e f v oc a t i o n a l administrators ................................................................. 153 53. 54. 55. 56. 57. D i s t r i b u t i o n o f respondents by y ea r s of ex ­ perience 1n e d u c a t i o n a l a d m i n i s t r a t i o n . . . 154 D i s t r i b u t i o n o f respondents by number of years 1n p o s i t i o n held at t ime o f study . . . 155 Educational s e t t i n g s 1n which respondents had assumed a d m i n i s t r a t i v e p o s i t i o n s . . . . 156 58. D i s t r i b u t i o n o f respondents by y e a r s o f ex­ perience 1n business and I n d u s t r y ...............................157 59. Non-education work e xp e r i e n c e of c h i e f voca­ tional administrators .............................................. 158 Immediate s up e r v i s o r s o f c h i e f v oc a t i o n a l a d m i n i s t r a t o r s ........................................................ ... 159 60. x . T a b le 61. 62. 63. 64. Page Numbers o f a d m i n i s t r a t o r s supervised by c h i e f v o c a t i o n a l a d m i n i s t r a t o r s . .......................... Numbers of i n s t r u c t o r s supervised by c h i e f v oc a t i o n a l a d m i n i s t r a t o r s ......................................... 160 161 D i s t r i b u t i o n o f respondents by time spent In v o c a t i o n a l - t e c h n i c a l a d m i n i s t r a t i o n ..................... Problem areas o f v o c a t i o n a l a d m i n i s t r a t i o n by frequency o f m e n t i o n .............................................. 163 x1 162 CHAPTER I ' INTRODUCTION Since t he persons d i r e c t l y r e sp o n s i bl e f o r super­ v i s i n g t e c h n i c a l educat i on programs are one o f the most I mp o r t an t f a c t o r s a f f e c t i n g the course o f the program, a study of them may be h e l p f u l to those who have the r e s p o n s i b i l i t y f o r s e l e c t l n g and educating these a d m i n i s t r a t o r s 1n the f u t u r e . 1 One o f the most n o t a b l e developments 1n American education during the 1960' s and 1970' s has been the growth of the p u b l i c t w o - y e a r c o l l e g e , f o s t e r e d by "the same democratic concept o f p u b l i c concern t h a t gave r i s e to the American high s c h o o l . " 2 In 1962, t h e r e were 403 p u b l i c t wo- y ea r c o l l e g e s 1n s e r v i c e ; 3 1n 1971, t he r e were 8 7 2 . 4 There were a pp r o x i m a t e l y 1 , 00 0 I n s t i t u t i o n s 1n o p e r a t i o n 1n 1 9 7 3 . 5 ^Roy W. R o be r t s, Vocat i onal and P r a c t i c a l Arts Education (New York: Harper B r o t h e r s , 1 9 5 7 ) , p. 367. 2 M i l t o n K. Relmer, "Areas o f Concern f o r Compre­ hensive Community C o l l e g e s , " School & S o c i e t y . IC (Janu­ a r y , 1 9 7 1) , p. 47. ^Clyde E. B l o c k e r , Robert H. Plummer, and Richard C. Richardson, J r . , The Two-Year C o l l e ge : A Soci al Syn­ t h e s i s (Englewood C l i f f s , New J e r s e y : P r e n t l c e - H a l l , I n c . , 1 9 6 5 ) , p. 32. ^American A s s o c i a t i o n o f J un i o r C o l l e g e s , J un i or College D i r e c t o r y ( Washington, D . C . : American A s s o c i a t i o n of J un i o r C o l l e g e s , 1 9 7 2 ) , p. 90. 5Ib 1d. . p. 7. 1 2 This growth t rend a l s o can be measured by the I n ­ c r ea s i n g acceptance o f r e s p o n s i b i l i t y f o r v o c a t i o n a l and t e c h n i c a l edu c at i o n by t he p u b l i c t wo- year c o l l e g e . The m a j o r i t y of c ommu ni t y - j un i or c o l l e g e s o f f e r s c u r r i c u l a designed to prepare students f o r employment. J u n i o r c o l l e g e a d m i n i s t r a t o r s and t h e o r i s t s are 1n s u b s t a n t i a l agreement t h a t occupat i onal educat ion 1s one o f the f u n c t i o n s o f community j u n i o r c o l l e g e s . A l l of them tend to accept also the p r i n c i p l e t h a t each j u n i o r c o l l e g e should o f f e r courses t h a t are a p p r o p r i a t e to I t s own c o n s t i t u e n c y and I t s own com­ munity.6 B u r k e t t has viewed the growth o f post-secondary vocational-technical e ducat i on as being the r e s u l t of em­ ployment r e q u i r e m e n t s , both 1n terms o f the I n d i v i d u a l and society: V o c a t i o n a l edu c at i o n 1n post-secondary I n s t i t u ­ t i o n s has grown a t an unprecedented r a t e 1n r e c e n t years. P a r t o f t h i s growth can be a t t r i b u t e d to the f a c t t h a t many youth and a d u l t s delayed occupat i onal d e c i s i o n s duri ng t h e i r high school y e a r s . Many o f these I n d i v i d u a l s , had they e n r o l l e d 1n the courses, would have p r o f i t e d from v o c a t i o n a l education a t the secondary l e v e l . Post- secondary I n s t i t u t i o n s are now g i v i n g them a second chance. Another f a c t o r t h a t has c o n t r i b u t e d to expansion o f post - secondary I n s t i t u t i o n s 1s the new cat egory of j obs c r e a t e d by t e c h n o l o g i c a l advance, jobs t h a t r e q u i r e a high school diploma supplemented by p o s t ­ secondary e d u c a t i o n . Programs to t r a i n people f o r these new jobs are h i g h l y t e c h n i c a l . 7 ®James W. T hor nt on, The Community-Junior Co l l e ge (New York: John Wi l ey and Sons, 1 9 6 8 ) , p. 187. ^Lowell A. B u r k e t t , " L a t e s t Word from Washington," American V o c a t i o n a l J o u r n a l . XLIV (December, 1 9 6 9 ) , pp. 5 - 6 . 3 Evans has seen the acceptance o f occupational edu c a t i o n by p u b l i c c ommu n l t y - j un i or c ol l eg e s from a d i f f e r ­ ent p e r s p e c t i v e : I t 1s e st i ma t e d t h a t a new community c o l l e g e Is s t a r t e d some p l a ce 1n the United St at e s each week, and a high p r o p o r t i o n o f these I n s t i t u t i o n s are sold to taxpayers on the basis t h a t they w i l l provide s l g n l f l * cant amounts o f v o c a t i o n a l and t e c h n i c a l I n s t r u c t i o n . A t t e n t i o n to v o c a t i o n a l - t e c h n i c a l education 1n the p ubl i c t wo - y ea r c o l l e g e l a r g e l y has bypassed the a d mi n i s ­ t r a t o r of the o c c u p at i o n al program. The p o p u l a r i t y o f the community c o l l e g e as a t o p i c and s e t t i n g f o r research has eluded the dean or d i r e c t o r o f v o c a t i o n a l Shultz* e du c a t i o n . 1965 study o f j u n i o r c o l l e g e a d m i n i s t r a t o r s 1s a case 1n p o i n t : The p o s i t i o n o f dean o f t e c h n i c a l and v oc a t i o n a l programs ( o r dean o f evening d i v i s i o n s ) was not I n ­ cluded In the study because the r a p i d growth o f these programs makes p r e d i c t i o n s o f such personnel need highly precarious. The few n a t i o n a l | s t u d i e s which have focused upon the c h a r a c t e r i s t i c s o f c h i e f v o c a t i o n a l a d m i n i s t r a t o r s are l i k e l y to be out o f d a t e . Research s t udi e s by Gates, 10 Q Rupert N. Evans, Foundations of Vocat i onal Educa­ t i o n (Columbus, Ohio: Charles £. M e r r i l l Pu b l i sh i n g Company, 1 9 7 1 ) , p. 181. g Raymond E. S c h u l t z , A d m i n i s t r a t o r s f o r America' s J un i o r C o l l e g e s , P r e d i c t i o n s o f Need Ii)fe5-ljj80 (Washing­ ton, D.C.: American A s s o c i a t i o n o f J un i o r C o l l e ge s , 1965) ^ C l a u d e L. Gates, J r . , “A Study o f the A d m i n i s t r a ­ t or s of Techni cal Education Programs 1n the Pu b l i c J un i or Colleges in the United S t a t e s , " unpublished Doctoral d i s ­ s e r t a t i o n , The F l o r i d a S t a t e U n i v e r s i t y , 1964. 4 1n 19631 F i e l d i n g , 11 1n 1966; and W h i t n e y , 12 1n 1967 y i e l d e d v al u a b l e f i n d i n g s . However, the most recent o f these st udi es was conducted when the p op u l at i o n o f p u b l i c j u n i o r c ol l eg e s 1n the United S t at e s was 500 , 13 approxi­ mat el y o n e - h a l f the size o f the 1973 p o p u l a t i o n . F i e l d i n g a n t i c i p a t e d the problem o f obsolete data on c h i e f v oc a t i o n a l a d m i n i s t r a t o r s , as shown 1n a c l o s i n g recommendation wi t h regard to his 1966 study: Since v o c a t l o n a l - t e c h n l c a l edu c at i o n 1s a r a p i d l y expanding area 1n the p u b l i c j u n i o r c o l l e g e , a f o l l o w up study s i m i l a r to t h i s study should be conducted I n t hr ee y e a r s , 14 Need f o r the Study Colleges and s t a t e departments o f education need to keep c u r r e n t the p r a c t i c e s by which they t r a i n and s e l e c t a d m i n i s t r a t o r s of p o st - secondar y o ccupat i onal edu­ cation. They must a l so keep c u r r e n t t h e i r knowledge o f those problems which most s e r i o u s l y Impinge upon the Im­ p l ement at i on o f programs in v o c a t i o n a l and t e c h n i c a l ^ M a r v i n Richard F i e l d i n g , " D i r e c t o r s of V o c a t l o n a l - T e c h n i c a l Education in the P u b l i c J un i o r Col­ leges 1n the United S t a t e s , " unpublished Doctoral d i s s e r ­ t a t i o n , U n i v e r s i t y o f M i s s o u r i , 1966. 12 L a r r y Jerome Whitney, "An A n a l y s i s of the Admin­ i s t r a t i v e S t r u c t u r e and the Role o f t he C h i e f V o c a t i o n a l Technical Education A d m i n i s t r a t o r In P u b l i c J un i o r Col­ l e g e s , " unpublished Doctoral d i s s e r t a t i o n , U n i v e r s i t y o f M i s s o u r i , 1967. 13I b 1 d . , p. 7. 1A F i e l d i n g , op. c i t . , p. 120. 5 education. The s a t i s f a c t i o n I n f o r m a t i o n which 1s v a l i d , of these needs depends upon up to d a t e , and a p p l i c a b l e to the s t a t e o f concern. The few n a t i o n a l trators s t u d i e s o f occupational adminis­ 1n p u b l i c j u n i o r c ol l e g e s had not met the I n f o r ­ mat i onal needs o f Michigan In 1973, 1n t h a t : ( 1) none o f the s t u d i e s had s p e c i f i c a l l y addressed I t s e l f to Michigan and ( 2 ) t h e r e was doubt about the currency o f studies p e r ­ formed as l a t e as 1967, since the p o pu l at i o n o f community colleges In the n at i on had a p p r o x i ma t e l y doubled 1n six years. Purpose of the Study The purpose of the study was to compare the c h i e f administrators of vocational-technical education 1n p u bl i c two-year c ol l eg e s 1n the S t a t e o f Michigan the r e s t o f the United S t a t e s , w i t h r espect to q u a l i f i c a ­ tions, p r o f e s s i o n a l problems, and a d m i n i s t r a t i v e p o s i t i o n , 1n o r d e r to pr o vi de some bases f o r : 1. trators wi t h those 1n Improving upon the c r i t e r i a by which adminis­ are h i r e d , 2. are t r a i n e d , 3. updating the c u r r i c u l a by which a d m i n i s t r a t o r s and a ssi gni ng p r i o r i t i e s to the problems of post­ secondary v o c a t i o n a l a d m i n i s t r a t i o n . 6 More s p e c i f i c a l l y , the study attempted to answer t he f o l l o w i n g quest i ons: 1. What are the e du c a t i o n a l and occupational q u a li f i c a t i o n s of c h i e f administrators of vocationalt e c h n i c a l education I n p u b l i c t wo- y ea r col l eges? 2. Which o f the l o n g - r u n p r o fe s s i o n a l o f vocational-technical problems educat i on most s e r i o u s l y Impinge upon t h e I mplementati on o f occupat i onal education programs 1n p u b l i c t wo- y ea r c ol l e g e s ? 3. What are the a d m i n i s t r a t i v e p o s i t i o n s of the chief administrators of vocational-technical public education 1n t w o - y ea r col l eges? L i m i t a t i o n s o f t he Study The scope o f the study 1s l i m i t e d to the p ub l i c t w o - y e a r c ol l e g e s 1n the Uni t ed S t at e s which o f f e r occu­ pational c u r r i c u l a , as l i s t e d i n the 1972 J un i o r College D irectory. tration 15 The persons r e sp o n si b l e f o r o v e r a l l of v o c a t i o n a l - t e c h n i c a l adminis­ educat ion 1n a sample o f these I n s t i t u t i o n s were asked to p a r t i c i p a t e 1n the study. The v a l i d i t y o f the study was dependent upon the accuracy with which t he respondents answered the w r i t t e n questionnaire. ^ A me r i ca n A s s o c i a t i o n o f J uni or C o l l e ge s , op. c 1 t . 7 The study does not purpor t to assess the e f f e c ­ t i v e n e s s o f a d m i n i s t r a t o r s or the degree of success achieved by occupational education programs. Furthermore, the conclusions drawn r egar di ng the p r o f i l e s and problems o f c h i e f a d m i n i s t r a t o r s of v o c a t i o n a l - t e c h n i c a l education are v a l i d only to the degree to which such I n f or ma t i o n can a c c u r a t e l y be obt ai ned by the w r i t t e n q u e s t i o n n a i r e and assessed by the r e se a r c h e r . Basic Assumptions It Is assumed t h a t the p u b l i c t wo- y ea r c ol l eg e s which o f f e r occupat ional c u r r i c u l a have appointed p e r ­ sons to be r e sponsi bl e f o r the o v e r a l l o f these c u r r i c u l a , vocatlonal-technical I.e ., administration c h i e f a d m i n i s t r a t o r s of educat i on. These a d m i n i s t r a t o r s are assumed to c a r r y a v a r i e t y o f t i t l e s which r e f e r t o a d m in is t r a ti v e rank, I n c l u d i ng " D i r e c t o r , 11 "Dean," "Vi ce P r e s i d e n t , " and even " P r e s i d e n t . " It 1s f u r t h e r assumed t h a t a sample of these a d m i n i s t r a t o r s , randomly drawn, 1s r e p r e s e n t a t i v e o f the p o pu l at i o n f o r the purposes of t h i s study. It 1s a l s o assumed t h a t non-respondents do not s i g n i f i c a n t l y d i f f e r from respondents. 8 D e f i n i t i o n o f Terms 1. An a d m i n i s t r a t o r 1s a person who o b t a i n s , o r ­ g a n i z e s , and provi des the stimul us f o r human and m a t e r i a l resources 1n an o r g a n i z a t i o n . ^ 6 * 2. A c h i e f a d m i n i s t r a t o r Is a person f u n c t i o n i n g as the d i r e c t a d m i n i s t r a t i v e head o f the o r g a n i z a t i o n . 3. A c h i e f a d m i n i s t r a t o r of v o c a t i o n a l - t e c h n i c a l e ducat i on 1s a person who i s r e sp o n s i b l e f o r the o v e r a l l a d m i n i s t r a t i o n o f the o ccupat i onal tion. program i n an I n s t i t u ­ This person also 1s r e f e r r e d to 1n t h i s study as " c h ie f vocational 4. A community c o l l e g e 1s "an e du c a t i o n a l tution offering the normal administrator." In sti­ i n s t r u c t i o n f o r persons beyond t he age o f secondary school p u p i l , 1n a program geared p a r t i c u l a r l y to the needs and I n t e r e s t s of the l o c a l 17 area." " P u bl i c j u n i o r c o l l e g e " and "community c o l l e g e " a r e used I n t er c h an g e ab l y In t h i s st udy. 5. A c ur r i c ul um 1s a s e r i e s o f courses l e ad i ng to g r a d u a t i on and the a t t a i n m e n t of a degree or c e r t i f i ­ cate. ^6Steven J . Knezevlch, A d m i n i s t r a t i o n of P u b l i c Education (New York: Harper and B r o t h e r s , 1 9 ^ 2 ) , p. 78. 17 C a r t e r V. Good, D i c t i o n a r y o f Education (New York: McGraw-Hill Book Company, i n c . , 19S9) , p. 108. 9 6. A level of a d m i n i s t r a t i o n 1s the p o s i t i o n as­ signed 1n the l i n e o r g a n i z a t i o n o f the p u b l i c t wo - y e a r col l e g e . 7. A program consi st s o f one or more c u r r i c u l a . 8. Vocational-technical educat i on r e f e r s to a l l c u r r i c u l a t h a t have as t h e i r o b j e c t i v e the p r e p a r a t i o n f o r employment, or the upgrading o f workers 1n those occupa­ t i o n s which do not r e q u i r e a b a c h e l o r ' s degree. CHAPTER I I REVIEW OF RELATED LITERATURE This c ha p t e r presents r e l a t e d l i t e r a t u r e , two approaches. F irst, t u r e focuses upon: ( 2) a c h r o n o l o g i c al re vi ew o f l i t e r a ­ ( 1) j u n i o r c o l l e g e a d m i n i s t r a t o r s and administrators of v ocatio n al-tech n ical p u b l i c t wo - y ea r c o l l e g e s . Secondly, presented as they p e r t a i n to the ( 1 ) problems, and ( 3) using e du c a t i o n 1n r e l a t e d s t u d i e s are qualifications, ( 2) a d m i n i s t r a t i v e p o s i t i o n s o f those r e s ­ ponsi bl e f o r the a d m i n i s t r a t i o n of o c c u p a t i o n a l programs. J un i o r Co l l e ge A d m i n i s t r a t o r s "The f i r s t federal v o c a t i o n a l - e d u c a t i o n a c t was signed I n t o law on February 2 3 , W i l s o n . F o u r months l a t e r , Angell was an e a r l y 1917, by P r e s i d e n t Woodrow an a r t i c l e by James Rowland I n d i c a t i o n o f the l a c k o f a t t e n t i o n which j u n i o r c o l l e g e a d m i n i s t r a t o r s could expe ct f o r a t l e a s t the next 50 y e a r s : ^Mayor D. Mobley and M e l v i n L. Bar l o w, "I mpact o f Federal L e g i s l a t i o n and P o l i c i e s upon V o c at i o n al Educa­ t i o n , " Vocat i onal E d u c a t i o n , the S i x t y - f o u r t h Yearbook o f the Nat i onal S o c i e t y f o r the Study o f E d u c a t i o n , P a r t I , ed. Melvin L. Barlow ( Chicago: The U n i v e r s i t y o f Chicago Pr ess, 1 9 6 5 ) , p. 186. 10 11 Q u a l i t y 1n the c h a r a c t e r o f the I n s t r u c t i o n , q u a l ­ i t y 1n t he c h a r a c t e r o f the s t u d e n t a d m i t t e d , and, most o f a l l , q u a l i t y 1n the s t u d en t graduated from the ( J u n i o r c o l l e g e ) , a r e the a l 1- I m p o r t a n t c o n s i d e r a t i o n s . Compared wi t h t h i s . . . a l l questi ons o f a merely ad­ m i n i s t r a t i v e c h a r a c t e r , are wholly secondary.2 The general theme o f e a r l y j u n i o r c o l l e g e w r i t i n g s appears to be c e n t r a l l y concerned w i t h the d e f i n i t i o n of the r e l a t i v e l y new type o f I n s t i t u t i o n . Lange optim isti­ c a l l y p o r t r a y e d t he newborn j u n i o r c o l l e g e as being the potential education. answer t o many contemporary problems In p u b l i c Alexander^ and Zook5 al so s pe c ul at ed on the bas i c concept of a p u b l i c t w o - y ea r c o l l e g e . Bennett® appears to have been the f i r s t to conduct an e x t e n s i v e study concerned w i t h j u n i o r c o l l e g e adminis­ tration. His 1925 Doct oral d i s s e r t a t i o n attempted to show the need f o r a p u b l i c edu c at i o n I n s t i t u t i o n secondary school and u n i v e r s i t y l e v e l s . between the Further more, the 2 James Rowland A n g e l l , "Problems P e c u l i a r to the J u n i o r C o l l e g e , " The School Review. XXV ( June, 1 91 7) , p. 396. 3 Al e xa nde r Lange, "The J u n i o r C o l l e g e — What Manner of Chi l d S h a l l Thi s Be?," School and S o c i e t y . V I I ( Fe br u­ a r y 23, 1918) , pp. 2 1 1 - 2 1 6 . ^C. C. Al exander and G. W. W i l l e t t , "Some Aspects o f a J u n i o r C o l l e g e , " School Review, X X V I I I ( Ja n ua r y . 1 9 2 0 ) , pp. 1 5 - 2 5 . c George F. Zook, "The J u n i o r C o l l e g e , " School ReV i e w. XXX ( O c t o b e r , 1 9 2 2 ) , pp. 5 7 4 - 5 8 3 . c Guy Vernon B e n n e t t , " P u b l i c A d m i n i s t r a t i o n of Voc at i onal Education of J u n i o r C o l l e ge Grade, " unpublished Doctoral d i s s e r t a t i o n , U n i v e r s i t y o f C a l i f o r n i a , 1925. 12 study att empt ed to suggest means by which v o c a t i o n a l edu­ c a t i o n could be a dmi n i st e r ed through p u b l i c a genci es. Another concern was w i t h v e r i f y i n g t he types o f occupa­ t i o n s which would best lend themselves to j u n i o r c o l l e g e level curricula. The r e s u l t s o f B e n n e t t ' s study lead to the concl u­ sions t h a t ( 1 ) t ea ch e r s the main concern o f a d m i n i s t r a t o r s and 1s w i t h pre pa r i n g students f o r u n i v e r s i t y educa­ t i o n and the p r o f e s s i o n s , ( 2) few j u n i o r c o l l e g e s have the means to p r o vi de v o c a t i o n a l and ( 3 ) e ducat i on on a wide s c a l e , the p u b l i c would p r e f e r to see t r a i n i n g programs f o r m l d d l e - g r a d e occupations 1n p r i v a t e s e t t i n g s . B e n n e t t ' s d i s s e r t a t i o n u l t i m a t e l y provi ded much o f t he t e x t f o r a book^ which was p u bl i shed I n 1928. It 1s I n t e r e s t i n g to note t h a t n e i t h e r 1n h i s d i s s e r t a t i o n nor 1n his book d i d Bennett devote any a t t e n t i o n to t he admin­ istrato r, from the s t a n d p o i n t s of v o c a t i o n a l educat i on or t he j u n i o r c o l l e g e . Q Koos, i n 1944, st u d i e d the e x t e n t to which j u n i o r c o l l e g e s were s t a f f e d wi t h a d m i n i s t r a t o r s . 167 I n s t i t u t i o n s His sample o f represent ed t h r e e - f o u r t h s o f a l l public ^G. Vernon B e n n e t t , Vo c at i o n al Education o f j u n i o r Co l l e ge Grade ( B a l t i m o r e : Warwick and York, I n c . , 1 92 8) . O Leonard V. Koos, "J u n 1 o r- Co l l e g e A d m i n i s t r a t o r s and T h e i r Scope o f F u n c t i o n , " School Review, H I (March, 1 9 4 4 ) , pp. 1 4 1 - 1 4 9 . 13 j u n i o r c ol l eg e s 1n o p e r a t i o n a t t h a t t i me . the j u n i o r c o l l e g e s by e n r o l l m e n t s i z e , than 100 s t u d e n t s , He c at e g o r i z e d as f o l l o w s : fewer 100 - 199, 200 - 4 99 , and 500 and over. One can a p p r e c i a t e the growth o f the p u b l i c t wo- year c o l ­ lege by comparing Koos' e n r o l l m e n t c l a s s i f i c a t i o n s to t od a y' s s t a n d a r d , which con s i d er s an I n s t i t u t i o n s e r v i n g fewer than 1,000 st udent s t o be r e l a t i v e l y s mal l . The 167 p u b l i c j u n i o r c o l l e g e s 1n the study em­ ployed a t o t a l term. o f 411 " a d d i t i o n a l o f f i c e r s , " 9 to use Koos' These were d e f i n e d as a d m i n i s t r a t o r s employed 1n a d d i t i o n to the c h i e f e x e c u t i v e o f f i c e r ( p r e s i d e n t ) . These Incl uded a d m i n i s t r a t o r s o f a l l istrars, types, Including reg­ deans o f s t u d e n t s , and academic deans. Junior c ol l e g e s were found to employ an average o f 2 , 5 a d d i t i o n a l o f f 1c e r s . The h i g h e r c a t e g o r i e s o f e n r o l l me nt employed the g r e a t e s t numbers o f a d d i t i o n a l officers. However, only t h r e e - f o u r t h s o f t hese a d m i n i s t r a t o r s were employed f u l l ­ time in j u n i o r c o l l e g e work; o t h e r a d m i n i s t r a t o r s p e r ­ formed a t the high school 411 a d m i n i s t r a t o r s "Dean o f V o c a t i o n a l level, Identified 141. 10I b i d . , p. 143. Only two o f the 1n the study held the t i t l e , E d u c a t i o n . " 10 9 I b 1 d . , p. also. 14 During t he decade o f the 1 9 5 0 ' s , r e s e a r ch e r s seemed to be e s p e c i a l l y I n t e r e s t e d 1n a s c e r t a i n i n g the d e s i r a b l e q u a l i f i c a t i o n s f o r public j u n i o r college a dm in istrato rs. Pierce^ a s c e r t a i n e d the d u t i e s of p r e s i d e n t s and deans o f j u n i o r c ol l e g e s and s p e c i a l i s t s 1n j u n i o r c o l l e g e educat ion 1n graduat e schools 1n a 1950 st udy. He found t h a t the f o l l o w i n g d u t i e s were performed most f r e q u e n t l y by second administrative o f f i c i a l s 1. ( deans) : a s s i s t i n g and a dv i s i n g c h i e f a d m i n i s t r a t i v e o ffic ia l, 2. s up e r v i s i o n o f the c u r r i c u l u m , 3. s up e r v i s i o n o f c l a s s schedul e, 4. s up e r v i s i on of a ll 5. responsibility 6. supervision t ea chi ng a t the j u n i o r c o l ­ lege, f o r admission s t a n d a r d s , and of a l l ma t t er s r e l a t i n g to st udent r e g l s t r a t i on. P i e r c e a l s o found t h a t c e r t a i n courses were con­ s i d er e d to be p a r t i c u l a r l y e f f e c t i v e administrative o f f i c i a l s In t r a i n i n g second to perform the above d u t i e s . These courses were ( 1 ) A d m i n i s t r a t i o n and S u p e r v i s i o n , General A d m i n i s t r a t i o n , and O r g a n i z a t i o n , (5) (3) Supervision, (2) (4) Administration Chi l d Acc o u nt i n g , and ( 6 ) School Law. ^ A l f r e d Clem P i e r c e , "The Q u a l i f i c a t i o n s and T r a i n i n g Necessary f o r Deans, Second A d m i n i s t r a t i v e O f f i ­ cers o f P u b l i c J u n i o r C o l l e g e s , " unpublished Doct oral d i s ­ s e r t a t i o n , U n i v e r s i t y of Texas, 1950. 16 j u n i o r c o l l e g e c h i e f e x e cu t i v e o f f i c e r was met w i t h l i m i t ­ ed success. B o y n t o n ^ st u d i e d the s t a f f i n g needs of j u n i o r c o l l e g e s , 1n 1959. He concluded t h a t an a d m i n i s t r a t i o n f o r e i t h e r p u b l i c or p r i v a t e j u n i o r c o l l e g e s should be comprised o f a p r e s i d e n t , business manager, and deanreglstrar. At no time should t h e r e be more than f i v e ad­ m i n i s t r a t o r s who r e p o r t ■d i r e c t l y to the p r e s i d e n t . ton emphasized t h a t the o r g a n i z a t i o n a l Boyn­ s t r u c t u r e o f the j u n i o r c o l l e g e should be reviewed on a r e g u l a r basis and r e vi se d when necessary. Roland^5 surveyed the a d m i n i s t r a t i v e heads o f 191 ju n io r colleges, 51 o f which were p u b l i c . I n 1953. purpose was to l e a r n about the p r o f e s s i o n a l chief administrators. His preparation of I t was found t h a t every a dmi ni s­ t r a t o r In the study had earned a t l e a s t a b a c h e l o r ' s de­ g r e e , and t h a t 90 per cent o f the undergraduate degrees showed a s p e c i a l t y 1n one of the " l e a r n i n g areas o f gen­ eral education."^6 ^4Edw1n Curry Boynton, "A C r i t i c a l Anal y s i s o f Ad­ m i n i s t r a t i v e S t a f f i n g Needs o f J u n i o r C o l l e g e s , " unpub­ l i s h e d Doctoral d i s s e r t a t i o n , U n i v e r s i t y o f Texas, 1959. 15 Leo J. Roland, " P r o f e ss i o n a l P r e p a r a t i o n o f Jun­ i o r Col l ege A d m i n i s t r a t o r s , " J u n i o r College J o u r n a l , XXIV ( Oct ober , 1 9 5 3 ) , pp. 7 3 - 7 9 . 16 I b 1 d . , p. 73. 17 The a d m i n i s t r a t o r s represent ed two d i s t i n c t groups of academic backgrounds ( 1) ( 2) natural areas. s oc i a l s d e n c e s / h u m a n l t i e s and sc1 enc es / e ng1 ne er 1 ng/ voc at 1 ona l - t e chn1 ca l The former group outnumbered the l a t t e r by a r a t i o o f two to one. Roland suggested t h a t the two groups should be balanced 1n number, "since many communities are I n d i c a t i n g a g r e a t e r need f o r t e r t i a r y o f f e r i n g s o f the vocational-technical type . . . . " 17 N ea r l y t wo - t h1 r d s of the a d m i n i s t r a t o r s had held other positions 1n c o l l e g e a d m i n i s t r a t i o n , and 92 per c ent were m i l i t a r y o f f i c e r s . Not a l l researchers shared the same view o f j u n i o r c o l l e g e a d m i n i s t r a t o r s , however: The t ask o f the a d m i n i s t r a t o r Is a menial one. His s t a t u s 1s somewhere between t h a t o f a messenger boy or j a n i t o r and a policeman, f o r he f u n c t i o n s as a l l three. He c a r r i e s messages from the p u b l i c to the faculty. He cleans up f a c u l t y messes and he enf orces t he law. The a n x i e t y of a f a c u l t y o f scholars to I d e n t i f y wi t h him can only be e x p l a i n e d by abnormal p s y c h o l o g y . 1° In 1960, L a n d r l t h ^ 9 stu d i e d p u b l i c j u n i o r c o l l e g e administrators 1n Texas 1n o r d e r to determine t h e i r l 7 I b 1 d . , p. 74. 1ft *°Morr1s F. T a y l o r and H e r b e r t W. D1ck, "More on J u n i or Col l ege A d m i n i s t r a t o r s , " J un i o r Col l ege J o u r n a l . XXVI (December, 1 9 5 7 ) , p. 221. ^9Harold F. L a n d r l t h , "A Study o f the Academic Backgrounds, Pr o f e s s i o n a l Ex per i ences, and A d m i n i s t r a t i v e Duties of Texas P u b l i c Jun i o r Col l ege A d m i n i s t r a t o r s , " unpublished Doctoral d i s s e r t a t i o n , U n i v e r s i t y o f Houston, 1960. 18 a d m i n i s t r a t i v e d u t i e s and to ana l y z e the a l l o c a t i o n o f these d u t i e s . He also was concerned about t he a p p r o p r i a t e ­ ness of the Texas a d m i n i s t r a t o r s ' professional academic backgrounds and experiences as p r e p a r a t i o n s f o r t h e i r p o s i ­ t i o ns . L an d r l t h concluded t h a t a d m i n i s t r a t o r s of Texas p u b l i c j u n i o r c ol l eg e s were moder at el y w e l l - t r a i n e d perform t h e i r assigned d u t i e s . 1. Findings I n d i c a t e d t h a t : 54 per cent o f the 129 a d m i n i s t r a t o r s had Formal t r a i n i n g 2. to 1n j u n i o r c o l l e g e a d m i n i s t r a t i o n ; 61 per cent had j u n i o r c o l l e g e e xp e r i e n c e p r i o r to assuming t h e l r c u r r e n t p o s i t i o n s ; 3. 25 per cent o f the a d m i n i s t r a t o r s gained t h e i r j u n i o r c o l l e g e exper i ence In the I n s t i t u t i o n 1n which they were employed; 4. school 41 per cent o f the a d m i n i s t r a t o r s had p u b l i c a d m i n i s t r a t i v e e xp e r i e n c e ; 5. p r e - s e r v i c e and i n - s e r v i c e t r a i n i n g programs had been developed by r e l a t i v e l y few Texas p u b l i c j u n i o r c o l l e g e s ; and 6. 10 per cent o f the a d m i n i s t r a t o r s had com­ p l e t e d courses p e r t i n e n t to t h e i r p o s i t i o n s si nce r e c e i v ­ ing t h e i r appointments 1n j u n i o r c o l l e g e s . 19 In 1961, L a V I r e 20 I d e n t i f i e d the c r i t i c a l tasks f o r p u b l i c j u n i o r c o l l e g e a d m i n i s t r a t i o n , as per cei ved by administrators. He then compared these tasks to those repor ted by the Southern S t a t e s Cooperati ve Program 1n Educational A d m i n i s t r a t i o n . The n a t i o n a l public ju n io r c o l l e g e a d m i n i s t r a t o r s I d e n t i f i e d 47 c r i t i c a l tasks f o r p u b l i c j u n i o r c o l l e g e a d m i n i s t r a t i o n ; 41 of these tasks were common to the j ob of p u b l i c school a d m i n i s t r a t i o n . Al s o, t he r e was s u b s t a n t i a l national agreement between s t a t e and a d m i n i s t r a t o r s on the t asks considered c r i t i c a l fo r ju n io r college adm inistration. The e i g h t major t ask areas I d e n t i f i e d by LaVI r e we r e : 1. pupi l 2. communlty-school 3. s t a f f personnel , 4. school 5. school t r a n s p o r t a t i o n , 6. school o r g a n i z a t i o n and s t r u c t u r e , 7. school 8. c u r r i c u l um development and I n s t r u c t i o n . personnel , leadership, p l a n t management, f i n a n c e and business management, and M l l l l s A l v i n L a V I r e , "The C r i t i c a l Tasks f o r the P ubl i c J un i or College A d m i n i s t r a t o r s , " unpublished Doc­ t o r a l d i s s e r t a t i o n , U n i v e r s i t y o f F l o r i d a , 1961. 20 In 1961, B l o c k e r O1 expounded upon the r o l e of the c h i e f a d m i n i s t r a t o r 1n school p l a n t management: The ( c h i e f ) a d m i n i s t r a t o r , t h e n , plays the c e n t r a l r o l e 1n e qu a t i ng the p h ys i c al p l a n t to edu c at i o n al needs. He must secure and u t i l i z e the help o f many d i f f e r e n t p e o p l e , who, because o f t h e i r d i s s i m i l a r a t t i t u d e s and p oi nt s o f v i ew, can help plan a campus which w i l l I n c l u d e both u t i l i t y and a e s t h e t i c v al ues. A 1963 st udy of C a l i f o r n i a p u b l i c j u n i o r c ol l e g e s 22 by E1senb1se c compared a d m i n i s t r a t i v e o r g a n i z a t i o n s and operational patterns. He found t h a t job t i t l e s c o n s i d e r a b l y among the I n s t i t u t i o n s surveyed. were not c on f i n ed t o p a r t i c u l a r o r g a n i z a t i o n a l v a r i ed The t i t l e s echelons. E1senb1se concluded t h a t the most v i a b l e type of o r g a n i z a t i o n 1n C a l i f o r n i a tric t, Is the separ at e j u n i o r d i s ­ as compared to arrangements wherein the j u n i o r c o l ­ leges are e xt e n s i o n s of secondary schools. I t al so ap­ peared t h a t j u n i o r c o l l e g e s having e nr ol l me n t s of a t l e a s t 1 , 5 0 0 student s had the most e f f e c t i v e o r g a n i z a t i o n s . On the b as i s of hi s 1963 s t u d y , E1senb1se recom­ mended : 1. more prominence I n vocational-technical education should be given the p u b l i c j u n i o r c o l l e g e , and 2^Clyde E. B l o c k e r , "The Role of the A d m i n i s t r a t o r In Community C o l l e ge P l a n n i n g , " J un i or Co l l e ge J o u r n a l . XXXI ( F e b r u a r y , 1 9 6 1 ) , p. 330. 22Merl1n Edwin E1senb1se, " A d m i n i s t r a t i v e Organi ­ z a t i o n and O p e r a t i o n a l P a t t e r n s 1n J un i o r Col l eges o f C a l ­ i f o r n i a , " unpubl i shed Doct oral d i s s e r t a t i o n , The U n i v e r s i t y of C o n n e c t i c u t , 1963. 21 2. j u n i o r c o l l e g e s should make use o f adminis­ trative t he o r y when e s t a b l i s h i n g c r i t e r i a f o r the d u t i e s , titles , and f u n c t i o n s of a d m i n i s t r a t o r s . pq In a no t h er 1963 s t udy, Pax analyzed the adminis­ trative structu res o f C a l i f o r n i a public j u n i o r colleges, 1n o r d e r to develop guides f o r t h e i r Improvement. study was concerned w i t h (2) organization, (4) principles (3) The (1) adm inistrative functions, performance and d e l e g a t i o n p a t t e r n s , o f o r g a n i z a t i o n , and ( 5 ) guides f o r the development o f the j u n i o r c o l l e g e s t r u c t u r e . The Pax study y i e l d e d the f o l l o w i n g f i n d i n g s : 1. Those a d m i n i s t r a t i v e p r i n c i p l e s l e a s t appl i ed were concerned w i t h l e a d e r s h i p and d e l e g a t i o n , s t a f f as­ s i s t a n c e , master pl anni ng o f o r g a n i z a t i o n a l p e r i o d i c revi ew o f t he o r g a n i z a t i o n a l structures; s t r u c t u r e s , and e xe cu t i o n of d e l e g a te d f un c t i on s a t the lower l e v e l s of the h i e r a r c h y . % 2. Appr ox i ma t el y one- t h1rd o f the a d m i n i s t r a t o r s were r e s p o n s i b l e to more than one h i g h e r l e v e l trator, adminis­ and t h a t r e s p o n s i b i l i t y to a s i n g l e h i gher l e v e l a d m i n i s t r a t o r decreased 1n descending l e v e l s . 3. tive Upper-level a d m i n i s t r a t o r s shared a d m i n i s t r a ­ r e s p o n s i b i l i t y and as col l eges Increased 1n s i z e the 23Robert W i l l i a m Pax, "An Anal ysi s o f Junior Col ­ l ege A d m i n i s t r a t i v e O r g a n i z a t i o n s , " unpublished Doctoral d i s s e r t a t i o n , U n i v e r s i t y of Southern C a l i f o r n i a , 1963. 22 shari ng o f r e s p o n s i b i l i t i e s Increased a t a f a s t e r r a t e than d e l e g a t i o n o f these d u t i e s . 4. Appr oximately one- t h1rd of the a d m i n i s t r a t o r s 1n the s m a l l e r j u n i o r c o l l e g e s were unable to r e p o r t p l a n ­ ned p o s i t i o n s s t a t u s f o r the ensuing school y e a r . In 1965, B l o c k e r , Plummer, and Richardson2^ as­ s er t e d t h a t d e s c r i p t i o n s o f a c t i v i t i e s m i n i s t r a t o r s do not present the f u l l ful administration. performed by ad­ p i c t u r e of a success­ That 1s, " a d m i n i s t r a t o r s on a l l l e v e l s must possess personal understanding and s k i l l s which enable them to reach the o b j e c t i v e s of the o r g a n i ­ z a t i o n through o t h e r members of the s t a f f . " 2® Blocker, Plummer, and Richardson present these s k i l l s : 1. The a b i l i t y to determine which l o g i s t i c ap­ proach or techni que 1s a p p r o p r i a t e to securing maximum p r o d u c t i v i t y 1n any given a d m i n i s t r a t i v e s i t u a t i o n (presupposes a broad s u b j e c t - c o n t e n t background on the p a r t o f the a d m i n i s t r a t o r ) . 2. The a b i l i t y to c oo r d i n a t e many d i f f e r e n t f unc­ t i o n s so t h a t a w e l l - o r d e r e d o r g a n i z a t i o n r e s u l t s . 3. The a b i l i t y , even wh i l e m a i n t a i n i n g a w e l l ordered o r g a n i z a t i o n , to " d i s t u r b " I t s s t a t i o n a r y c h a r a c t e r In o r d e r to e f f e c t change toward improvement. 4. A const ant awareness o f the r o l e s performed by f a c u l t y and s t a f f members 1n o r d * r to a pp r a i s e the a b i l i t i e s , s t r e n g t h s , and weaknesses o f each. Clyde E. B l o c k e r , Robert H. Plummer, and Richard C. Richardson, J r . , The Two-Year C o l l e g e : A Social Syn­ t h e s i s (Englewood C l i f f s , New Jersey: Prentlce-Hal'l, In c ., 1965) , p. 188. 25I b 1 d . , pp. 187-188. 23 5. The w11 1 ' ngness to d e l eg a t e r e s p o n s i b i l i t y (and the necessary amount o f corresponding a u t h o r i t y ) to f a c u l t y and s t a f f members according to t h e i r a b i l ­ i t i e s , s t r e n g t h s , and weaknesses. 6. A knowledge o f who should p a r t i c i p a t e , when, and to what e x t e n t , 1n each o f the a d m i n i s t r a t o r ' s dec1s1on-mak1ng s i t u a t i o n s . 7. The a b i l i t y to get to the r e a l h e a r t o f a s i t ­ u a t i o n ; I . e . , to recognize which p r e - e x i s t i n g c on d i ­ t i o n s cannot p o s s i b l y be changed and which can; to I d e n t i f y many o f the a n c i l l a r y connections I m p l i e d , and to e v a l u a t e which, 1 f any, o f the outcomes w i l l be crucial. 8. The s k i l l o f l ead i n g d i s c u s s i o n s , e l i c i t i n g responses, and s y n t h e s i z i n g and summarizing p o i n t s . 9. An awareness o f the power s t r u c t u r e of the envi ronment, which I ncludes both the community and the faculty. 10. The a b i l i t y to e s t a b l i s h and ma i n t a i n e f f i ­ c i e n t and a cc ur a t e communications. 11. Not only the w i l l i n g n e s s , but al so the d e s i r e to j o i n w i t h others 1n an a p p r a i s a l of the q u a l i t y o f one's own l e a d e r s h i p . 12. A tendency toward continuous s e l f - a n a l y s 1 s 1n o r d er to determine the e f f e c t s o f one's s e l f - i m a g e , s t a t u s , a m b i t i o n s , and power upon one's a c t i o n s . 13. The a b i l i t y to ma i n t a i n r e l a t i v e consistency 1n one' s personal r o l e w h i l e d e a l i n g wi t h f a c u l t y and staff. 14. The a b i l i t y to p r e d i c t probable f a c u l t y , s t a f f , s t u d e n t , and community r e a c t i o n s to proposed l e a d e r ­ s hi p. 15. Sensat 1v1t y to the o r g a n i z a t i o n a l s o c i a l , f o r m a l , and I n f o r m a l . structure: The a d u l t educat ion a d m i n i s t r a t o r 1n the j u n i o r c o l l e g e was the s u b j e c t o f a 1965 study by Schroeder and 24 S a p l e n z a . 26 The researchers found t h a t t here were 127 a d u l t education a d m i n i s t r a t o r s , t h r e e - f o u r t h s o f them d i s ­ t r i b u t e d among f i v e s t a t e s : C alifornia, F l o r i d a , New York, Texas, and Michigan. Most of the a d u l t educat i on a d m i n i s t r a t o r s r e ­ ported d i r e c t l y to the p r e s i d e n t o f the j u n i o r c o l l e g e . T h r e e - f o u r t h s of the p o s i t i o n s under study were t o t a l l y administrative. None o f the a d m i n i s t r a t o r s had r e c e i v ed t h e i r f i r s t degree 1n e du c at i o n al 26.1 a d m i n i s t r a t i o n , although per cent had majored In t h i s area f o r t h e i r m a s t e r ' s degrees, and 16. 6 per cent f o r t h e i r d o c t o r a t e s . Graybeal r e por t e d t h a t the median s a l a r y of the dean or d i r e c t o r o f v o c a t i o n a l - t e c h n i c a l education 1n p u b l i c t wo- year I n s t i t u t i o n s d ur i ng 1969-70 was $ 1 6 , 4 3 8 . 27 This f i n d i n g was c o n s i s t e n t wi t h t h a t o f an a d m i n i s t r a t i v e compensation survey conducted by the Co l l e ge and U n l v e r s1t y Personnel Ass o c i at i o n 1n 1970. 28 The l a t t e r survey found the s a l a r y f o r the same p o s i t i o n to be as f o l l o w s : Minimum Median Maximum $6, 793 $16,186 $28,425 26 Wayne L. Schroeder and Dunnovan L. S a p l e n z a , "The Pu b l i c J u n i o r Col l ege A d u l t Education A d m i n i s t r a t o r , " Ad ul t E d u c a t i o n , XV (Summer, 1 9 6 5 ) , pp. 2 4 1 - 2 4 4 . 27W1ll1am S. Gr a y b e a l , " F a c u l t y and A d m i n i s t r a t i v e S a l a r i e s , 1 9 6 9 - 7 0 , " J un i o r Co l l e g e J o u r n a l , XLI ( AugustSeptember, 1 9 7 0 ) , p. 11. 28James W. Whi t e , "C. U. P. A . ' s 1969-70 Adminis­ t r a t i v e Compensation Survey, " J u n i o r Co l l e ge J o u r n a l , XLI ( August-September, 1 9 7 0 ) , p. 1IT , 25 The median s a l a r y f o r the dean or d i r e c t o r of v o c a t i o n a l technical e duc at i on* according to the CUPA sur vey, was the lowest among 17 d e a n s / d i r e c t o r s of s u b j e c t a r e a s . parison, In com­ the median f o r the area of a r t s & sciences was $21 ,650, f o r business $21 , 4 0 0 . 39 L n t t a and Hartung30 conducted a n a t i o n a l survey i n 1970 on t he p o s i t i o n o f academic dean 1n the p u b l i c j u n i o r college. I t was found t h a t the t i t l e , "Dean o f I n s t r u c ­ t i o n " was the most commonly used f o r t h i s p o s i t i o n . Ei ght y one per c e n t o f the academic deans r e p or t e d d i r e c t l y to the president. They I n d i c a t e d t h e i r s a t i s f a c t i o n w i t h the j o b ; 85 per c e n t said they I n t en d to remain 1n t h e i r present position. The t y p i c a l academic dean was found to be: 1. a f a m i l y man 1n e a r l y middle age, 2. a u n i v e r s i t y graduate w i t h a t l e a s t a m a s t e r ' s , 3. a for mer t e a c h e r a t sev er al and The p o s i t i o n was found to e n t a i l d u t i e s and r e s p o n s i b i l i t i e s , " e du c at i o n al levels. a " m u l t i p l i c i t y of I n c l u d i n g p r e p a r a t i o n of schedules and c a t a l o g s , employment and s u p e r v i s i o n of p e r ­ s onnel, and c u r r i c u l u m development and budget p r e p a r a t i o n . 2 9 I b 1 d . , p. 13. qn E. Michael L a t t a and A. Bruce Har t ung, "The Jun­ i o r Col l ege Dean: The Man and The P o s i t i o n , " J u n i o r Col1ege J o u r n a l » XLI ( August - Sept ember, 1 9 7 0 ) , pp. 2 0 - 2 2 . 26 A d m i n i s t r a t o r s o f - V o c a t i o n a l ^ T e c h n i c a l Education In Publ i c Two*Year Col leges The 1960Js witnessed a n a t i o n - w i d e * r e b i r t h of I n ­ t e r e s t 1n v o c a t i o n a l - t e c h n i c a l education, programs 1n the p u b l 1 c - t wo - y ea r c o l l e g e . I n c l u d i n g those Thomas B. Mer- son, 1964 A s s i s t a n t D i r e c t o r f o r Commissions of the Amer­ ican A s s o c i a t i o n of J un i o r C o l l e g e s , summarized the o u t ­ look o f the t i m e s : One of the major missions of the t wo- y ea r commun­ i t y c o l l e g e 1s to p r ovi de o ccupat i onal t r a i n i n g 1n o n e - ye a r and t wo - y ea r programs f o r pre-employment, and I n t e n s i v e evening p r o g r a ms , f or employment upgrading and r e t r a i n i n g f o r a d u l t s . Educators and p u b l i c o f f i c i a l s pansion o f occupat ional c a l l e d f o r the ex­ programs 1n the j u n i o r c o l l e g e . A 1953 study had shown t h a t 80 per cent o f the occupa­ tional c u r r i c u l a o f f e r e d 1n p u b l i c t w o - y ea r c ol l eg e s were concent rated on the campuses o f f i v e per cent o f the 302 Institutions exam ined. ■a o Sh e e t s ' ^ concurred w i t h the opi ni on t h a t j u n i o r c ol l eg e s were not p r o v i di ng t h e i r share o f t e c h n i c a l 31 ' W i l l i a m K. 0 g 1 l v 1 e , "Occupational Education and The Community C o l l e g e , " Educat ional L e a d e r s h i p , XXI I ( J a n ua r y , 1 9 6 5 ) , p. 244. 32 Gall Shannon, "Terminal Programs 1n the P u b l i c Juni or C o l l e g e , " Educat i onal Research B u l l e t i n , XXXII (January 14, 1 9 6 3 ) , pp. 7 - 1 0 . 33 Paul H. Sheat s, "Occupational T r a i n i n g and Higher E d u c a t i o n , " The Educational Record, XLV ( S p r l n q , 1 96 4) , pp. 139 - 1 4 1. 27 educat i on} he c a l l e d f o r I ncreased a t t e n t i o n to the need f o r expanded l e a d e r s h i p t r a i n i n g programs f o r personnel v oc a t i o n a l 1n programs. H a r r i s 3^ saw a need f o r research I n t o t h e problem o f a d m i n i s t r a t i v e l e a d e r s h i p f o r community c o l l e g e occu­ pational e duc at i on: So f a r , t h e J u n i o r Co l l e ge Leadership Program Cen­ t e r s . . . are not coming to gri ps w i t h t h i s problem. They are emphasizing the l e a d e r s h i p r o l e s o f p r e s i ­ de n t s, academic deans, deans o f s t u d e n t s , deans o f business a f f a i r s , and d i r e c t o r s of gui dance, but not much e f f o r t 1s going I n t o the p r e p a r a t i o n o f persons f o r l e a d e r s h i p r o l e s f o r the occupat i onal e ducat i on f u n c t i o n of the community c o l l e g e . qc Venn, 3 Barlow, qe and Glnzberg and Hlestand were In agreement w i t h t h i s p o s i t i o n . t h a t the p o s i t i o n o f dean o f v oc a t i o n a l 37 Johnson generally 38 expl a i n e d educat i on was ^Norman C. H a r r i s , "Major Issues 1n J u n i o r C o l ­ lege Techni cal E d u c a t i o n , " The Educat i onal Record, XLV ( S p r i n g , 1 9 6 4 ) , p. 136. 35 Grant Venn, Man. Ed uc at i on, and Work: PostSecondary Voc at i onal and T ec hni cal Education {Washington, FTcT: American Council on Ed uc at i on, 1 9 6 4 ) , p. 175. 3 ®Melv1n L. Barlow, "A P l a t fo r m f o r Vocat i onal Education 1n the F u t u r e , " Voc at i onal E d u c a t i o n , the S i x t y f o u r t h Yearbook o f the N a t i o n a l S o ci e t y f o r the Study o f Educat i on, Part I , ed. Mel v i n L. Barlow (Chicago: The U n i v e r s i t y of Chicago Pr ess, 1 9 6 5 ) , pp. 2 8 8 - 2 8 9 . ' 37 E11 Glnzberg and Dale I . H l e s t a n d , "Key Issues and Problems 1n V o ca t i o n a l and Technical E d u c a t i o n , " New Conceptions of Vo c at i o n al and Technical E d u c a t i o n , e d . J e r r y M. Rosenberg (New York: Teachers Col l ege P r e s s , Columbia U n i v e r s i t y , 1 9 6 7 ) , p. 26. 38 B. Lamar Johnson, " G ui de l i n e s and Trends 1n Post-Secondary V o c a t i o n a l - T e c h n i c a l E d u c at i o n , " Ph1 D e l t a Kappan, XLVI ( A p r i l , 1 9 6 5 ) , p. 378. 28 becoming more c r i t i c a l , tional to the e x t e n t t h a t some occupa­ programs 1n j u n i o r c o l l e g e s were expanding. and Hamlin 30 Lee s t a t e d t h a t the basic needs o f the times ap­ peared to be headed by the need f o r a " c l e a r e r d e f i n i t i o n o f the problems 1n o r g a n i z i n g , a d m i n i s t e r i n g , and f i n a n c ­ ing occupat i onal education." There appeared to be d i f f e r e n c e s o f opi ni on on the e f f e c t i v e n e s s o f changes in l e g i s l a t i o n and r u l e s of o r ­ g a n i z a t i o n s , w i t h re sp e ct to o ccupat i onal education. For example, Morrison^® I n d i c a t e d t h a t 1t had been standard p r a c t i c e t o d e f i n e t he r o l e o f the community c o l l e g e wi t h some pr ovi so about t e c h n i c a l and v o c a t i o n a l meet the needs o f the community, the s t a t e , tion." training, "to and the na­ Perhaps* i t was not enough simply to change r u l e s . In c o n t r a s t , Evans, Mangum, and Pragan^1 c r e d i t e d a r u l e change ( I n c l u d e d 1n the Vocat i onal Education Amend­ ments of 1968) f o r b r i n g i n g s y s t e ma t i c a t t e n t i o n to p e r ­ sonnel development f o r v o c a t i on a l e du c at i o n : 3Q A l l e n Lee and H e r b e r t M. Hamlin, " O r g a n i z a t i o n and A d m i n i s t r a t i o n , " Review o f Educational Research, XXXVI I I ( O ct o b er , 1 9 6 8 ) 7 pV 4 0 2 . Grant M or r i s on , "The Place o f t he Community C o l l e g e , " Journal o f Higher E d u c a t i o n , XXXII (November, 1 9 6 1 ) , pp. 462-463. 4 1 Rupert N. Evans, Garth L. Mangum, and Otto Pragan, Education f o r Employment: the background and poten­ t i a l of the 1968 Vocat i onal Education Amendments (Ann A r b o r , Ml chiga n : T h e " i n s t i t u t e of""Labor and I n d u s t r i a l R e l a t i o n s , 1 9 6 9 ) , p. 105. 29 For the f i r s t time since t he Smlth-Hughes Act o f 1 9 1 7 t s ys t e ma t i c a t t e n t i o n was given to the development o f personnel to conduct v o c a t i on a l e ducat i on programs. The Vocat ional Education Amendments o f 1968 achieved t h i s o b j e c t i v e by amending the Education Prof essi ons Development Act o f 1965 which u n t i l now had l a r g e l y Ignored v o c a t i o n a l e du c a t i o n . The Act Incl udes two programs: grants to I n d i v i d ­ ual s f o r f u l l - t i m e advanced study o f v o c a t i o n a l educa­ t i o n f o r up to t h r e e y e a r s , and programs o f t e a c h e r exchange and I n - s e r v i c e t r a i n i n g . A t t e n t i o n turned to analyses o f what c o n s t i t u t e d the proper q u a l i f i c a t i o n s f o r o ccupat i onal a d m i n i s t r a t o r s 1n p u b l i c t wo - y ea r c o l l e g e s . The Panel o f Consultants on Vocat i onal Education Issued t h i s s t a t e m e n t , 1n 1963: Persons occupying p o s i t i o n s o f l e a d e r s h i p should have had t ea chi ng experi ence 1n v o c a t i o n a l education 1n a d d i t i o n to a p p r o p r i a t e p r o f e s s i o n a l educat i on f o r t he j o b . 42 To those c r i t e r i a , London43 added a p p r o p r i a t e work e x p e r ­ ience and f a v o r a b l e a t t i t u d e s toward the f i e l d . In a d d i t i o n to a r e v i ve d f l o w o f commentary about vocational-technical e d u c a t i o n , the 1 96 0 ' s saw the b e g i n ­ nings o f research s t u d i e s which were focused s p e c i f i c a l l y upon t he c h a r a c t e r i s t i c s of the a d m i n i s t r a t o r o f occupa­ tional educat i on 1n the community-jun1or c o l l e g e . 42 These U.S. Department o f H e a l t h , Educat i on, and Wel­ f a r e , Education f o r a Changing World of Work. Report o f the Panel of Consultants on Voc at i onal Education (Washing­ t on, D . C . : U.S. Government P r i n t i n g O f f i c e , 1 9 6 3 ) , p. 162. 43 H. H. London, "Leaders f o r Vocat i onal Educ at i on, " School Shop, XXIV ( A p r i l , 1 9 6 5 ) , pp. 5 6 - 5 7 , 109. 30 s t u d i e s have been few, but s 1 g n 1 f 1 c a n t - - p a r t 1 c u 1 a r 1 y t ho f e of G a t e s , ^ F i e l d i n g , ^ ® and Whitney.^® Gates Study Gates conducted the f i r s t known nat1on-w1de study o f the c h a r a c t e r i s t i c s of a d m i n i s t r a t o r s o f t e c h n i c a l c a t i o n , 1n 1 9 6 3 . ^ edu­ His purposes were t o: 1. o b t a i n a p r o f i l e of the a d m i n i s t r a t i v e heads o f t e c h n i c a l education 1n p u b l i c j u n i o r c o l l eg e s 1n the United S t a t e s ; 2. I d e n t i f y the places 1n the a d m i n i s t r a t i v e s t r u c t u r e held by these a d m i n i s t r a t o r s ; 3. d es c r i b e the scope o f the t e c h n i c a l programs; and education 4. anal yze the r e l a t i o n s h i p o f c h a r a c t e r i s t i c s o f the a d m i n i s t r a t o r s to t he scope o f the programs ad­ m i n i s t e r e d by these persons. Gates d i s t r i b u t e d q u e s t i o n n a i r e s t o 85 a d m i n i s t r a ­ t or s of t e c h n i c a l educat ion 1n 50 I n s t i t u t i o n s . The ^ C l a u d e L. Gates, J r . , "A Study o f the Adminis­ t r a t o r s of Techni cal Education Programs 1n the P u b l i c Jun­ i o r Colleges of the United S t a t e s , " unpublished Doctoral d i s s e r t a t i o n ; The F l o r i d a S t a t e U n i v e r s i t y , 1964. 45 Marvin Richard F i e l d i n g , " D i r e c t o r s o f V o c a t i o n a l - T e c h n i c a l Education 1n the P u b l i c J un i o r C o l ­ leges in the United S t a t e s , " unpublished Doct oral d i s s e r t ­ a t i o n , U n i v e r s i t y o f M i s s o u r i , 1966. 46 L a r r y Jerome Whitney, "An A n a l y s i s of the Admin­ i s t r a t i v e S t r u c t u r e and the Role o f the C h i e f V o c a t i o n a l Technical Education A d m i n i s t r a t o r 1n P u b l i c J u n i o r C o l ­ l e g e s , " unpublished Doct oral d i s s e r t a t i o n , U n i v e r s i t y o f M1 s so u r l , 1967 . 47 ^ ' G a t e s , op. c 1 t . 31 r e t u r n i n g data were t e s t e d , where a p p r o p r i a t e , using c h i square a n a l y s i s . Among t he f i n d i n g s o f the study were the followlng: 1. The t y p i c a l a d m i n i s t r a t o r 1n t h i s study was 47. 8 years o l d , m a l e , m a r r i e d , a member o f the o c c i d e n t a l r a c e , and working 1n a d i f f e r e n t s t a t e from the s t a t e 1n which he was born and educated. 2. The academic background of the t y p i c a l pondent I ncl uded . . . major 1n e d u c a t i o n . typical a M a s t e r ' s degree . . . with a The study f u r t h e r I n d i c a t e d t h a t the a d m i n i s t r a t o r had s u c c e s s f u l l y completed a t l e a s t one course 1n each o f the f o l l o w i n g : and o r g a n i z a t i o n o f e d u c a t i o n , (3) philosophy o f e d u c a t i o n , ( 5) technical However, res­ (2) (4) e d u c a t i o n , and ( 6) (1) administration h i s t o r y of e d u c a t i o n , e d u c at i o n al psychology, s tudent personnel work. 1t 1s u n l i k e l y t h a t he had taken a course on the ju n io r college. 3. According to t he d u t i e s the t y p i c a l a d mi n i s ­ t r a t o r performed and the t i me he devoted to these d u t i e s , he was predomi nant l y an a d m i n i s t r a t o r and not a t e a c h e r . Gates concluded t h a t the m a j o r i t y of the j u n i o r 48 c o l l e g e s 1n the study met the c h a l l e n g e by H a r r i s : ^ J un i o r c o l l e g e s must o f f e r t e c h n i c a l and voca­ t i o n a l programs a t sev er al l e v e l s o f r i g o r , 1n o rder t h a t students from a r a t h e r wide range of academic 4 8 I b 1d . , p. 110. 32 a b i l i t i e s may be served by the c o l l e g e ' s program. Rigorous t e c h n i c a l programs should c e r t a i n l y be pro­ v i d e d , but so also should programs 1n business educa­ t i o n , t r ad e and I n d u s t r i a l e d u c a t i o n , a g r i c u l t u r e , and home economics. F i e l d i n g Study The second ma j o r , n a t i o n - w i d e study of o cc u p a t i o n ­ al a d m i n i s t r a t o r s 1n post-secondary s e t t i n g s was performed 1n 1966 by F i e l d i n g . 49 His s t a t e d purposes were ( 1 ) a s c e r t a i n the act ual qualifications ors ( a d m i n i s t r a t o r s ) of vocational-technical ( 2) to and d u t i e s of d i r e c t ­ programs, to a s c e r t a i n d e s i r a b l e q u a l i f i c a t i o n s f o r d i r e c t o r s o f these programs, and ( 3) organizational to examine c e r t a i n aspects of the s t r u c t u r e of the v o c a t i o n a l - t e c h n i c a l pro­ gram. All p u b l i c j u n i o r c ol l eg e s l i s t e d 1n the 1966 J un i or College D i r e c t o r y were asked to p a r t i c i p a t e study. F i e l d i n g used a w r i t t e n q u e s t i o n n a i r e f o r data collection, the 479 1n the and r e a l i z e d a response o f 73 per cent from j u n i o r c ol l eg e s o r i g i n a l l y c o n t a c t e d . On the basis of his s t u d y , F i e l d i n g made the f o l ­ lowing conclusi ons: 1. The numbers o f d i r e c t o r s o f v o c a t i o n a l t e c h n i c a l education In the p u b l i c j u n i o r c o l l e g e s w i l l cont inue to I n c r e a s e . 2. Persons p r e pa r i n g f o r t h i s p o s i t i o n should a cq u i r e an a p p r o p r i a t e occ upat i onal background. 4 9 F 1 e l d1 n g , op. c1t. 33 I n c l u d i n g work e xp e r i e nc e In business or I n d u s t r y , d i r ­ e c t l y r e l a t e d to an area 1n the v o c a t i o n a l - t e c h n i c a l curriculum, 1f possible. 3. An a p p r o p r i a t e e d u c a t i o n a l background f o r a d i r e c t o r would I n c l u d e : an under- gr aduate maj or i n e i t h e r I n d u s t r i a l e d u c a t i o n , e n g i n e e r i n g , or v o c a t i o n a l t e c h n i c a l e du c a t i o n ; a graduate major 1n edu c at i o n al a d m i n i s t r a t i o n and s u p e r v i s i o n . I n d u s t r i a l e d u c a t i o n , or v o c a t i o n a l - t e c h n i c a l e d u c a t i o n , wi t h a c o n c e n t r a t i o n of graduate c r e d i t i n v o c a t i o n a l - t e c h n i c a l e d u c a t i o n . 4. An a p p r o p r i a t e p r o f e s s i o n a l background f o r a d i r e c t o r would I n c l u d e : t eachi ng expe r i e nc e on e i t h e r the secondary or c o l l e g e l e v e l 1n one of the areas 1n the v o c a t i o n a l - t e c h n i c a l c u r r i c u l u m . Both a d m i n i s t r a ­ t i v e and t eaching expe r i e nc e on the j u n i o r c o l l e g e l e v e l are d e s i r a b l e . 5. In terms of e d u c a t i o n a l a t t a i n m e n t , d i r e c t o r s seemed t o be w e l l prepared f o r the p o s i t i o n s they h e l d ; however, i t would appear t h a t some phases o f t h e i r edu­ c a t i o n a l p r e p a r a t i o n had been I na de q u at e. F i e l d i n g suggested t h a t c o l l e g e s and u n i v e r s i t i e s consider the p o s s i b i l i t y o f I n t e r n s h i p s I n d u s t r y f o r students 1n v o c a t i o n a l tain 1n business and a d m i n i s t r a t i o n to ob­ 1n p r e p a r a t i o n f o r f u t u r e a d m i n i s t r a t i v e r o l e s . He also suggested t h a t c o l l e g e s and u n i v e r s i t i e s r e c r u i t edu­ c a t or s who a l r e a d y have the d e s i r a b l e c h a r a c t e r i s t i c s f o r work in v o c a t i o n a l a d m i n i s t r a t i o n , as o u t l i n e d i n the study. Whitney Study Whitney SO undertook a s i m i l a r s t u d y , i n 1967. main purposes were to ( 1) Identify 50Wh1tney, op. d t . the a d m i n i s t r a t i v e His 34 l e v e l s and j ob t i t l e s of the c h i e f v o c a t i o n a l - t e c h n i c a l education a d m i n i s t r a t o r s (In junior colleges); ( 2) Identify p a t t e r n s of a d m i n i s t r a t i v e s t r u c t u r e of j u n i o r c o l l e g e s o f f e r i n g occupat i onal ies, curricula; and ( 3) I d e n t i f y the d u t ­ r e s p o n s i b i l i t i e s , and con d i t i o n s o f employment o f the chief vocational-technical education a d m i n i s t r a t o r s . The r e s e a r c h e r mai l ed q u e s t i on n a i r e s to a l l colleges lis te d junior 1n the 1966 J uni or College D i r e c t o r y , as had F i e l d i n g . Whi t ney' s study y i e l d e d a g r e a t e r v a r i e t y of f i n d ­ ings than did those of e i t h e r Gates or F i e l d i n g . The t h r e e s t u d i e s g e n e r a l l y c oi nci ded 1n t h e i r f i n d i n g s on the q u a l i ­ f i c a t i o n s o f a d m i n i s t r a t o r s of o ccupat i onal programs. Some of t he newer f i n d i n g s o f t he Whitney study I nc l uded; 1. There appear t o be 8 basic a d m i n i s t r a t i v e structural patterns. The c h i e f v o c a t i o n a l - t e c h n i c a l e ducat i on a d m i n i s t r a t o r t y p i c a l l y has equal or p a r a l l e l s t a t u s wi t h the a d m i n i s t r a t o r of the academic t r a n s f e r program, and occupies the second or t h i r d l e v e l . 2. There 1s an apparent r e l a t i o n s h i p between a ct u a l and d e s i r e d j o b t i t l e s and t he a d m i n i s t r a t i v e levels. Most o f the a d m i n i s t r a t o r s wanting to change t i t l e s , d es i r e d a more p r e s t i g i o u s t i t l e than t h e i r present one. The study had I m p l i c a t i o n s vocational f o r t he Improvement o f programs 1n a v a r i e t y o f ways. Promotion o f the v o c a t i o n a l - t e c h n i c a l education programs, through speaking engagements and appearing p e r i o d i c a l l y on r adi o and t e l e v i s i o n programs, should become a more I mp o r t an t r e s p o n s i b i l i t y f o r v o c a t i o n a l t e c h n i c a l educat i on a d m i n i s t r a t o r s . 35 A1 s o : The s t a t e employment s e c u r i t y agencies could be u t i l i z e d to a g r e a t e r e x t e n t 1n p ro c u r i ng new s t a f f members. C h i e f v o c a t i o n a l - t e c h n i c a l e du c a t i o n a d m i n i s t r a ­ t o r s a r e more l i k e l y to keep a b r e a s t o f new d e v e l o p ­ ments 1n o c c u p a t i o n a l e du c a t i o n 1 f time and expenses are provi ded t o a t t e n d n a t i o n a l p r o f e s s i o n a l meetings and c o n v en t i o n s. The Whitney study has been the most comprehensive of I t s t ype 1n v o c a t l o n a l - t e c h n l c a l e d u c a t i o n . However, the f u r t h e r expansion of t he j u n i o r c o l l e g e p o p u l a t i o n g r a d u a l l y has dated t h i s 1967 s t u d y . Ot her St ud i e s In a 1966 s t u d y , O ' B r l a n 51 the knowledge r e q u i r e d o f v o c a t i o n a l sur ve yi ng t h e i r s u p e r i o r s . a t t empt e d to a s c e r t a i n e du c a t i o n l e a d e r s , by The f o l l o w i n g areas of know­ ledge were c onsi der ed most I m p o r t a n t to a d m i n i s t r a t o r s : economics, g u i d a n c e , psychol ogy, s o c i o l o g y , agement, f a c i l i t y p l a n n i n g , and t r a i n i n g . nj> Law performed an I mp o r t an t s t u d y , though i t was concerned w i t h o c c u p a t i o n al l a b o r and man­ i n 1966. Al­ administrators John L. O ' B r l a n , The Advanced Degree and V o c a t l o n a l - T e c h n i c a l Educat ion Leader shi p (New Brunswi ck, blew J e r s e y : Rutgers--The Sta te U n i v e r s i t y , 1966). C9 ^ Go r d o n F. Law, " A d m i n i s t r a t i v e P o s i t i o n s and Functions 1n Occupational Ed u c at i o n : A Study of the D u t i e s and R e s p o n s i b i l i t i e s o f P u b l i c School A d m i n i s t r a t o r s as they A f f e c t the I n i t i a t i o n , Development and Conduct o f F e d e r a l l y - A i d e d Programs 1n Occupati onal Educat ion 1n New York S t a t e , " unpubli shed D o c t or a l d i s s e r t a t i o n , New York U n i v e r s i t y , 1966. 36 In p u b l i c school systems 1n New Y o r k , t le study had 1mpl1 - cations f o r a dm in is tra to rs 1n the j u n i o r c o l l e g e , as w e l l . The conclusi ons o f the study I n c l u d e d t le f o l l o w i n g : Both g eneral and v o c a t i o n a l school a d m i n i s t r a t o r s agree t h a t t he c e r t i f i c a t i o n o f a d m i n i s t r a t o r s o f v o c a t i o n a l e d u c a t i o n should be based on t h r e e prime r e q u i r e m e n t s: (1) a pp ro p ria te occupational exper­ i e n c e , ( 2 ) t e a c h i n g and s u p e r v l s o r y I e x p e r i e n c e In v o c a t i o n a l school work, ( 3 ) p r o f e s s i o n a l t r a i n i n g and p r e p a r a t i o n t h a t I n c l ud e s a p e r i o d of s up e r v i se d I n ­ t e r n s h i p , s p e c i f i c t o o l s u b j e c t s t h a t r e l a t e to the a d m i n i s t r a t i o n o f v o c a t i o n a l e d u c a t i o n , gen e r a l school a d m i n i s t r a t i o n , and graduat e l e v e l n s t r u c t i o n in t he humanlties. Gutcher.53 conducted r e s e a r c h 1n 1968 to d et er mi ne t he d e s i r a b l e c h a r a c t e r i s t i c s of vocational directors. The study was performed a t Colorado Stai;e U n i v e r s i t y . theopinlons ficials , of j u n i o r c o l l e g e and t e c h n i c a l In Institu te o f­ t he most I m p o r t a n t c h a r a c t e r i s t i c s were: 1. vocational e du c a t i o n background, 2. a d m i n i s t r a t i v e or s up e r v i s o r y e x p e r i e n c e , 3. personality. and j P o l k 54 conducted a no t he r study which was not d 1 r - T e c t l y concerned w i t h j u n i o r c o l l e g e v o c a t i o n a l t r a t o r s , b u t which had I m p l i c a t i o n s 63 Vocational tors ( f o r t 1968). admlnls- f o r them, nonet hel ess G. Dale G u t ch e r , D e s i r a b l e Ch< r a c t e r l s t l c s o f Department Heads As Been By Se n l o r Admi nl str' aC o l l i n s . Col orado: Colorado S t a t e U n i v e r s i t y , 54Har ol d Jackson P o l k , "Charactc r i s t l c s o f D i r e c t ors o f Area V o c a t i o n a l - T e c h n l c a l School: ," unpubli shed D o c t or a l d i s s e r t a t i o n , U n i v e r s i t y o f Mis sourl , 1969. 37 In 1969, Polk attempted to a s c e r t a i n whether~or not t o p ranked d i r e c t o r s possessed I d e n t i f i a b l e c h a r a c t e r i s t i c s which were found onl y to l e s s e r degree among those who were not as h i g h l y ranked. of area v o c a t i o n a l The study focused upon the d i r e c t o r s schools. Local d i r e c t o r s from 24 s t a t e s were surveyed; a d d i t i o n , members of v o c a t i o n a l o f e ducat i on were c o n s u l t e d . staffs 1n of s t a t e departments The study y i e l d e d s ever al s ig n ific a n t findings: 1. There was a high d i r e c t r e l a t i o n s h i p between maj ori ng in v o c a t i o n a l educat i on a t the graduate l e v e l and r e c e i v i n g successful r a t i n g s from s u p e r i o r s . 2. There was a p o s i t i v e , d i r e c t c o r r e l a t i o n b e t ­ ween years o f e xperi ence 1n v oc a t i o n a l a d m i n i s t r a t i o n and r a t e d success as a l o c al d i r e c t o r . 3. There was a p o s i t i v e r e l a t i o n s h i p between mem­ ber shi p 1n f i v e or more p r o f e s s i o n a l o r g a n i z a t i o n s and r a t e d success. 4. There was no s i g n i f i c a n t r e l a t i o n s h i p between background o f the d i r e c t o r and r a t e d success. ! Two s t u d i e s 1n t he e a r l y 1970' s were concerned wi t h d i s co v e r i n g those competencies t h a t are r e q u i r e d of virtually all types o f v o c a t i o n a l asked v oc a t i o n a l administrators. Briggs 55 a d m i n i s t r a t o r s and c h i e f school o f f i c e r s r e p r e s e n t i n g area v o c a t i o n a l school s, m e t r o p o l i t a n school systems, and j u n i o r c o l l e g e s to r a t e a s et o f competencies 55 Lloyd Delano B r i g g s , "Basic Competencies Neces­ sary f o r A d m i n i s t r a t o r s o f Voc at i onal and Techni cal Educa­ t i o n , " unpublished Doct oral d i s s e r t a t i o n , Oklahoma S t a t e U n i v e r s i t y , 1971. 38 which might be considered necessary f o r e f f e c t i v e adminis­ tration 1n v o c a t i o n a l - t e c h n i c a l e d u c at i o n . the d i f f e r e n t types o f v o c a t i o n a l He found t h a t a d m i n i s t r a t o r s were 1n agreement, g e n e r a l l y , on the r e l a t i v e Importance o f the competencies. A 1972 study by Sundstrom56 used f a c t o r a n a l y s i s to I d e n t i f y and group the p r o f e s s i o n a l education competen­ ci es common to a d m i n i s t r a t o r s o f v oc a t i o n a l e du c at i o n . W r i t t e n q u e s t i o n n a i r e s were completed by 72 a d m i n i s t r a t o r s , who r epr esent ed s i x c a t e g o r i e s . Sundstrom e x t r a c t e d seven f a c t o r s Using the R-techn1que, from the d at a : I n s t r u c t i o n - S t a f f and F a c i l i t i e s Personnel - St udent and S t a f f Program Development and Demonstration Curriculum Development and E v a l u a t i o n Pr o f e s s i o n a l R e l a t i o n s - Organized Groups Management o f the Educat i onal System Research P r o j e c t s The h i g h e s t mean-ranked Item was: ot he r s in e d u c at i o n al t a i n o cc u p at i o n al 56 Work wi t h a d m i n i s t r a t i o n to i n i t i a t e and main­ educat i on p r ogr ess. Lloyd Conrad Sundstrom, "A Fac t or An al y s i s o f The P r o f e s s i o n a l Education Competencies o f A d m i n i s t r a t o r s of V o c a t i o n a l E d u c a t i o n , 11 unpublished Doct oral d i s s e r t a t i o n , Oregon S t a t e U n i v e r s i t y , 1972. 39 The l a t t e r two s t u d i e s would seem to have I m p l i c a ­ t i o n s f o r c ur r i c ul um development 1n t eacher educat ion and 1n l e a d e r s h i p development programs 1n e du ca t i o n a l a dmi ni s­ tration. sever al A p p a r e n t l y , one program could be used to prepare p r o s p e ct i v e a d m i n i s t r a t o r s f o r d i f f e r e n t p o s i t i o n s , or to t r a i n a given student t o be a bl e to adapt to a v a r ­ i e t y of p o s i t i o n s 1n v o c a t i o n a l administration. L1en5^ s t u d i e d the p r o f i l e s and problems o f oc­ c up a t i on a l a d m i n i s t r a t o r s 1n 40 r u r a l In 11 western s t a t e s . community c ol l eges The u nd e r l y i n g theme o f the study was t h a t a d m i n i s t r a t o r s 1n r u r a l s e t t i n g s d i f f e r from t h e i r urban c o u n t e r p a r t s , to the e x t e n t t h a t occupat ional t i o n 1s r e l a t i v e l y r e s t r i c t e d Rural 1n r u r a l educa­ communities. community c ol l eg e s were def i n e d as those which were more than 100 mi l es by paved road from a popul a­ t i o n c e n t e r o f 50^000 people or more. such i n s t i t u t i o n s L1en I d e n t i f i e d f o r the study and mailed w r i t t e n ques­ t i o n n a i r e s to t h e i r a d m i n i s t r a t o r s o f o ccupat i onal tion. 40 In a d d i t i o n , he p e r s o n a l l y v i s i t e d s ev e r al educa­ campuses I ncluded 1n the p o p u l a t i o n . The study y i e l d e d sev er al Interesting findings, I n c l u d i n g the f o l l o w i n g : 57 David A l v i n L i e n , "Problems and P r o f i l e s of Ad­ m i n i s t r a t o r s o f Occupational Education 1n Rural Western P u b l i c Community C o l l e g e s , " unpublished Doctoral d i s s e r t a ­ t i o n , U n i v e r s i t y o f C a l i f o r n i a , Los Angeles, 1972. 40 The major problem c o n f r o n t i n g t h e r u r a l college vocational community a d m i n i s t r a t o r was the l a c k of p r e s t i g e 1n o c c u p a t i o n a l e d u c a t i o n . Oc cupat i onal programs were l i m i t e d , but t y p i c a l l y I n c l u d ed auto mechanics, d a t a p r o c e s s i n g , a g r i c u l t u r e , t r i b u t i v e education, The r u r a l electronics, occupational dis­ and o f f i c e o cc u p a t i o n s . adm inistrator ty p ic a lly graduated from a comprehensive high school 1n a town of less than 5 , 0 0 0 p o p u l a t i o n . The o c c u p at i o n al a d m i n i s t r a t o r does not have ad­ m i n i s t r a t i v e rank which 1s equal to t h a t o f the c h i e f a c a ­ demic a d m i n i s t r a t o r a t the same I n s t i t u t i o n . The background o f t he a d m i n i s t r a t o r t y p i c a l l y related to his views on the problems 1n v o c a t i o n a l 1s educa­ tion . Li en summarized hi s s t udy: We have concluded t h a t about o n e - h a l f o f t he c o l ­ leges s er v e t h e i r s t u d e n t s w e l l . The I m p l i c a t i o n 1s c l e a r t h a t the o t h e r h a l f need a t t e n t i o n . To them has t o be d e l i v e r e d the message o f t he purpose and promise o f the comprehensive community c o l l e g e . The r u r a l mind 1s an Independent one, not e a s i l y convinced o f the v a l u e o f new o r o u t s i d e i d e a s . But once the r i g h t people a r e aroused by t h e p o t e n t i a l o f o cc u p at i o n al e d u c a t i o n , qthey w i l l f i n d ways t o b r i n g 1t to t h e i r communlty. 0 58I b 1 d . . p. 78. 41 Summary Qu a l 1f 1 ca t 1 o n s The Panel o f C o ns u l t an t s on V o c a t i o n a l Educat ion Issued a s t a t e me n t concerni ng the proper q u a l i f i c a t i o n s adm inistrators, of in 1963: Persons occupying p o s i t i o n s o f l e a d e r s h i p should have had t ea ch i ng e xp e r i e n c e 1n v o c a t i o n a l e du c a t i o n 1n a d d i t i o n to a p p r o p r i a t e p r o f e s s i o n a l e du c a t i o n f o r the j o b . To those c r i t e r i a , London added a p p r o p r i a t e work e xp e r i e nc e and f a v o r a b l e a t t i t u d e s toward the f i e l d . See page 29. In 1 96 4 , Gates found t h a t the t y p i c a l to r of technical administra­ e du c a t i o n hel d a m a s t e r ' s degree w i t h a major in e d u c a t i o n . The a d m i n i s t r a t o r s t y p i c a l l y had com­ p l e t e d a t l e a s t one course 1n each o f the f o l l o w i n g a r e a s : (1) a d m i n i s t r a t i o n and o r g a n i z a t i o n o f e d u c a t i o n , tory of education, (3) p hi l os ophy o f e d u c a t i o n , tional (5) technical psychology, personnel work. trators college. education, (4) and ( 6 ) (2) his­ educa­ student However, 1 t was u n l i k e l y t h a t t he a d m i n i s ­ had t aken a course on t he s u b j e c t o f the j u n i o r See pages 3 0 - 3 2 . F i e l d i n g (pages 3 2 - 3 3 ) concluded from his 1966 study t h a t : Persons p r e p a r i n g f o r ( v o c a t i o n a l a d m i n i s t r a t i o n 1n the p u b l i c j u n i o r c o l l e g e ) should a c q u i r e an ap­ p r o p r i a t e o cc u p a t i o n a l background, i n c l u d i n g work e x ­ p e r i e n c e 1n business or I n d u s t r y , d i r e c t l y r e l a t e d to an area 1n t he v o c a t l o n a l - t e c h n i c a l c u r r i c u l u m , 1 f possible. 42 An a p p r o p r i a t e e d u c a t i o n a l background f o r a d i r ­ e c t o r would I n c l u d e : an u n d e r - g r a d u a t e major 1n e i t h e r In d u s t r ia l education, engineering, or v o c a tio n a lt e c h n i c a l e d u c a t i o n ; a gr a dua t e maj or 1n e d u c a t i o n a l a d m i n i s t r a t i o n and s u p e r v i s i o n , I n d u s t r i a l e d u c a t i o n , or v o c a t i o n a l - t e c h n i c a l e d u c a t i o n , w i t h a c o n c e n t r a t i o n of graduat e c r e d i t 1n v o c a t i o n a l - t e c h n l c a l e d u c a t i o n . An a p p r o p r i a t e p r o f e s s i o n a l background f o r a d i r ­ e c t o r would I n c l u d e : t ea chi ng e x p e r i e nc e on e i t h e r the secondary or c o l l e g e l e v e l 1n one o f the areas 1n the v o c a tio n a l-te c h n ic a l curriculum. Both a d m i n i s t r a t i v e and t e a c h i n g e x p e r i e n c e on the j u n i o r c o l l e g e l e v e l are desirable. Also In 1966, O ' B r i a n a s c e r t a i n e d the most I m p o r t ­ a nt areas o f knowledge f o r v o c a t i o n a l e du c a t i o n l e a d e r s be: s o c i o l o g y , l a b o r and economics, g u i d an c e , psychology, management, f a c i l i t y planning, Law (page 35) certification and t r a i n i n g . to See page 35. concluded from h i s 1966 study t h a t of administrators of vocational e du c a t i o n should be based on: . . . ( 1 ) a p p r o p r i a t e o c c u p a t i o n al e x p e r i e n c e , ( 2 ) t e a c h i n g and s u p e r v i s o r y e x p e r i e n c e 1n v o c a t i o n a l schoolwork, ( 3 ) p r o f e s s i o n a l t r a i n i n g and p r e p a r a t i o n t h a t I n c l u d e s a p er i o d o f supe r v i se d I n t e r n s h i p , spec­ i f i c t o o l s u b j e c t s t h a t r e l a t e to t he a d m i n i s t r a t i o n of v o c a t i o n a l e d u c a t i o n , g eneral school a d m i n i s t r a t i o n , and graduate l e v e l i n s t r u c t i o n 1n t he h u m a n i t i e s . I n 1 968, Gutcher (page 36) det ermined t h a t t he desirable characteristics of vocational d i r e c t o r s were: 1. vocational e du c a t i o n background, 2. a d m i n i s t r a t i v e o r s u p e r v i s o r y e x p e r i e n c e , and 3. personality. In a 1969 s t u d y , o f area v o c a t i o n a l Polk found t h a t among d i r e c t o r s s c h o o l s , r a t e d success d i r e c t l y 43 coorelated w ith : ( 1 ) m a j o r i n g in v o c a t i o n a l t he g r a du a t e l e v e l , adm inistration, sional e du c a t i o n a t ( 2 ) years o f e xp e r i e n c e 1n v o c a t i o n a l and ( 3 ) membership 1n f i v e or more p r o f e s ­ organizations. No s i g n i f i c a n t r e l a t i o n s h i p was found between the d i r e c t o r ' s background and r a t e d success. See page 37. Sundstrom, (page 38) 1n a 1972 s t u d y , found the f o l l o w i n g competencies to be common among a d m i n i s t r a t o r s of v o c a t i o n a l education: Instruction Personnel - S t a f f and F a c i l i t i e s - St u d en t and S t a f f Program ■Development and Demonstr ation C urri cul um Development and E v a l u a t i o n Professional R e l a t i o n s - Organized Groups Management o f the Ed u c a t i o n a l System Research P r o j e c t s Problems In a 1967 study o f v o c a t i o n a l - t e c h n l c a l trators adminis­ 1n p u b l i c j u n i o r c o l l e g e s , Whitney found t h a t most o f the a d m i n i s t r a t o r s who wanted to change t h e i r t i t l e s wanted more p r e s t i g i o u s title s . See pages 3 3 - 3 5 . L1en, I n 1972, found t h a t t h e maj or problem o f t h e r u r a l i t y college vocational t i g e 1n o cc u p a t i o n a l tional commun­ a d m i n i s t r a t o r was t h e l a c k o f p r e s ­ education. A l s o , the r u r a l occupa­ a d m i n i s t r a t o r d i d not have a d m i n i s t r a t i v e rank which 44 was equal to t h a t o f the main academic a d m i n i s t r a t o r a t the same c o l l e g e . See pages 3 9 - 4 0 . Administrative Position Koos s t u d i e d t h r e e - f o u r t h s o f the community c o l ­ leges 1n o p e r a t i o n , In 1944, t o - a s c e r t a i n the e x t e n t to which they were s t a f f e d wi t h a d m i n i s t r a t o r s . the 411 a d m i n i s t r a t o r s • I d e n t i f i e d title , "Dean o f Vo c at i o n al Only two of 1n the study held the Education." See page 13. I n 1965, Johnson e x p l a i n e d t h a t the p o s i t i o n o f dean o f v o c a t i o n a l e ducat i on was becoming more c r i t i c a l , the e x t e n t t h a t the o ccupat i onal c ol l e g e s were expanding. Gates, the t y p i c a l to programs 1n some j u n i o r See pages 2 7 - 2 8 . 1n 1964; a s c e r t a i n e d t h a t the d u t i e s which adm inistrator of technical educat i on performed c a t e g o r i z e d him as being p r i m a r i l y an a d m i n i s t r a t o r and not a t e a c h e r . See page 31. F i e l d i n g concluded 1n 1966 t h a t '‘-the numbers o f directors of vocational-technical j u n i o r colleges w i l l educat i on 1ti the p u b l i c c on t i n u e to I n c r e a s e . " Wh i t n ey ' s 1967 study (pages 3 3- 3 5 ) See page 32. r e v e a l ed the f o l l o w i n g f i n d i n g s , w i t h r e s p e c t to a d m i n i s t r a t i v e p o s i t i o n : There appear t o be 8 basic a d m i n i s t r a t i v e s t r u c ­ tural patterns. The c h i e f v o c a t i o n a l - t e c h n i c a l educa­ t i o n a d m i n i s t r a t o r t y p i c a l l y has equal or p a r a l l e l s t a t u s w1th • the a d m i n i s t r a t o r o f the academic t r a n s f e r program; and occupies the second or t h i r d l e v e l . There I s an apparent r e l a t i o n s h i p between act ual and d es i r e d j o b t i t l e s and the a d m i n i s t r a t i v e l e v e l s . 45 Graybeal r e p o r t e d t h a t t he median s a l a r y of the dean or d i r e c t o r o f v o c a t i o n a l - t e c h n l c a l lic edu c at i o n 1n pub­ t w o - y ea r c o l l e g e s during 1969- 70 was $ 1 6 , 4 3 8 . The C o l ­ lege and U n i v e r s i t y Personnel A s s o c i a t i o n 1n 1970 found the same median s a l a r y t o be $ 1 6 , 1 8 6 . See page 24. CHAPTER I I I METHODOLOGY This c h a p t e r c o n t a i n s a d i s c u s s i o n o f the means by which the data were o bt a i ned and a n a l y z e d . The a r r a n g e ­ ment o f t o p i c s g e n e r a l l y corresponds to the sequence In which the a c t i v i t i e s were per formed. Populatlon The p o p u l a t i o n o f the study was d e f i n e d as the c h i e f a d m i n i s t r a t o r s o f the 834 v o c a t i o n a l - t e c h n i c a l c a t i o n programs 1n p u b l i c t w o - y e a r c o l l e g e s S t a t e s , as l i s t e d edu­ 1n the U n i t e d 1n t h e 1972 J u n i o r C o l l e g e D i r e c t o r y . Samp!e A sample s i z e o f 15 per cent was a r r i v e d a t 1n the c o n s i d e r a t i o n s t h a t a l a r g e sample would p e r m i t g r e a t e r certainty 1n dat a a n a l y s i s and t h a t a sample l a r g e r than 15 per cent would be c o s t - p r o h l b 1 t 1 v e . The sample was s t r a t i f i e d , to I n c r e a s e t he chances t h a t the p o p u l a t i o n o f a d m i n i s t r a t o r s would be r e p r e s e n t ed (1) g e o g r a p h i c a l l y and ( 2 ) by s i z e o f t h e I n s t i t u t i o n . The number o f c h i e f v o c a t i o n a l administrators i n each o f seven re g i o ns o f p u b l i c t w o - y e a r c o l l e g e s was det ermined 46 47 f o r l a r g e schools ( a t l e a s t 1 , 0 0 0 s t u d e n t s t o t a l ment) and small enrollment). schools ( l e s s enroll­ than 1 , 0 0 0 student s total The r e s u l t i n g f o u r t e e n s u b d i v i s i o n s o f the p o p u l a t i o n were each m u l t i p l i e d by .15 to det e r mi n e the c o r r e c t number o f sample p o i n t s f o r each. A table of ran­ dom numbers was used to s e l e c t t he s t r a t i f i e d sample. See APPENDIX C. Chief vocational administrators 1n the S t a t e of Michigan were c on t ac t ed through a mass survey t e c h n i q u e , by which each c h i e f v o c a t i o n a l participate 1n the s t u d y . Michigan a d m i n i s t r a t o r s were o mi t t e d from t h e i r g e o g r a p h i ca l national a d m i n i s t r a t o r was asked to r e g i o n f o r purposes o f sampli ng. Development o f the I n s t r u m e n t The I n f o r m a t i o n needed 1n the study was f o r the most p a r t f a c t u a l and t he study I n c l u d e d I n s t i t u t i o n s cat ed t hr ou g h o ut the U n i t e d S t a t e s . Therefore, lo­ 1 t was decided t h a t the w r i t t e n q u e s t i o n n a i r e was the most appro­ p r i a t e type of Instrument. The personal Interview tech­ nique could not have been used e x c l u s i v e l y due to ( 1 ) resultant l a c k o f economy and ( 2 ) the t h e need to c o l l e c t a l l data a t a p p r o x i m a t e l y t he same p o i n t 1n t i m e . 48 The P i l o t Study A p i l o t study was undertaken using an I ns t r u me n t s i m i l a r to the one found 1n APPENDIX B.. Qu e s t i o n n a i r e s were p e r s o n a l l y presented t o s i x a d m i n i s t r a t o r s tional and t e c h n i c a l o f voca­ programs a t Jackson and Lansing Com­ munity C o l l e g e s , both o f which are l o c a t e d 1n Mi chi gan. Respondents f o r the p i l o t study were chosen so as to r e p r e ­ sent a v a r i e t y o f I n t e r e s t s . It seemed l o g i c a l to assume t h a t t he y would answer the q u e s t i o n n a i r e 1n a manner s i m i ­ l a r to the way t h e i r r e s p e c t i v e deans would answer i t . Discussion of the q u e s t i o n n a i r e f o l l o w e d I t s c ompl et i o n . The respondents occupied the f o l l o w i n g p o s i t i o n s : Chairman, Department o f En g i n e e r i ng Technology, Lansing Community C o l l e g e . Chairman, Department o f Ap pl i ed Technol ogy, L. C. C. Industrial Technol ogy, L. C. Chairman, C o o r d i n a t o r , Department o f Appl i ed C. Department o f Vo c at i o n al Technology, Jackson Community C o l l e g e . Director, Paramedical Department, J. C, C. A s s i s t a n t D i r e c t o r o f A p p r e n t i c e s h i p and Rel at ed T r a i n i n g , J. C. C, The p i l o t study v e r i f i e d the u t i l i t y ten q u e s t i o n n a i r e . of the w r i t ­ However, 1 t also brought out areas 1n which the I n s t r u me n t could be improved. C o r r e c t i o n s were 49 made, a c c o r d i n g l y . A q ue s ti on which o r i g i n a l l y appeared a t t he top o f an I n s i d e page was e a s i l y o v e r l o o k e d , and had to be moved t o the middle of the page. had to be e xt ended. I n c l u d e the p h r a s e , The s a l a r y range Another q u es t i on had to be m o d i f i e d t o "fu ll- or p a r t - t i m e . " The o v e r a l l suc­ cess o f the p i l o t study showed t h a t the I n s t r u m e n t was ap­ p r o p r i a t e f o r data c o l l e c t i o n . P r e p a r a t i o n o f the I n s t r u m e n t The f i n a l v e r s i o n of the q u e s t i o n n a i r e was p r o ­ duced by way of l e t t e r p r e s s p r i n t i n g , p e r m i t t e d easy r e a d i n g . in t ype s t y l e s which The cover l e t t e r was p r i n t e d on s t a t i o n a r y b ea r i n g the l e t t e r h e a d o f the C o l l e ge o f Educa­ t i o n , Michigan S t a t e U n i v e r s i t y . The body copy was produced 1n a Bodonl t ype f a c e and t he l e t t e r was signed 1n c o n t r a s t ­ ing I nk by the w r i t e r ' s Committee Chairman and by the w r i t e r . See APPENDICES A and B. Questions were composed so as to r e q u i r e only a check mark, whenever p o s s i b l e . The only areas 1n which the respondent 1s asked to w r i t e words are t he I n i t i a l cation section , study, the q u es t i o n aski ng f o r maj or f i e l d s the s e c t i o n devoted to p r o f e s s i o n a l various Id e n tifi­ of problems and the " o t h e r " responses which ask f o r c o m p l e t i o n . The I n s t r u me n t was designed to s o l i c i t d at a on the q u a ! 1f 1 c a t i o n s o f c h i e f v o c a t i o n a l ific a lly the f o l l o w i n g : a d m i n i s t r a t o r s , spec­ academic degrees and major f i e l d s 50 of s t udy, types of I n s t i t u t i o n s a t t e n d e d , t e a c h i n g e x p e r ­ i en ce , main t eachi ng f i e l d , tration, e xperi ence 1n e ducat i on a d mi n i s ­ experi ence 1n business and I n d u s t r y , and experi ence In the p r e s e n t l y - h e l d a d m i n i s t r a t i v e p o s i t i o n . The q u e s t i o n n a i r e sought to I d e n t i f y the p r o f e s ­ sional problems o f c h i e f v o c a t i o n a l administrators. The l a s t area asked the respondent to " s t a t e t h r e e l ong- r un problems of v o c a t i o n a l - t e c h n i c a l education which most s e r ­ i o u s l y Impinge upon the I mplementati on o f your program." Adequate space was provided f o r l e n g t hy s t a te me n t s . The request f o r t h r e e problems seemed optimum f o r the c o l l e c t i o n o f meaningful data w i t h o u t a nt a g o n i z i n g or t r y i n g the p a t ­ ience o f the respondent. The I ns t r ume nt was designed to d e f i n e the a d mi n i s ­ trative p o s i t i o n o f the respondents. lowing data was sought: spent 1n v oc a t i o n a l o fficial Specifically, title , administration, the f o l ­ amount of time l e n gt h o f c o n t r a c t , ure s t a t u s , amount o f c o n t r a c t e d s a l a r y , ten­ numbers of admi n i s ­ trative and t eachi ng personnel under the r e spondent ' s s uper­ vision, Identification i f i c a t i o n o f the l e v e l of Immediate s u p e r i o r , and the I d e n t ­ t o which the respondent reports*. The q u e s t i o n n a i r e , on the a v e r a g e , r e q u i r e d 10 to 12 minutes of the r espondent ' s time to complete. M a i l i n g o f the I nstr ument The q u e s t i o n n a i r e was ma i l e d to t he e n t i r e sample on March 23, 1973. A s e l f - a d d r e s s e d , stamped envelope was 51 I ncluded w i t h each q u e s t i o n n a i r e . The I n i t i a l mailing y i e l d e d a r e t u r n o f 70 per c e n t . On A p r i l 1 0, a second m a i l i n g was conducted. Follow- up l e t t e r s and a d d i t i o n a l copies o f t he q u e s t i o n n a i r e were s ent t o those sampled a d m i n i s t r a t o r s who had not r e s ­ ponded by t h a t d a t e , a t o t a l U ltim ately, istrators, a total of 53. responses were secured from 122 admin­ o f 82 per c e n t . Usable q u e s t i o n n a i r e s t o t a l e d 80 per c e n t . Table 1 . C h i e f v o c a t i o n a l a d m i n i s t r a t o r s o f p u b l i c twoy e a r c o l l e g e s forming p o p u l a t i o n f o r the s t u d y . State No, Contacted Alabama A1 aska Ar1zona C a l 1f or n 1 a Co nn e ct i c u t No. Responded Responded 4 2 3 13 1 2 0 3 10 0 50 0 100 77 0 FIorlda Georgia Hawal1 Illin o is Indiana 3 5 1 9 1 3 4 1 5 0 100 80 100 56 0 Iowa Kansas Kentucky Louis1ana Maryland 2 2 3 1 1 2 2 1 1 1 100 100 33 100 100 4 30 2 1 2 2 28 2 1 2 50 93 100 100 100 Massachusetts M i c h i ga n* M1nnesota Mississippi Mi ssouri 52 Table 1. - - C o n t i n u e d No. Contacted State No. Responded Pe r c en t Responded Nebraska Nevada New Jer sey New Mexico New York 3 1 1 1 7 2 1 1 1 5 67 100 100 100 71 North C a r o l i n a Ohio Oklahoma Oregon Pennsyl vani a 9 6 2 1 6 9 6 2 1 5 100 100 100 100 83 South C a r o l i n a Tennessee Texas Virginia Washlngton 1 1 8 3 5 1 1 7 2 5 100 100 88 67 100 West V i r g i n i a Wisconsin Wyoming 1 1 1 1 1 1 100 100 100 148 122 82 Totals *A11 Michigan c h i e f v o c a t i o n a l participate. Personal a d m i n i s t r a t o r s were asked to Interviews Chief adm inistrators of v o c a tio n a l-te c h n lc a l educa­ t i o n 1n s i x community c o l l e g e s were p e r s o n a l l y I n t e r v i e w e d w i t h regard to the s u b j e c ts c on t ai ne d 1n the q u e s t i o n n a i r e . This step was performed i n o r d e r to f u r t h e r v e r i f y the v a l ­ i d i t y o f t he I n s t r u m e n t . I 53 The personal I n t e r v i e w s l a s t e d f o r a p p r o x i ma t e l y one hour each* al though a few v i s i t s l a s t e d as long as t hr ee hours* I n c l u d i n g tours o f f a c i l i t i e s . The s ubj e c t s were encouraged t o e l a b o r a t e on the s t a t u s of t h e i r own programs; 1n p a r t i c u l a r The g r e a t e s t p o r t i o n o f time was a l l o c a t e d toward the d l i c u s s l o n of p r o f e s s i o n a l C h i e f v oc a t i o n a l a d m i n i s t r a t o r s o f the f o l l o w i n g problems. Institu­ t i o ns were I n t e r v i e w e d : Grand Rapids Conmunlty College Grand R a p i d s , M chigan Henry Ford Commi n1ty Col l ege Dearborn, Michigan Genessee Commun'ty Co l l ege F l i n t , Michigan Lansing Community Co l l ege Lansing, Michigan S c h o o l c r a f t Col l ege L i v o n i a , Michigan Washtenaw Community Col l ege Y p s 1 l a n t 1 , M1ch1 gan Treat ment and A n al y s i s o f Data Data C o l l e c t i o n and T a b u l a t i o n Qu e s t i o n n a i r e s vjere r e t u r n e d to the w r i t e r during the course o f a two-month p e r i o d . classified Upon r e c e i p t they were by r e g i o n and e n r o l l m e n t s i z e o f I n s t i t u t i o n . A master 11st was used as a record o f r e c e i p t s . The p r o f e s s i o n a l problems s t a t e d on the q u e s t i o n ­ n a i r e were Immedi atel y c l a s s i f i e d and r eco r d e d ; the 54 remainder of t he items on t he i n s t r u me n t were t a b u l a t e d when i t appeared t h a t almost a l l o f t he q u e s t i o n n a i r e s that would be r e t u r n e d had a r r i v e d . Data t a b l e s had been prepared 1n advance to accomo­ date the Incoming d a t a . The only responses which r e q u i r e d some degree o f I n t e r p r e t a t i o n were t he w r i t t e n - i n p r o f e s ­ sional problems. Statistical Analysis C h i - s q u a r e a n a l y s i s was chosen as the s t a t i s t i c a l tool f o r the a n a l y s i s o f d a t a , s i n c e t he study was con­ cerned w i t h t e s t i n g d i s c r e t e v a r i a b l e s D i s t r i b u t i o n s which ( 1 ) tions I n a g iv e n c e l l f o r Independence. c on t ai ne d less than f i v e o bser va­ and ( 2 ) dom were computed using Y a t e s ' had o n l y one degree o f f r e e ­ correction fo r continuity.^ Charl es T. C l a r k and Lawrence L. Schkade, S t a t i s ­ t i c a l Methods f o r Business Dec i s i o n s ( C i n c i n n a t i : SouthWestern P u b l i s h i n g Company, 1 9 6 9 ) , p. 433. CHAPTER IV QUALIFICATIONS OF VOCATIONAL ADMINISTRATORS I n f or m e d , c o o p e r a t i v e , d e d i c a t e d , and r e s o u r c e f u l a d m i n i s t r a t o r s are more I m p o r t a n t than s t r e a m l i n e d o r ­ g a n i z a t i o n and procedures 1 f suc c es sf ul a d m i n i s t r a t i v e l e a d e r s h i p I s to be ass ur ed. Nothing Is more v i t a l to the good progress o f a c o l l e g e or u n i v e r s i t y than the most c a r e f u l s e l e c t i o n o f q u a l i f i e d o f f i c i a l s f o r I t s principal administrative p o s ts .1 Thi s c h a p t e r c o n t a i n s a d i s c u s s i o n o f the q u a l i f i ­ c a t i o n s of c h i e f a d m i n i s t r a t o r s o f v o c a t i o n a l - t e c h n i c a l educat i on programs 1n p u b l i c t w o - y e a r c o l l e g e s . fic areas o f I n t e r e s t are ( 1 ) (2) professional educational e ducat i on e x p e r i e n c e , The s p e c i ­ background, and ( 3) o c c u p a t i o n al e x p e r i e n c e o u t s i d e of e d u c a t i o n . No s i g n i f i c a n t d i f f e r e n c e s were found between the United S t a t e s sample and the Michigan r e s p o n d e n t s, with re s p e c t to e d u c a t i o n al ience 1n t e a c h i n g ; and i n d u s t r y . qualifications e du c a t i o n a l Accordingly, and amounts of e xp e r ­ adm inistration, bu s i n e s s , the responses o f t he two groups have been combined f o r p r e s e n t a t i o n 1n t h i s d at a a r e present ed s e p a r a t e l y i n APPENDIX E. chapter. These The 118 t o t a l Ar c hi e R. Ayers and John H. Ru s s e l , I n t e r n a l Structure: O r g a n i z a t i o n and A d m i n i s t r a t i o n of I n s t i t u t i o n s o f Hi gher Educat ion (Washi ngton, D . C . : U.S. Government P r i n t i n g O f f i c e , 1 9 6 2 ) , p. 16. 55 56 respondents I nc l u d e d 90 from the Uni t ed S t a t e s sample and 28 o f the Michigan a d m i n i s t r a t o r s . Table 2. D i s t r i b u t i o n o f respondents by h i g h e s t degree obtalned. H i g h e s t Degree Number* D o c t or a t e E d u c at i o n al Specialist Master's Bachelor' s Totals Per C e n t * * 25 21 11 9 75 64 4 3 115 97 ♦Three respondents 1n the U n i t e d S t a t e s sample had no a c c r e d i t e d c o l l e g e d egree. * * P e r c e n t a g e computed w i t h N = 118. Ed u c a t i o n a l Background Of the 118 c h i e f v o c a t i o n a l veyed, a l l administrators sur­ but t h r e e h el d a c c r e d i t e d c o l l e g e degrees. All but seven respondents r e p o r t e d having completed m a s t e r ' s degrees and a p p r o x i m a t e l y o n e - f 1 f t h had earned d o c t o r a l d egrees. Only e l ev e n respondents hel d e d u c a t i o n a l ia lis t certificates spec­ and two h el d a s s o c i a t e ' s degrees. See T ab l e 2. F o r t y - n i n e o f the respondents I n d i c a t e d t h a t t he y were working toward a h i g h e r deg r e e . e n r o l l e d 1n a d o c t o r a l Of t h e s e , 35 were program, e i g h t were pursuing an 57 educational specialist c e r tific a te , f o u r were working t o ­ ward m a s t e r ' s d e g r e e s , and two were pursuing t h e i r bache­ l o r ' s degrees. Tabl e 3 . See T ab l e 3. D i s t r i b u t i o n o f respondents working toward degrees. Sought Degree Number Per Cent* 35 30 8 7 M a s t e r 1s 4 3 Bachelor's 2 2 49 42 Doctorate E d u ca t i o n a l Specialist Totals ♦ Pe r ce n t a g e computed w i t h N « 118. Fi ndi ngs showed t h a t o n e - h a l f of the respondents e i t h e r had o bt a i n ed o r were working toward a d o c t o r a t e . Advanced Graduate Study D o c t or a l degrees. T w e n t y - f o u r o f the d o c t o r a l de­ grees r e p o r t e d by the respondents were e i t h e r the Doctor o f Phi l osophy o r the Doct or o f E d u c a t i o n . One respondent hel d t he Doct or o f Science d egree. Twenty-one per cent o f t he respondents hel d d o c t o r ­ ates. This compares to the 7 . 6 per c ent who r e p o r t e d I 58 holding d oc t or a t e s In Gates' 1964 s t u d y , 2 14. 7 per cent 1n F i e l d i n g ' s s t u d y , 3 and 1 8 . 8 per cent 1n Wh i t n ey ' s s t u d y . * Table 4. Doct oral degrees among c h i e f v oc a t i o n a l a d m i n i s t r a t o r s , 1964- 1 97 3. Percentage o f C h i e f Voc at i onal A d m i n i s t r a t o r s With Doct oral Degrees Study Year o f Study Gates 1964 7.6 Fielding 1966 14. 7 Whitney 1967 18 . 8 This study 1973 21 .0 The comparison 1s summarized in Tabl e 4. Appr oxi mat el y o n e - f o u r t h o f the respondents who held d o c t o r a t e s had majored 1n e d u c at i o n al a d m i n i s t r a t i o n f o r these degrees. vocational-technlcal Five o f the respondents had majored In e d u c a t i o n , f o u r 1n h i g h e r e d u c a t i o n , and f o u r 1n e d u c a t i o n . Industrial education, history, and physi cal s ci ence were each the majors o f two respondents. These major f i e l d s o f study are r e p or t e d as they were shown on completed q u e s t i o n n a i r e s . ___________________ i__ p Gates, op. c l t . 3F1eld1ng, op. c1t. ^ W h i t n e y , op. c 1 t . The d e f i n i t i o n s o f these 59 major f i e l d s are expected t o v a r y , somewhat, between c o l ­ leges o f e ducat i on and per i o ds o f t i m e . Tabl e 5. See T ab l e 5. Major areas o f e d u c a t i o n a l s p e c i a l i s t and doc­ t o r a l study o f c h i e f v o c a t i o n a l a d m i n i s t r a t o r s . Area of Study Ed ucat i onal Administration Degrees Ed u c at i o n al S p e d al 1st Doct oral Numb e r Per Cent * Number Per C e n t * * 3 27 6 24 Vocational-Technical Education 3 27 5 20 Education 2 18 4 16 Industrial Educatlon 2 18 2 8 Guidance and Counsel 1ng 1 9 - H i g h e r Education - «a 4 16 History - - 2 8 - - 2 8 100 25 100 Physi cal Science Totals 11 ♦ Percent age computed using N « 11. ♦♦Per ce nt a ge computed using N = 25. Ed u c a t i o n a l specialist c e r tific a te s . respondents who hel d e d u c a t i o n a l specialist c e rtific a te s , t h r e e had majored 1n v o c a t i o n a l - t e c h n i c a l educational adm inistration, Among the 11 respectively. e d u c a t i o n and Educat i on and 60 Industrial e ducat i on each were mentioned as majors t w i c e * and guidance and c ou n s el i ng was mentioned once. The f i n d ­ ings are p r esent ed 1n T ab l e 5. Types o f I n s t i t u t i o n s attended. s i t y was t he t ype o f e d u c a t i o n a l The s t a t e u n i v e r ­ i n s t i t u t i o n most f r e q u e n t ­ l y mentioned f o r advanced g r a du a t e s t u d y , as shown 1n T abl e 6. T a b l e 6. Types o f I n s t i t u t i o n s tional administrators study. a t t e n d e d by c h i e f voca­ f o r advanced g r a d u a t e Degrees Type o f I n s t l t u t i on S t a t e Un l v e r s l t y Ed ucat l onal S p e c i a l 1st Number Per Cent * Doct or al Number Per C e n t * * 10 91 19 1 9 - - Private University - - 5 20 P r i v a t e C o l l e ge - 1 4 100 25 100 S t a t e Co l l e g e Totals 11 76 ★Percentage computed using N « 11. ★★Percentage computed using N *» 25. All r e c i p i e n t s of educational specialist c ertific a te s c e p t one mentioned having a t t e n d e d a s t a t e u n i v e r s i t y , did t h r e e - f o u r t h s o f the d o c t o r a t e r e c i p i e n t s . ex­ as 0ne-f1fth 61 o f the l a t t e r had a t t en d e d a p r i v a t e u n i v e r s i t y f o r t h e i r terminal degrees. Graduate Study Master's degrees. A p p r ox i ma t el y o n e - f o u r t h o f the respondents majored in t he areas o f v o c a t i o n a l - t e c h n i c a l e du c a t i o n f o r t h e i r m a s t e r ' s degrees* as shown i n T a b l e 7. T a b l e 7. Major areas o f m a s t e r ' s degree study o f c h i e f vocational adm inistrators Area o f Study Number Per Cent* 26 23 15 14 Ed u c a t i o n a l A d m i n i s t r a t i o n 14 13 Education 14 13 8 7 Business A d m i n i s t r a t i o n 6 5 Guidance and Counsel ing 5 4 En g i n e e r i ng 5 4 History 4 4 Mathematlcs 2 2 Other 9 8 111 100 Vocational-Technical Industrial Ph y si c a l Education Educat ion Science T o ta ls ♦ Pe r c e n t a g e computed usi ng N « 111. 62 Among the o t h e r respondent s* 15 had majored In I n d u s t r i a l education, a d m i n i s t r a t i o n , and 14 1n edu­ 14 1n e d u c a t i o n a l cation . Ot her maj or areas o f m a s t e r ' s degree study which were mentioned more than once I n c l u d e d p h y s i c a l business a d m i n i s t r a t i o n , ing, history, science, guidance and c o u n s e l i n g , e n g i n e e r ­ and mat hemat i cs. In a d d i t i o n , nine oth e r majors were mentioned once. Types o f I n s t i t u t i o n s attended. Two-th1rds o f the m a s t e r ' s degree r e c i p i e n t s had a t t en d e d s t a t e u n i v e r s i t i e s f o r m a s t e r ' s degree s t u d y , T ab l e 8. as shown 1n Table 8 . Types o f I n s t i t u t i o n s a t t e n d e d by c h i e f voca­ t i o n a l a d m i n i s t r a t o r s f o r m a s t e r ' s degree s t u d y . Type o f I n s t i t u t i o n Number Per Cent * State U niversity 73 66 Private University 23 21 Sta te College 11 10 P r i v a t e College 3 3 Ot her 1 1 111 100 Totals ♦ Pe r ce n t a g e computed using N = 111. Ap pr ox i m a t e l y o n e - f 1 f t h o f t he respondents r e c e i v e d t h e i r m a s t e r ' s degrees from p r i v a t e u n i v e r s i t i e s . O t he r types 63 of I n s t i t u t i o n s I n c l u d e d the s t a t e c o l l e g e and p r i v a t e col 1e g e . Undergraduate Study Bachelor's degrees. A p p r ox i ma t el y o n e - f o u r t h o f the responding a d m i n i s t r a t o r s who hel d b a c c a l a u r e a t e de­ grees had majored In the areas o f v o c a t i o n a l - t e c h n i c a l edu c at i o n f o r t h e i r undergraduat e s t u d y . N i n e t ee n o f the o t h e r respondents had majored 1n I n d u s t r i a l 1n business a d m i n i s t r a t i o n , science. Ot her areas o f b a c h e l o r ' s English. arts, 10 10 1n e n g i n e e r i n g , e i g h t 1n e d u c a t i o n , and e i g h t 1n p h y s i c a l Industrial education, See T ab l e 9. degree study I nc l uded h i s t o r y , ma t h e ma t i c s , a g r i c u l t u r e , and T h i r t e e n o f the responding a d m i n i s t r a t o r s men­ t i o n e d maj or areas o f study which r e c e i v e d no o t h e r mention. Types o f I n s t i t u t i o n s attended. Almost o n e - h a l f the 115 responding a d m i n i s t r a t o r s who hel d b a c h e l o r ' s de­ grees had a t t e n d e d s t a t e u n i v e r s i t i e s . a t t en d e d s t a t e c o l l e g e s . Over o n e - f o u r t h Only 20 o f t h e respondents I n d i ­ cated t h a t they had a t t en d e d a t w o - y e a r c o l l e g e f o r a p o r ­ t i o n of t h e i r undergraduat e s t u d y . T h i r t e e n o f the respon­ dents had a t t e n d e d p r i v a t e c o l l e g e s and 11 had a t t en d e d private u n iv e rs itie s . Tabl e 10 summarizes t he s e d a t a . 64 T abl e 9. Maj or areas o f b a c c a l a u r e a t e study o f c h i e f vocational a dm in is tra to rs . Area o f Study Number Per Cent * 26 23 19 16 10 9 10 9 8 7 8 7 7 6 Hi s t o r y 5 4 Mathematlcs 5 4 Agriculture 2 2 Engl1sh 2 2 13 11 115 100 Vocational-Technlcal Industrial Education Educat ion Business A d m i n i s t r a t i o n "’Eng i n e er i ng Education Phy si ca l Science Industrial Arts Ot her Totals ★Percentage computed using N « 115. 65 ' Tabl e 10. i Types o f I n s t i t u t i o n s a t t en d e d by c h i e f voca­ t i o n a l a d m i n i s t r a t o r s f o r undergraduat e st udy. Type o f I n s t i t u t i o n Number^ Per Cent#^ State U n ive rs ity 55 48 S ta te College 32 28 Two-Year C o l l e g e 20 17 P r iv a t e College 13 11 Private University 11 10 ♦Some respondents mentioned more than one t ype o f 1 n s t 1 tutlon. ♦ ♦Per ce n t a g e computed using N = 115. Professional Educat ion Exper i ence Teaching Exper i ence Years 1n t e a c h i n g . ponding a d m i n i s t r a t o r s T h i r t y - s e v e n o f the 118 r e s ­ I n d i c a t e d having had from f i v e to nine y e a r s o f e x p e r i e n c e 1n t e a c h i n g . had t a u g h t from 10 t o 14 y e a r s , had t a u g h t from 15 to 19 y e a r s . Twenty-one ot he r s and 19 o t h e r a d m i n i s t r a t o r s The amount o f t ea chi ng e x p e r i e n c e ranged from l e s s than one y e a r to over 40 y e a r s . See T a b l e 11. Teaching s e t t i n g s . ponding a d m i n i s t r a t o r s Almost t h r e e - f o u r t h s o f the r e s ­ had t a u g h t 1n t he t w o - y e a r c o l l e g e . Two-t h1rds o f the respondents had t a u g h t 1n grades 10 through 12. Over o n e - f o u r t h o f t he respondents had t a u g h t 66 Table 11. D i s t r i b u t i o n o f respondents by y e a r s o f t ea ch i n g e x p e r i e n c e . Years o f Experience Number^ Per C e n t ^ 0 - 4 9 8 5 - 9 37 33 10 - 14 21 18 15 - 19 19 17 20 - 24 10 9 25 - 29 5 4 30 - 34 6 5 35 2 2 4 4 113 100 - 39 40 and over Totals ♦ F i v e respondents d i d not s p e c i f y years o f e x p e r i e n c e . ♦ ♦ P e r ce n t a g e computed usi ng N « 113. 1n grades seven through n i n e , t he same p r o p o r t i o n which had t a u g h t 1n f o u r - y e a r c o l l e g e s and u n i v e r s i t i e s . T ab l e 12 summarizes t he d a t a . Main t ea ch i n g f i e l d s . t he main t e a c h i n g f i e l d s as shown 1n T a b l e 13. Technical occupat i ons were o f o n e - t h 1 r d o f t he r e s p o n d e n t s, Trade and I n d u s t r i a l education also was mentioned by o n e - t h i r d o f t he respondent s. administrators field. Some o f the i n d i c a t e d having more than one main t ea ch i ng 67 Tabl e 12. E d u c a t i o n a l s e t t i n g s 1n which c h i e f v o c a t i o n a l a d m i n i s t r a t o r s had t a u g h t . Edu c at i o n al Settings Number^ Per C e n t ^ 6 5 Grades Seven through Nine 30 25 Grades Ten through Twelve 79 67 Two-Year C o l l e g e 86 73 F o ur - Yea r C o l l e g e , U n i v e r s i t y 33 28 M i l i t a r y Service 21 18 I n d u s t r y , Bu si n e ss , or Public Service 22 19 2 2 K i n d e r g a r t e n through Grade Six P r i v a t e School *Some respondents had t a u g h t 1n more than one s e t t i n g . ♦ ♦ P e r ce n t a g e computed using N ■ 118. 0 n e - f 1 f t h o f the respondents c onsi der ed academic t r a n s f e r to be a main t e a c h i n g f i e l d . ialties tion, Ot her t e a c h i n g spec­ were I n d i c a t e d 1n a d u l t e d u c a t i o n , agricultural office educa­ e d u c a t i o n , d i s t r i b u t i v e e d u c a t i o n , coop­ e r a t i v e work s t u d y , and h e a l t h occupat i ons e d u c a t i o n , that order. 1n T h i r t y - t w o o t h e r t e a c h i n g f i e l d s were w r i t t e n In by the r e spondent s. Ex p e r i e n c e 1n Ed u c a t i o n a l Years 1n e d u c a t i o n a l Administration adm inistration. per cent o f t h e responding a d m i n i s t r a t o r s Forty-one I n d i c a t e d having 68 T ab l e 13. Main t e a c h i n g f i e l d s m inistrators . of c h ie f vocational Teaching F i e l d s Number^ Per C e n t ^ 42 36 40 34 Academic T r a n s f e r 24 20 A d u l t Education 14 12 O f f i c e Education 11 9 Agricultural Educat i on 10 8 D i s t r i b u t i v e Educat ion 10 8 C o o p e r a t i v e Work Study 8 7 H e a l t h Occupations Educat ion 2 2 32 27 Trade and I n d u s t r i a l Te c h n i c a l Educat ion Occupations Ot her ad­ ♦Some respondents I n d i c a t e d more than one f i e l d . ♦ ♦ Per ce n t a g e computed w i t h N ** 118. had from f i v e to ni ne years o f e xp e r i e n c e 1n e d u c a t i o n al administration. Three-fourths o f t he respondents ranged from one t o 14 y ears o f e x p e r i e n c e . Seven a d m i n i s t r a t o r s had a t l e a s t 25 y e a r s o f e d u c a t i o n a l a d m in is tra tiv e exper­ ience. The data a r e present ed 1n T a b l e 14. Two-t h1r ds o f t he responding a d m i n i s t r a t o r s had occupied t h e i r p o s i t i o n s yea r s or l e s s . a t t he t i me o f the study f o r f i v e The f i n d i n g s a r e shown 1n T ab l e 15. 69 Tabl e 14. D i s t r i b u t i o n o f respondents by y ears o f e x p e r ­ ience 1n e d u c a t i o n a l a d m i n i s t r a t i o n . Years o f Exper i ence Number^ Per C e n t ^ 1 - 4 24 21 5 - 9 47 41 i o 17 15 15 - 19 8 7 20-24 12 10 7 6 115 100 25 and o v e r Totals ♦Three respondents d i d not s p e c i f y years o f e x p e r i e n c e . ♦♦Per ce nt a ge computed using N » 115. T a b l e 15. D i s t r i b u t i o n o f respondents by number o f years 1n p o s i t i o n hel d a t t i me of s tu d y . Number o f Years ‘ er 74 Per C e n t ^ 2 or less 34 29 3 - 5 47 40 6 - 8 29 24 4 3 4 3 118 100 9 - 1 4 15 and over Totals ♦ Pe r ce n t a g e computed usi ng N - 118. 70 Settings of adm inistrative experience. tion, all By d e f i n i ­ o f the 118 a d m i n i s t r a t o r s who p a r t i c i p a t e d 1n t he study had seen a d m i n i s t r a t i v e e x p e r i e n c e 1n t he t wo -y ea r college. In a d d it io n , o n e - f o u r t h o f t he respondents had seen a d m i n i s t r a t i v e e x p e r i e n c e 1n secondary school 10 through 12. tional grades O n e - f i f t h of t h e respondents had educa­ a d m i n i s t r a t i v e e x p e r i e n c e 1n t he areas o f I n d u s t r y , b u s i n e ss , and p u b l i c s e r v i c e . T abl e 16. See T a b l e 16. Ed u c a t i o n a l s e t t i n g s 1n which respondents had assumed a d m i n i s t r a t i v e p o s i t i o n s . Ed u c a t i o n a l S e t t i n g Number Per Cent * K i n d e r g a r t e n t hrough Grade Si x 7 6 Grades Seven through Nine 8 7 Grades Ten t hrough Twelve 31 26 118 100 20 17 M111t a r y S e r v i c e 15 13 I n d u s t r y , Bu s i n e s s , o r Public Service 24 20 Two-Year C o l l e g e F o ur - Y e a r C o l l e g e , University / • . * P e r c e n t a g e computed using N ■ 118. Oc cupat i onal Exper i ence Ou t si d e o f Education Business Ex p er i en c e Findi ngs o f the study show t h a t most o f the res ponding a d m i n i s t r a t o r s had no e x p e r i e n c e 1n busi n e ss . 71 Among the respondents who had worked 1n a business occu­ pation, most had gained from one to f o u r y ea r s o f e x p e r ­ ience. Twenty o t h e r a d m i n i s t r a t o r s had from f i v e to 15 years o f e x p e r i e n c e 1n b u s i n e ss , and f i v e respondents I n ­ dicated of experience. having a t l e a s t 16 y ea r s The dat a are summarized 1n T ab l e 17. Table 17. D i s t r i b u t i o n o f respondents by y e a r s o f e x p e r ­ i ence I n business and I n d u s t r y . Years o f Experi ence Business Number Per Cent * Industry Number Per c e n t w None 63 53 38 32 1 - 2 14 12 13 11 3 - 4 16 14 20 17 5 - 6 6 5 17 14 7 - 8 8 7 4 3 9 - 1 0 2 2 6 5 11 - 15 4 3 9 8 16 and over 5 4 10 9 118 100 118 100 Totals ♦ Percent age computed using N ° 118. Among those w i t h business e x p e r i e n c e , almost h a l f I n d i c a t e d having worked 1n t h e area o f m a r k e t i n g . dition, 21 had worked 1n management. I n ad­ 72 Ex per i ence 1n I n d u s t r y T ab l e 17 shows t h a t almost o n e - t h 1 r d o f t he r e s ­ ponding a d m i n i s t r a t o r s Industry. lacked o cc u p a t i o n a l Among those who I n d i c a t e d e xp e r i e n c e 1n having e xp e r i e n c e 1n I n d u s t r y , most had worked from one t o s i x y e a r s . T h i r t y per cent o f t he responding a d m i n i s t r a t o r s had I n d u s t r i a l work e x p e r i e n c e 1n s k i l l e d t r a d e s ; one- f o u r t h o f t he respondents I n d i c a t e d t h a t t h e y had worked as a t e c h n i c i a n . uring. Twenty per c ent had worked 1n ma n uf ac t ­ These data a r e summarized 1n T ab l e 18. Summary No s i g n i f i c a n t d i f f e r e n c e s were found between the Uni t e d S t a t e s sample and the Michigan r e s p o n d e n t s, w i t h r e s p e c t to e d u c a t i o n a l p e r i e n c e 1n t e a c h i n g , qualifications educational and amounts o f ex­ adm inistration, busi­ ness, and I n d u s t r y . Among t he 118 c h i e f v o c a t i o n a l administrators veyed, 115 h el d a c c r e d i t e d c o l l e g e d e g r e e s , ter's cates, degrees, 11 held e d u c a t i o n a l and 25 hel d d o c t o r a l 111 h el d mas­ specialist c e r t i f i ­ degr e e s. F o r t y - t w o per cent o f t he a d m i n i s t r a t o r s were working toward a h i g h e r d e g r e e , u s u a l l y a d o c t o r a t e . E d u c at i o n al technical sur­ a d m i n i s t r a t i o n and v o c a t i o n a l - e d u c a t i o n were the ma j or areas o f study most f r e q u e n t l y mentioned by t he respondents f o r advanced 73 Table 18. Non- educat i on work e xp e r i e nc e s of c h i e f voca­ tional administrators. Type o f Work Exper i ence Number* Per C e n t * * Business Ma r k e t i n g 35 30 Management 21 18 8 7 11 9 S k i l l e d Trades 36 30 T ec h n l c l an 30 25 M an u f a c t u r l n g 23 20 Servi ce 16 14 Management 15 13 Other 17 14 A c c o u nt l n g - F i nance Other Industry *Some respondents l i s t e d more than one o c c u p a t i o n . ★♦Percentage computed using N = 118. 74 g raduat e degrees. Vocational-technical e du c a t i o n was t he most common major a r ea o f study f o r both t he m a s t e r ' s and b a c h e l o r ' s degrees. The s t a t e u n i v e r s i t y was the t ype o f e d u c a t i o n a l I n s t i t u t i o n most o f t e n mentioned as a p la c e o f s t u d y , all for degrees sur veyed. The amount o f t e a c h i n g e x p e r i e n c e ranged from l e s s than one y e a r to more than 40 y e a r s . The modal group ranged from f i v e to ni ne year s o f t e a c h i n g e x p e r i e n c e . A p p r ox i m a t e l y t h r e e - f o u r t h s o f t he responding ad­ ministrators had t a u g h t 1n the t w o - y e a r c o l l e g e , and t wo- t h i r d s o f them had t au g h t 1n grades 10 through 12. The main t e a ch i n g f i e l d s mentioned most o f t e n were t e c h n i c a l occupat i ons and t r a d e and I n d u s t r i a l education. Most o f the respondents had worked from one to ni ne y ears i n e d u c a t i o n a l adm inistration, and had occupied t h e i r p o s i t i o n s a t the t i me o f the study f o r f o u r y ears or l e s s . By d e f i n i t i o n , all o f the respondents had held a d m i n i s t r a ­ t i v e posts 1n the t w o - y e a r c o l l e g e . In a d d i t i o n , one- f o u r t h o f them had a l s o assumed a d m i n i s t r a t i v e d u t i e s 1n grades 10 through 12. Most o f the a d m i n i s t r a t o r s who p a r t i c i p a t e d 1n the study had a c q u i r e d no business e x p e r i e n c e , tional sense. 1n an occupa­ Among those who had, t h e area o f ma r k e t i n g was most f r e q u e n t l y mentioned. 75 One- t h1rd o f t he respondents lacked oc c u p a t i o n a l e x p e r i e nc e In I n d u s t r y . S k i l l e d t r a d e s were most f r e q u e n t ­ l y a l l u d e d to by those who had a cq u i r e d o c c u p a t i o n a l i ence 1n I n d u s t r y . e xp e r ­ CHAPTER V PROBLEMS OF VOCATIONAL ADMINISTRATION The f i n a l s e c t i o n o f t he I n s t r u m e n t asked respond­ ents to s t a t e t h r e e l o n g - r u n problems o f v o c a t i o n a l technical and e du c a t i o n which most s e r i o u s l y Impinged upon the I mpl ementati on o f t h e i r programs. Space was provi ded on the q u e s t i o n n a i r e f o r t h r e e b r i e f w r i t t e n responses. A m a j o r i t y o f the responding a d m i n i s t r a t o r s listed t hr ee l o n g - r u n problems; o th e r s l i s t e d more o r l ess than three. Twenty o f the respondents l e f t t he s e c t i o n b l a n k . The s p e c i f i c responses v a r i e d 1n l e n g t h from a s i n g l e phrase to s e v er a l sentences 1n d e s c r i p t i o n o f a problem. The responses were t a b u l a t e d I n t o problem a r e a s . E v a l u a t i o n o f the responses was performed 1n two ways; ( 1) by the number o f a d m i n i s t r a t o r s who I n d i c a t e d having a problem 1n a gi ven problem area and ( 2) ( as ( shown i n T ab l e 1 9 ) , by t he number o f times a given problem area was mentioned (as shown 1n T a b l e 2 0 ) . For example, an a d m i n i s t r a t o r might answer t he sec­ t i o n by naming t h r e e d i s t i n c t problems o f a f i n a n c i a l nature. I n t h i s c a s e, t he problem area f 1 nances would be assigned one vote 1n T a b l e 19, but t h r e e votes 1n T a b l e 20. 76 j 77 Table 19. Main problem areas o f v o c a t i o n a l tors . administra­ Number o f A d m1 n l s t r a t o r s ♦ Pe r Cent o f Adm1n1st rators In s u ffic ie n t financial support f o r the admin­ i s t r a t i o n of vocational and t e c h n i c a l e du c a t i o n 62 52 I n e f f e c t i v e communica­ tion with s ig n ific a n t p u b l 1cs 39 33 In e ffe c tiv e administra­ t i v e procedures 1n t h e community c o l l e g e 28 24 S t a f f i n g problems I n ­ c ur red 1n the a d m i ni s ­ t r a t i o n o f o cc u p a t i o n a l edu c at l o n 24 20 Problems 1n development o f v o c a t i o n a l and t e c h ­ nical c u r r ic u la 14 12 In e ffe c tiv e administra­ t i o n o f o cc u p a t i o n a l edu­ c a t i o n a t t he s t a t e l e v e l 13 11 Problem Area ♦ Pe r ce nt a ge computed using N = 118. 78 Tabl e 20. Problem areas o f v o c a t i o n a l f requency o f me n t i o n . Problem Area a d m i n i s t r a t i o n by Times Mentioned Per Cent* Finances 77 27 Communication 56 20 Community C o l l e g e A d m i n i s t r a t i v e Procedures 34 12 Staffing 23 8 Curri cul um Development 15 5 E v a l u a t i o n Techniques 15 5 S t a t e Level A d m i n i s t r a t i o n 13 4 St udent I nadequaci es 9 3 Unionization 9 3 Manpower Data 8 3 Inservice Training 7 2 C o o r d i n a t i o n o f Occupa­ t i o n a l Programs Between Institutions 7 2 Teacher Education 5 2 Ot her 7 2 285 100 Totals ♦Pe r ce nt a ge computed using N ** 285 ( t h e t o t a l number o f s p e c i f i c responses to the l o n g - r u n problems s e c t i o n o f the I n s t r u m e n t ) . A more s p e c i f i c I t e m i z a t i o n o f the responses 1s presented 1n APPENDIX F. 79 That 1s, one a d m i n i s t r a t o r 1s a f f e c t e d by a l a c k o f f i n a n ­ c i n g , y e t t h r e e d i s t i n c t f i n a n c i n g problems e x i s t . Main Problem Areas I t was found t h a t s i x problem areas were r e f e r r e d to by a t l e a s t 10 per cent o f the responding a d m i n i s t r a ­ tors. A d i s c u s s i o n o f the main problem areas f o l l o w s . Finances The problem area most f r e q u e n t l y r e f e r r e d to was: In s u ffic ie n t financial vocational support f o r the a d m i n i s t r a t i o n o f and t e c h n i c a l education. the responding a d m i n i s t r a t o r s A p p r ox i ma t el y o n e - h a l f r e p o r t e d having a t l e a s t one type o f f i n a n c e problem. The responses were b a s i c a l l y o f two t y p e s - - t h o s e t h a t mentioned a general l a c k o f f undi ng and o t h e r s t h a t r e f e r r e d to a more s p e c i f i c problem o f f i n a n c e , w i t h regard to v o c a t i o n a l education. Included: and t e c h n i c a l S p e c i f i c problems l a c k o f f i n a n c e s f o r equipment, l a c k of f i n a n c e s f o r programs, and l a c k o f f i n a n c e s f o r s a l a r i e s . Typical f i n a n c e problems I nc l u d e d t he f o l l o w i n g : Lack o f adequate funds f o r updat i ng equipment on a regular basis. Lack o f p r o j e c t e d f u n d i ng beyond our f i s c a l y e a r . For l a r g e r programs, s i n g l e f i s c a l y e a r funds a r e s e l ­ dom adequate to purchase a l l equipment and m a t e r i a l s . Attempts to phase major procurement over s e v e r a l years produces poor program s t a r t s . Short age o f c a p i t a l equipment f unds. V 80 Lack o f money p r i o r i t i e s to unde r gi r d s t a t e o b j e c ­ t i v e s and commitments to v o c a t i o n a l - t e c h n i c a l programs; t h a t 1 s # general la ck o f support f o r v o c a t i o n a l p r o ­ grams . Among a l l o f the 285 responses to the problems s ec ti on o f the q u e s t i o n n a i r e , over o n e - f o u r t h were con­ cerned w i t h I n s u f f i c i e n t f i n a n c e s . (NOTE: A detailed breakdown o f the 285 responses 1s presented In APPENDIX F ) . Communication O n e - t h i r d o f t he responding a d m i n i s t r a t o r s r e p o r t ­ ed having a problem which could be described as 1n e f f e c t Ive communication w i t h s i g n i f i c a n t p u b l i c s . For examples: P e r s i s t e n t d i f f i c u l t y in r e c r u i t i n g students f o r t e c h n i c a l l e v e l programs. Jobs are p l e n t i f u l and s a l a r i e s are good, e t c . , but few students a r e I n t e r ­ ested . R e c r u i t i n g o f capable students t h a t can p r o f i t from t r a i n i n g and keep a l l programs f i l l e d wi t h trainees. Lack o f v o c a t i o n a l 1 y - o r 1 e n t e d personnel 1n the top administration. The community and j u n i o r c ol l eg e s are t y p i c a l l y s t a f f e d w i t h incompetent a d m i n i s t r a t o r s u n f a m i l i a r with vocational education. al High school cou n s el o r s ' e du c a t i o n . d i s i n t e r e s t 1n o cc u p a t i o n ­ A continued l ack o f acceptance on the p a r t o f aca­ demic a d m i n i s t r a t o r s of the concepts o f occupat i onal educat i on and the c a r e e r concept. Most of the communication problems r e f e r r e d to less than d e s i r a b l e r a p p o r t wi t h e x t e r n a l Incl uded ( 1 ) selors, (3) prospective students, (2) p u b l i c s , which high school coun­ f o u r - y e a r c o l l e g e s and u n i v e r s i t i e s , 81 ( 4) par en t s o f p r o s p e c t i v e s t u d e n t s , dustry, (6) high school (5) business and I n ­ t e a c h e r s , and ( 7 ) the g en e r a l pub­ lic. Ot her responses r e f e r r e d to s i g n i f i c a n t I n t e r n a l pub!1cs--commun1ty c o l l e g e f a c u l t y and s t a f f . ponses were c h i e f l y concerned w i t h ( 1 ) These r e s ­ c o n flic ts of In t e r ­ est w i t h academic f a c u l t y and a d m i n i s t r a t o r s , p o s i t i o n o f a gi ven o c c u p a t i o n a l a d m i n i s t r a t i v e s t r u c t u r e , and ( 3 ) tional and t e c h n i c a l o fficials (2) the low program 1n the c o l l e g e l a c k o f suppor t f o r voca­ e d u c a t i o n from top a d m i n i s t r a t i v e 1n t he I n s t i t u t i o n . C o l l e ge A d m i n i s t r a t i v e Procedures Almost o n e - f o u r t h o f the respondents mentioned problems which could be c a t e g o r i z e d as: istrative procedures 1n the community c o l l e g e . were c i t e d assistance, 1n: (3) (1) Problems academic governance, (2) administrative b u r e a u c r a t i c "red t a p e , " (4) p o lic ie s of h i g h e r r a n ki n g o f f i c i a l s , and ( 6 ) i n e f f e c t i v e admin­ (5) adm inistrative organization, autonomy o f t he a d m i n i s t r a t o r . ponses were t y p i c a l The f o l l o w i n g r e s ­ o f those In t h i s c a t e g o r y : Added r e s p o n s i b i l i t i e s besides f u l l - t i m e a d m i ni s ­ tration. C o o r d i n a t e c o - o p , a p p r e n t i c e program, sub­ s t i t u t e I n s t r u c t o r , b u ilding planner, e t c . , e tc . V o c a t i o n a l - t e c h n i c a l a d m i n i s t r a t i v e p o s i t i o n does not r e p o r t d i r e c t l y to p r e s i d e n t . Too much time and energy devoted to f u n d i n g r e ­ s o u r c e s , l e g i s l a t i o n , and paper s h u f f l i n g . 82 S t a f f 1ng O n e - f 1 f t h of the responding a d m i n i s t r a t o r s men­ t i o n e d having a s t a f f i n g problem i n c u r r e d 1n the a d m i n i s ­ t r a t i o n of occupational e d u c a t i o n . staffing s i o na l Over o n e - t h 1 r d o f the problems mentioned r e f e r r e d t o a l a c k o f p r o f e s ­ t r a i n i n g among o c c u p at i o n al mat el y o n e - s 1 x t h o f the s t a f f i n g Instructors. problems r e f e r r e d t o a l a c k o f work e x p e r i e nc e among o c c u p a t i o n a l t h e i r t ea ch i ng s u b j e c t s . Approxi­ instructors 1n For example: Inadequately trained I n s t r u c t o r s . Most academi­ c a l l y t r a i n e d I n s t r u c t o r s a r e good 1n d e l i v e r y b u t poor 1n s u b j e c t m a t t e r p r a c t i c a l knowledge. Industry t r a i n e d I n s t r u c t o r s a r e poor 1n d e l i v e r y . Ot her s t a f f i n g problems I n c l u d e d the d i f f i c u l t y recruiting teachers for c e r t a i n irresponsibility of Instructors technical curricula, to meet a l l the o f t h e i r job r e q u i r e m e n t s , a complacent a t t i t u d e among t e a c h e r s , l a c k of l e a d e r s h i p in and the in the f a c u l t y . Curriculum Development Twelve p e r cent o f t he responding a d m i n i s t r a t o r s alluded to; technical problems in t he development of v o c a t i o n a l curricula. outstanding. program needs, No p a r t i c u l a r c u r r i c u l u m problem was S p e c i f i c problem areas (2) (5) included: (1) r e l eva n ce t o the w o r l d of work, e xp er i enced c u r r i c ul u m d e v e l o p e r s , grams, and new programs, ( 6 ) (4) unsuccessful cooperative education, sensing (3) In­ pro­ 83 (7) accreditation, (8) ness of c u r r i c u l a . non-degree programs, and ( 9 ) narrow- Examples i n c l u d e d : Keeping and o p e r a t i n g programs o f i n s t r u c t i o n meet the needs o f b u si n e ss . I n d u s t r y , government, o t h e r s p e c i a l I n t e r e s t groups. D ifficu lty that and I n expanding c o o p e r a t i v e e d u c a t i o n . S t a t e Level A d m i n i s t r a t i o n Eleven per c en t o f t he a d m i n i s t r a t o r s who p a r t i c i ­ pated 1n t he study r e f e r r e d t o : of occupational ineffective administration e ducat i on a t the s t a t e l e v e l . Specific problems were mentioned 1n t he areas o f : ( 1) organization of vocational f undi ng p r i o r i ­ ties, (5) (3) leadership, state level (4) education, bureaucratic r e p o r t s , and ( 6 ) ments f o r i n s t r u c t o r s . Typical (2) statewide "red t a p e , " certificatio n require­ responses I n c l u d e d t he f o l - 1 o w l ng : Lack of s u f f i c i e n t s u p e r v i s i o n and l e a d e r s h i p vi ded by s t a t e a g e n c i e s . pro­ State o f f ic e funding. and bureaucracy on a p p r o v a l s , f or ms, Ot her Problem Areas St udent I na de quac i e s Nine per c ent o f the respondents r e f e r r e d t o : stu­ dent i n adequaci es f o r v o c a t i o n a l education. o f t h r e e types o f problems: lack of p r io r p re p a ra tio n , (2) lack of in t e r e s t (1) in vocational These c o n s i s t e d coursewor k, and ( 3 ) lack 84 of t u i t i o n money w i t h which t o e n r o l l 1n an o cc u p a t i o n a l program. E v a l u a t i o n Techniques E i g h t per cent o f the respondents r e f e r r e d to the I n e f f e c t i v e t echni ques o f e v a l u a t i o n 1n v o c a t i o n a l tion . (2) These I nc l u d e d t echni ques to e v a l u a t e o c c u p at i o n al e du c a t i o n programs, and ( 3 ) (1) educa­ students, faculty. Unionization E i g h t per cent of t he responding a d m i n i s t r a t o r s r e fe r r e d to d i f f i c u l t i e s col 1e n e . (I) of u n i o n i z a t i o n 1n the community S p e c i f i c problems o f u n i o n i z a t i o n conflicts Included: between I n s t r u c t o r s and a d m i n i s t r a t i o n over master c o n t r a c t , (2) the presence o f a union I n t e r f e r i n g wi t h the process of e d u c a t i o n , and ( 3 ) t eacher s and a d m i n i s t r a t o r s respective roles the d i f f i c u l t y of 1n a d j u s t i n g to t h e i r for c o llec tiv e bargaining. Manpower F o r e c a s t i n g I nadequat e data from which to f o r e c a s t manpower needs was a problem mentioned by e i g h t per cent o f the responding a d m i n i s t r a t o r s . which would f a c i l i t a t e The data needed were those c u r r ic u l a r planning. 85 Teacher Educat ion Four per cent o f the respondents r e f e r r e d t o : eouate t e a c h e r e d u c a t i o n . 1nad- Most o f the responses 1n t h i s area r e f e r r e d to the I nadequat e t r a i n i n g o f o c c up a t i o n a l t eachers a t the u n i v e r s i t y l e v e l . t h a t the t r a i n i n g o f v o c a t i o n a l Another response was administrators 1n c o l l e g e s o f e ducat i on was u n r e a l i s t i c . Coordination o f Vocational Programs Two per cent of the a d m i n i s t r a t o r s who p a r t i c i p a t e d in the study r e f e r r e d to problems caused by the l a c k o f coordination of vocational tions . programs 1n d i f f e r e n t I n s t i t u ­ Most o f these responses were t h a t o c c u p a t i o n al pro­ grams 1n the community c o l l e g e overl apped w i t h those o f other local Institutions. tween I n s t i t u t i o n s grams. This f o r c e d a c o m p e t i t i o n be­ to r e c r u i t s t udent s f o r s i m i l a r p r o ­ Anot her basis o f c o m p e t i t i o n r e f e r r e d to was be­ tween the community c o l l e g e and l o c a l Allegedly, industrial firms. the p r i v a t e companies could o f f e r s t u d en t s a f a r s u p e r i o r program than could the community c o l l e g e , h e a v i e r I nvest ment in c a p i t a l due to equipment f o r e d u c a t i o n . Inservice Training Two per cent o f the responding a d m i n i s t r a t o r s r e ­ f e r r e d to d i f f i c u l t i e s of f a c u l t y . i n implementing I n s e r v i c e t r a i n i n g Most o f t hese problems cent er ed around a l a c k 86 of time a n d / o r money w i t h which to Implement 1nserv1ce training. One a d m i n i s t r a t o r found 1 t d i f f i c u l t his f a c u l t y s i n ce t he n e a r e s t t e a c h e r t r a i n i n g t o upgrade Institution was l o c a t e d too f a r from the community c o l l e g e t o a l l o w f o r commuting. In a d d i t i o n , once. problems were r e p o r t e d onl y These were l a c k o f I n d u s t r i a l pl acement , tion, several i n f e r i o r work of o u t s i d e c o n t r a c t o r s d i f f i c u l t y In p l a nn i ng a school adm inistrative lack o f level, of vocational d ifficu lty e du c a t i o n high s t a t e quotas f o r placement o f graduates of o c c u p a t i o n a l ponsibility 1n educa­ location, l e a d e r s h i p a t the f e d e r a l of a ch i e vi n g maximum u t i l i z a t i o n fac ilitie s , suppor t f o r s t u d e n t programs, and t he overl y- burdensome r e s ­ to s o c i e t y o f v o c a t i o n a l - t e c h n l c a l education. Problems o f V o c a t i o n a l A d m i n i s t r a t i o n By S i z e o f community C o l l e g e E n r o l l me n t The s i z e o f e n r o l l m e n t o f the I n s t i t u t i o n d i d not appear t o be a f a c t o r 1n the a d m i n i s t r a t o r s ' responses to the l o n g - r u n problems s e c t i o n o f the I n s t r u m e n t . were d i v i d e d , tained a t o t a l for analysis, C o l l e ge s by whether or not t hey had a t ­ enrollment of a t l e a s t 1,000 students. This was a d i v i s i o n o f t w o - y e a r c o l l e g e s which c r e a t e d 85 "large" institutions and 33 " s ma l l " ones. t h a t both the l a r g e and the small T a b l e 21 shows c o l l e g e s had t o t a l s 1n which t h e most f r e q u e n t l y mentioned problem areas were as 87 Table 21. Problems o f v o c a t i o n a l a d m i n i s t r a t o r s o f community c o l l e g e e n r o l l m e n t . Problem Area by s i z e Community Co l l e ge E n r o l l me n t 1 .000 or more Less than 1.000 Number Per Cent#^ Number Per Cent^ Funding 42 49 20 60 Communlcation 25 29 14 42 Community C o l l e ge Adm1n1st rati ve Procedures 22 26 6 18 Staffing 21 24 3 9 Currlculurn Development 10 11 4 12 S t a t e Level Voca­ t i o n a l Education Admi n 1 s t r a t i on 10 11 3 9 St udent Inadequacles 8 9 3 9 E v a l u a t i on Techniques 9 10 1 3 Un1on1zatlon 7 8 2 6 Manpower Data 8 9 - - Teacher Education 4 4 1 3 3 3 - - 2 1 3 C o o r d i n a t i o n o f Voca t i o n a l Programs o f D1fferent Institut1ons Inservice Training M 2 ♦ P e r c e n t computed w i t h N » 85 ( respondi ng a d m i n i s t r a t o r s 1n l a r g e I n s t i t u t i o n s ) . ♦ ♦ P e r c e n t computed w i t h N s 33 ( respondi ng a d m i n i s t r a t o r s 1n small I n s t i t u t i o n s ) . 88 follows: f i n a n c e s , communication, and c o l l e g e a d m i n i s t r a ­ t i v e procedures. Main Problems of V o c a t i o n a l A d m i n i s t r a t i o n I n Michigan and N a t i o n a l Regions T a b u l a t i o n o f the responses to the l o n g - r u n prob­ lems s e c t i o n o f t he I n s t r u m e n t a l s o shows c o n s i s t e n c y among the community c o l l e g e r e g i o n s . Se p a r at e f requency counts were compiled f o r geographi c r e g i o n s , wi t h the r e s u l t t h a t the problem areas o f f i n a n c e s and communication were the two most o f t e n mentioned 1n each o f t he r e g i o n s . the r e g i o n s , f i n a n c e was most o f t e n mentioned, communication. In six of f o l l o w e d by T ab l e 22 summarizes t h i s r e g i o n a l c ompa r i ­ son . The a d m i n i s t r a t o r s of Michigan d i f f e r e d from each o f the seven regi ons 1n two n o t i c e a b l e ways: (1) t he pro­ blem area o f communication was the f o u r t h most f r e q u e n t l y mentioned a r e a , r a t h e r than the f i r s t or second and ( 2 ) Michigan a d m i n i s t r a t o r s were t he onl y group to h i g h l y r a t e the problems o f u n i o n i z a t i o n . The l a t t e r was the t h i r d most f r e q u e n t l y mentioned problem area among the Michigan group. See T a b l e 22. The responses to t he l o n g - r u n problems s e c t i o n o f the i n s t r u m e n t were not compared by s t a t i s t i c a l analysis, si nce 1 t was b e l i e v e d t h a t 1 t would be presumptuous to t r e a t such s u b j e c t i v e Informatio n with exacting techniques. Table 22. Main problems of vocational administration in Michigan and national regions by percentage of administrators responding. Main Problem Areas* Michigan 1 Community College Regions 2 3 4 5 6 1 Finances 53 46 28 43 62 77 56 72 Communication 21 38 33 31 37 33 37 36 Community College Adminis­ t r a t i v e Procedures 32 38 28 St af f i ng 18 23 28 18 25 - 18 - Curriculum Development 10 15 19 - 25 - 12 - State Level Vocational Administration 21 _ 31 25 _ 36 Student Inadequacies - - - - - - - 27 Evaluation Techniques - - - 18 - - - - 28 - - - - - - - - - - 18 - m - 18 - 15 _ - _ - • _ - - ** - - - - Unionization Manpower Forecasting Coordination of Voca­ t ional Programs Teacher Education 25 *For Michigan and each region, only those problem areas mentioned by at least 10 per cent of the respondents are presented. 90 That i s , the accuracy o f any response t o t he i n s t r u m e n t would seem t o depend upon ( 1 ) understand the q u e s t i o n * ful t he r e sp o n d e n t ' s a b i l i t y to f o r m u l a t e an o b j e c t i v e and t r u t h ­ answer* and encode his message to a c c u r a t e l y r e f l e c t his b e l i e f s ; and ( 2 ) the r e s e a r c h e r ' s a b i l i t y the message and p l a c e the I n f o r m a t i o n 1n i t s to decode u se f ul p er s ­ pective. I t would seem t h a t f a c t u a l i n f o r m a t i o n * such as the h i g h e s t degree one has ear n e d , would be t r a n s m i t t e d through the above f i l t e r i n g ciably d is to rte d . process w i t h o u t bei ng a pp r e ­ Thi s 1s not l i k e l y subjective information, t o be the case w i t h such as t h a t which was asked f o r 1n the l o n g - r u n problems s e c t i o n . Summary A total technical o f 285 l o n g - r u n problems o f v o c a t i o n a l - e du c a t i o n were I d e n t i f i e d by 118 responding c h i e f a d m i n i s t r a t o r s o f o c c u p at i o n al in p u b l i c t w o - y e a r c o l l e g e s . e du c a t i o n programs E1ghty-f1ve administrators r e p r e s e n t ed i n s t i t u t i o n s w i t h e n r o l l m e n t s o f a t l e a s t 1 , 0 0 0 s t u d e n t s ; 33 a d m i n i s t r a t o r s r e p r e s e n t e d those w i t h e n r o l l me nt s o f l e s s than 1 , 0 0 0 s t u d e n t s . Si x main problem areas were found; t h a t 1s, those areas which were r e f e r r e d t o by a t l e a s t 10 per c ent o f the r e spondent s. tion, These areas were: finances, communica­ community c o l l e g e a d m i n i s t r a t i v e p r o c e d u r e s , 91 staffing, tional c u r r i c u l u m development , and s t a t e l e v e l voca­ administration. Ot her areas I n c l u d e d : student Inadequacies, e v a l ­ u at i on t e c h n i q u e s , u n i o n i z a t i o n , manpower f o r e c a s t i n g , teacher education, local coordination of vocational grams among d i f f e r e n t I n s t i t u t i o n s , and I n s e r v i c e t r a i n i n g . T a b u l a t i o n s o f the responses by ( 1 ) a d m i n i s t r a t o r s naming a problem a r e a , (2) the number o f the number o f s p e c i f i c problems mentioned f o r a problem a r e a , of t o t a l e n r o l l m e n t 1n I n s t i t u t i o n s , pro­ and ( 4 ) (3) size community c o l ­ lege regi ons c o n s i s t e n t l y found the two most f r e q u e n t l y mentioned problem areas to be f i n a n c e s and communication. The Michigan respondents d i f f e r e d each community c o l l e g e r e g i o n 1n ( 1 ) t i o n problems as being f i r s t ( 2) from those o f not vi ewi n g communica­ or second In prominence and a ccordi ng u n i o n i z a t i o n a high prominence (1n t h a t 28 per c ent of t he respondents mentioned union p r o b l e m s ) . S tatistical t echni ques were not used f o r more exact comparisons o f responses, s i n ce 1t was b e l i e v e d t h a t to t r e a t such s u b j e c t i v e I n f o r m a t i o n ences would be presumptuous. * 1n q u a n t i t a t i v e refer­ CHAPTER VI THE POSITION OF CHIEF VOCATIONAL ADMINISTRATOR T hi s c h a p t e r 1s concerned w i t h t he n a t u r e o f the position of c h ie f vocational t wo - y ea r c o l l e g e . (1) a d m i n i s t r a t o r 1n t he p u b l i c Fi ndi ngs 1n t he area a r e d i v i d e d between a d m in is tra tiv e considerations and ( 2 ) contractual con­ siderations . No s i g n i f i c a n t d i f f e r e n c e s were found between the United S t a t e s sample and t he Michigan r e s p o n d e n t s, w i t h r e s p e c t to s i z e o f t e a c h i n g s t a f f , the number o f a d m i n i s ­ t r a t o r s s u p e r v i s e d , or the p er cent age o f working time spent 1n v o c a t i o n a l adm inistration. Therefore, the data f o r t hese a d m i n i s t r a t i v e c o n s i d e r a t i o n s have been combined I n t o one d i s t r i b u t i o n f o r p r e s e n t a t i o n 1n t h i s chapter. The data are presented s e p a r a t e l y i n APPENDIX E f o r Michigan and Uni t ed S t a t e s However, 1f one wishes to study them. s i g n i f i c a n t d i f f e r e n c e s were found between the United S t a t e s sample and the Michigan r e s p o n d e n t s, w i t h r e s p e c t t o amount o f s a l a r y , a vailab ility of tenure. l e n g t h of c o n t r a c t , Accordingly, presented f o r t hese c o n t r a c t u a l 92 and the s e p a r a t e dat a are considerations 1n t h i s 93 chapter. F u r t h e r mo r e , c h i - s q u a r e d i s t r i b u t i o n s of data are present ed 1n APPENDIX D, A d m i n i s t r a t i v e C o ns i d e r a t i o n s T itle and Level A p p r ox i ma t el y o n e - h a l f o f the responding a d m i ni s ­ trators hel d the o f f i c i a l title o f Dean. These I nc l u d ed dean o f I n s t r u c t i o n , dean o f the c o l l e g e , vocatlonal-technlcal e d u c a t i o n , dean o f a p p l i e d a r t s s c i e n c e s , dean o f o c c u p at i o n al less commonly used t i t l e s . 0ne-f1fth director. education, dean o f and many o t h e r See Tabl e 23. o f the respondents h el d the t i t l e The most f r e q u e n t l y - m e n t i o n e d t i t l e s t o r s h i p s were d i r e c t o r o f o c c up a t i o n a l d ir e c t o r of v o c a tlo n a l-te c h n ic a l 0ne-f1fth In a d d i t i o n , of d i r e c ­ e du c a t i o n and education. o f e i t h e r a s s i s t a n t dean or a s s o c i a t e dean, u s u a l l y o f I n s t r u c t i o n of chairman. of o f the a d m i n i s t r a t o r s who p a r t i c i p a t e d In the study held the t i t l e given c u r r i c u l u m . and r a t h e r than of a E i g h t o f the respondents hel d the t i t l e Four were p r e s i d e n t s o f t h e i r I n s t i t u t i o n s . t h e r e were two a s s i s t a n t v i c e p r e s i d e n t s , two c o o r d i n a t o r s , one v i c e p r e s i d e n t , and one a s s i s t a n t to the p r e s i d e n t . Over o n e - h a l f o f the respondents I n d i c a t e d t h a t they f u n c t i o n a t the second l e v e l structures. of t h e i r ad m in istra tive F o r t y per c ent f u n c t i o n e d a t the t h i r d level. Table 23. Di s t r i bu t i o n of respondents by o f f i c i a l t i t l e and administrative l e v e l . Administrative Levels 3 1 2 4 5 President 4 - - - - 4 3 Assistant to President - 1 - - - 1 1 Vice President - 1 - - - 1 1 Assistant Vice President - - 1 1 - 2 2 Dean - 43 10 2 - 55 47 Associate or Assistant Dean - 2 19 1 - 22 19 Director - 12 11 - - 23 20 Coordinator - 1 1 - - 2 2 Chairman - 2 5 - 1 8 7 Totals 4 4 1 118 100 ♦Percentage computed with N = 118. 62 47 Num­ ber Per Cent* T i t l e of Administrator 95 In a d d i t i o n , f o u r a d m i n i s t r a t o r s were assigned to l e v e l f o u r and one respondent was assigned to l e v e l The t y p i c a l c h ie f vocational was one who hel d the t i t l e second l e v e l tution. five. adm inistrator, thus, o f dean and f u n c t i o n e d a t the of t he a d m i n i s t r a t i v e s t r u c t u r e o f his I n s t i ­ This was a l s o the f i n d i n g o f F i e l d i n g 1n 1966. However, a g r e a t e r p r o p o r t i o n o f respondents f u n c t i o n e d a t the t h i r d l e v e l 1n t h i s the second l e v e l , s t u d y , and a l e s s e r p r o p o r t i o n a t than was found 1n the F i e l d i n g s tu d y . This comparison 1s shown 1n T ab l e 24. Table 24. Comparison o f a d m i n i s t r a t i v e l e v e l s o f c h i e f vocational a d m in istrato rs: t he F i e l d i n g study and t h i s s t u d y . Administrative Level Percentages o f Respondents F i e l d i n g , 1966 Thi s Study Two 66 52 Three 32 40 Four 1 3 Other 1 4 However, d i f f e r e n c e s between t i t l e s and l e v e l s o f a d m i n i s t r a t o r s a r e not n e c e s s a r i l y accompanied by d i f f e r ­ ences in r e s p o n s i b i l i t i e s f o r c a r r y i n g out programs. This 1s seen 1n t he example of t he community c o l l e g e which adds the p o s i t i o n o f e x e c u t i v e v i c e p r e s i d e n t to an 96 a d m i n i s t r a t i v e s t r u c t u r e i n which d i v i s i o n a l l y r e p or t e d d i r e c t l y to the p r e s i d e n t . deans p r e v i o u s ­ Technically, the a d m i n i s t r a t o r f u n c t i o n s a t t he t h i r d l e v e l — r a t h e r than the second--as a r e s u l t o f the a d d i t i o n o f the v i c e p r e s i d e n t . However, i t effect i f 1s l i k e l y t h a t t h i s change w i l l have l i t t l e any on the ways 1n which the dean a d m i n i s t e r s over his program. Differences 1n t i t l e s t r a t o r s can i n d i c a t e d i f f e r e n c e s between a d m i n i s ­ 1n r e s p o n s i b i l i t i e s merely semantic p r e f e r e n c e s o f c e r t a i n or Institutions. That 1s, an a s s i s t a n t dean a t one community c o l l e g e can have essentially the same d u t i e s as a d i r e c t o r o f a n o t h e r I n s t i ­ tution. Immediate S u p e r v i s o r O n e - h a l f o f the responding a d m i n i s t r a t o r s reported to the c h i e f a d m i n i s t r a t i v e o f f i c e r o f the I n s t i t u t i o n . Appr ox i ma t el y o n e - f 1 f t h r e p o r t e d to t he dean o f I n s t r u c t i o n . Nine o t h e r immediate s u p e r v i s o r s were I n d i c a t e d by o t h e r respondent s, none o f which accounted f o r an a d d i t i o n a l per cent o f the respondent s. 10 The data a r e summarized 1n T abl e 25. Number of A d m i n i s t r a t o r s Supervi sed A p p r ox i ma t e l y o n e - f o u r t h o f t h e responding a d m i n i s ­ trators had no s t a f f members who a s s i s t e d them in the admin­ istration o f t he o c c u p a t i o n al programs. Twelve per cent 97 Table 25. Immediate s u p e r v i s o r s o f c h i e f v o c a t i o n a l administrators. Immediate Supervisor Respondents Number Per Cent * Chief A d m in is tra tor 62 52 Dean o f I n s t r u c t i o n 26 22 E x e cu t i v e Vi ce P r e s i d e n t 9 8 Dean o f Academic A f f a i r s 6 5 Board o f T r u st e e s / G o v e r n o r s 4 3 Vi ce P r e s i d e n t o f Academic A f f a i r s 4 3 Vi ce P r e s i d e n t o f I n s t r u c t i o n 2 2 Dean o f F a c u l t y 2 2 P r e s i d e n t o f Mult1-Campus 1 1 Provost 1 1 Dean o f Campus 1 1 118 100 Totals * P er c e nt a g e computed using N = 118. 98 super vi sed one a d m i n i s t r a t o r , vised f i v e a d m i n i s t r a t o r s , a no t he r 12 per cent s u p e r ­ 11 per c ent supe r v i se d t h r e e , and 10 per cent s upervi sed 10 or more. who s up e r v i se d r e l a t i v e l y Those respondents l a r g e numbers o f a d m i n i s t r a t o r s t y p i c a l l y were r e s p o n s i b l e f o r academic as w e l l tional as voca­ programs a n d / o r were employed by l a r g e I n s t i t u t i o n s . The range was from no s ub - ad m1 n 1s t rat or s to 18. See Table 26. Tabl e 26. S i z e o f a d m i n i s t r a t i v e s t a f f o f c h i e f voca­ tional administrators. Number o f Administrators Supervi sed MumhV^ Por r * n t * N u m F e r P e r Cent * None 27 23 1 14 12 2 - 3 23 19 4 - 5 23 19 6 - 7 9 8 8 - 9 10 8 10 o r more 12 10 118 100 Totals ♦ Percentage computed wi t h N = 118. 99 I n s t r u c t o r s Supervi sed The responding a d m i n i s t r a t o r s s up e r v i se d w i d e l y v a r i a n t numbers o f I n s t r u c t o r s , The r e l a t i v e l y r angi ng from none t o 1 , 0 0 0 . high numbers o f i n s t r u c t o r s were r e p o r t e d by a d m i n i s t r a t o r s who were employed by l a r g e institutions and/ or were r e s p o n s i b l e f o r academic as w e l l as occupa­ tional curricula. S i x t y per c e n t o f t he respondents I n d i c a t e d having less than 40 i n s t r u c t o r s under t h e i r s u p e r v i s i o n , full and p a r t - t i m e . instructional staffs Including Ten per c ent o f t he respondents had o f from 60 to 99 i n s t r u c t o r s 1n s i z e . Seventeen per cent o f the a d m i n i s t r a t o r s s up e r v i s e d a t l e a s t 100 i n s t r u c t o r s . See T a b l e 27. Time Spent 1n V o c a t i o n a l - T e c h n i c a l Administration A p p r ox i ma t el y o n e - h a l f o f the respondents r e p o r t e d t h a t t he y spend 100 per c en t o f t h e i r working time 1n vocational-technical adm inistration. I n d i c a t e d having d u t i e s Ot her a d m i n i s t r a t o r s I n academic a d m i n i s t r a t i o n or classroom I n s t r u c t i o n . Over o n e - f o u r t h o f t he responding a d m i n i s t r a t o r s i n d i c a t e d t h a t t he y spend more than 50 per c e n t o f t h e i r time i n v o c a t l o n a l - t e c h n i c a l adm inistration. F i v e respon­ dents spent o n e - f o u r t h o f t h e i r t i me 1n t h i s work, and ni ne of the respondents devoted l e s s than 25 per c e n t o f t h e i r ti me . See Tabl e 28. Table 27. S i z e of I n s t r u c t i o n a l administrators. I IIS uTUC LOTS Supervised 9 or less s t a f f of c h i e f vocational Respondents_______ Number Per Cent* UnmkAw Dam # 11 9 10 - 19 18 15 20 - 29 22 19 30 - 39 20 17 40 - 49 5 4 50 - 59 10 8 60 - 99 12 10 100 - 199 12 10 200 - 299 6 5 300 or more 2 2 118 100 Totals ♦Percentage computed using N = 118. 101 Table 28. D i s t r i b u t i o n of respondents by time spent 1n vocational-technical administration. Ti mn qn Time Spent a n Respondent s wtimhoV N u m b e r P e r Cent* 100 per cent 61 52 More than 50 per cent 32 27 Less than 50 per cent 11 9 25 per cent 5 4 Less than 25 per cent 9 8 118 100 T ot a l s *Percent age computed using N = 118. C o nt ra ct ual Co ns i d e r at i o n s Contracted S a l a r y Twenty o f the a d m i n i s t r a t o r s 1n the United S t at e s sample had c on t r a c t ed f o r s a l a r i e s which ranged between $17,000 and $ 1 8 , 9 9 9 . F i f t e e n respondents had s a l a r i e s 1n the $ 19, 000 to $ 21, 999 range. In c o n t r a s t , the modal group among Michigan r e s ­ pondents was 1n the cat egory o f $ 25, 000 and more. the a d m i n i s t r a t o r s Ten of I n d i c a t e d having a c on t r a c t ed s a l a r y in t h i s range, accounting f o r 38 per cent o f the Michigan group. Seven o t h e r a d m i n i s t r a t o r s had s a l a r i e s range o f $22 , 0 00 to $ 2 4 , 9 9 9 . 1n the Although t h i s d i f f e r e n c e In 102 s a l a r i e s between the U ni t e d S t a t e s sample and the Michigan respondents was s t a t i s t i c a l l y s i g n i f i c a n t , 1t was p r o b ab l y I n f l u e n c e d by g e o g r a p h i c a l d i f f e r e n c e s 1n t he st andard o f living. See T a b l e 29 f o r both the Uni t ed S t a t e s and Mich­ igan s a l a r y d i s t r i b u t i o n s . Table 29. D i s t r i b u t i o n o f respondents by amount o f con­ tracted salary. Cont r act ed Salary Respondents Michigan Un1ted S t a t e s Number Per Cent * Number f e r Cent* 10, 000 - 1 2, 9 9 9 7 8 - 13, 000 - 1 5, 9 9 9 14 16 3 1 6, 000 - 1 6, 9 9 9 12 13 - - 17,000 - 1 8, 9 9 9 20 22 2 7 1 9, 000 - 21 , 999 15 17 6 21 2 2, 0 0 0 - 2 4, 9 9 9 14 16 7 25 2 5, 0 0 0 and more 8 9 10 36 90 100 28 100 Totals - 11 ♦Percentages computed using N 8 90 and N 8 28. C o n t r a c t Length A s u b s t a n t i a l m a j o r i t y o f both the Michigan r e s ­ pondents and t h e Uni t ed S t a t e s sample held 12-month con­ tracts. These I n c l u d e d t h r e e - f o u r t h s o f t he l a t t e r group 103 and a l l but one o f the f o r m e r . ficant difference, as w e l l . This represented a s i g n i ­ I t would appear t h a t commun­ i t y c o l l e g e s 1n Michigan c o l l e c t i v e l y accord more promin­ ence to the p o s i t i o n o f c h i e f v o c a t i o n a l t h a t 1s, s u f f i c i e n t l y c o n t r a c t 1n a l l adm lnlstrator-- I m p o r t a n t to w a r r a n t a y e a r - r o u n d but one I n s t i t u t i o n 1n t h e s t a t e . Fourteen o f the U n i t e d S t a t e s respondents held 11 month c o n t r a c t s , respondents. compared t o onl y one o f the Michigan The s i x remaining a d m i n i s t r a t o r s 1n the United S t a t e s were e ve n l y d i v i d e d between n i n e - and t e n month c o n t r a c t s . The d i s t r i b u t i o n s o f respondents on the basis o f c o n t r a c t l e n g t h 1s presented 1n T ab l e 30. Table 30. D i s t r i b u t i o n o f respondents by c o n t r a c t l e n g t h . C o n t r a c t Length Respondents united states Michigan Number Per C en t * Number Per c e n t * 9 months 3 3 - - 10 months 3 3 - - 11 months 14 16 1 4 12 months 70 78 27 96 Totals 90 100 28 100 ♦Percent ages computed w i t h N = 90 and N B 28. 104 Tenure F o r t y o f the respondents 1n t he Uni t ed S t a t e s sam­ ple i n d i c a t e d t h a t t hey had been awarded t e n u r e , to only f o u r o f the Michigan r espondent s. compared T hi s r e p r e s e n t s a s i g n i f i c a n t d i f f e r e n c e between the two groups. The r e ­ maining p r o p o r t i o n s o f the two groups did not have t e n u r e , although ni ne o f the U n i t e d S t a t e s respondents and f o u r o f the Michigan respondents v o l u n t e e r e d ure was not a v a i l a b l e to them. Information t h a t ten­ See T ab l e 3 1 . D i s t r i b u t i o n of respondents by response to t en u r e q u e s t i o n . i Table 31. Respondents Mlchlgan United States Number Per Cent* Number Per Cent * Response "Yes" 40 44 4 14 "No" 41 46 20 71 9 10 4 14 90 100 28 100 "Not A v a i l a b l e " Totals ♦Percentages computed w i t h N = 90 and N = 28. Personal 1n t e r v l e w s brought t o l i g h t the v a r i a t i o n 1n t en u r e p o l i c i e s some I n s t i t u t i o n s trators, tenure. of d if f e r e n t institutions. o f f e r t e n u r e to i n s t r u c t o r s some o nl y to I n s t r u c t o r s , That 1s, and a d m i n i s ­ and o t h e r s do not o f f e r 105 Summary No s i g n i f i c a n t d i f f e r e n c e s were found between the United S t a t e s sample and the Michigan r e s p o n d e n t s , w i t h r e sp e ct to s i z e o f t e a c h i n g s t a f f , tra to rs supervised, t he number o f a d m i n i s ­ or the per ce nt a ge o f working time spent 1n v o c a t i o n a l - t e c h n i c a l adm inistration. However, s i g n i f i ­ cant d i f f e r e n c e s were found w i t h r e s p e c t t o amount o f s a l ­ ary, l e n gt h o f c o n t r a c t , and t he awarding o f t e n u r e . O n e - h a l f o f the respondents h el d the t i t l e and o n e - f 1 f t h o f the respondents h el d the t i t l e o f dean of d i r e c t o r . Another 20 per cent were r e f e r r e d to as e i t h e r a s s i s t a n t dean or a s s o c i a t e dean. Over o n e - h a l f o f t he respondents were assigned to the second l e v e l of t h e ir adm inistrative organizations, w h i l e 40 per cent f u n c t i o n e d a t the t h i r d level. O n e - h a l f o f the respondents r e p o r t e d to the c h i e f a d m i n i s t r a t i v e o f f i c e r and o n e - f 1 f t h r e p o r t e d t o the dean of i n s t r u c t i o n . A p p r ox i ma t el y o n e - f o u r t h o f the responding a d m i n i s ­ t r a t o r s had no a d m i n i s t r a t i v e s t a f f members under t h e i r supervision. Most o f the respondents s u p e r v i s e d t h r e e o r f ewer a d m i n i s t r a t o r s . The range was from no a d m i n i s t r a t o r s to 18. S i ze s o f t e a c h i n g s t a f f s instructors. ranged as high as 1 , 0 0 0 The l a r g e r s t a f f s were those o f a d m i n i s t r a t o r s 106 who had r e s p o n s i b i l i t i e s f o r academic as w e l l tional as occupa­ programs a n d / o r who worked a t l a r g e I n s t i t u t i o n s . S i x t y per cent o f the respondents supervi sed less than 40 1n s t r u c t o r s . Appr oxi mat el y o n e - h a l f o f the respondents spent a l l of t h e i r working t i me 1n v o c a t i o n a l - t e c h n l c a l tion. On e - f o ur t h administra­ I n d i c a t e d t h a t they spend more than 50 per cent o f t h e i r time 1n t h i s work. Michigan a d m i n i s t r a t o r s earned s i g n i f i c a n t l y h i g h e r s a l a r i e s than those 1n the r e s t o f the United S t a t e s . e ve r , How­ t h i s f i n d i n g most l i k e l y was I n f l u e n c e d by geogr aphi ­ cal d i f f e r e n c e s 1n the standard o f l i v i n g . Michigan respondents c o l l e c t i v e l y held l o n g e r con­ t r a c t s than did those 1n the remainder o f the United S t a t e s . Al l but one of the 28 Michigan a d m i n i s t r a t o r s hel d 12-month c o n t r a c t s , compared to t h r e e - f o u r t h s o f the United S t a t e s administrators. Respondents 1n the United S t at e s sample I ncluded a s i g n i f i c a n t l y h i g h e r number of tenured a d m i n i s t r a t o r s than did those 1n the Michigan group. F o r t y - f o u r per cent o f the former group had been awarded t e n u r e , teen per cent o f the l a t t e r . compared to only f o u r ­ CHAPTER V I I SUMMARY, IMPLICATIONS, AND PROBLEMS FOR FURTHER STUDY The purpose o f the study was to compare the c h i e f administrators of vocatlonal-technlcal two-year colleges e ducat i on 1n p u b l i c 1n the S t a t e of Michigan w i t h those 1n the r e s t o f the Uni t e d S t a t e s , w i t h r e s p e c t t o q u a l i f i c a ­ tions, professional problems, and a d m i n i s t r a t i v e p o s i t i o n , In o r d er to p r o v i d e some bases f o r : 1. trators Improving upon t he c r i t e r i a by which admi n i s ­ are h i r e d , 2. updat ing the c u r r i c u l a by which a d m i n i s t r a t o r s are t r a i n e d , 3. and assigning p r i o r i t i e s secondary v o c a t i o n a l t o the problems of p o s t ­ administration. More s p e c i f i c a l l y , the study att empt ed to answer the f o l l o w i n g q u e s t i o n s : 1. What are the e d u c a t i o n a l and o cc u p at i o n al q u a ! 1f 1c a t i o n s o f c h i e f a d m i n i s t r a t o r s o f v o c a t i o n a l technical 2. e du c a t i o n in p u b l i c t w o - y e a r c ol l e g e s ? Which o f the l o n g - r u n p r o f e s s i o n a l vocatlonal-technlcal problems o f e ducat i on most s e r i o u s l y Impinge upon 107 108 the I mp l e me nt a ti on of o c c u p a t i o n a l e du c at i o n programs 1n pu blic two-year colleges? 3. What a r e t he a d m i n i s t r a t i v e p o s i t i o n s o f the chief administrators of vocatlonal-technlcal e d u c a t i o n 1n public two-year colleges? A sample o f the c h i e f v o c a t i o n a l t he 834 o cc u p a t i o n a l adm inistrators of programs 1n p u b l i c t w o - y e a r c o l l e g e s was randomly drawn, using t he 1972 J u n i o r C o l l e ge D i r e c t ­ ory . A d m i n i s t r a t o r s from t he S t a t e o f Michigan were o m i t ­ ted from the p o p u l a t i o n f o r sampling purposes; a l l 30 a d m i n i s t r a t o r s o f the 1n Michigan community c o l l e g e s were I n ­ cluded 1n a mass s ur v e y. W r i t t e n q u e s t i o n n a i r e s were p i l o t - t e s t e d , and m a i l e d t o 148 a d m i n i s t r a t o r s M i ch i g a n . A total revised, 1n the U n i t e d S t a t e s and o f 122 q u e s t i o n n a i r e s were r e t u r n e d , an amount which r e p r e s e n t e d 82 per c en t o f the sample; o f these, 118 were usable i n f o r m a t i o n f orms. Final percent­ ages were computed f o r d at a on t he bases o f 90 respondents from t he Uni t ed S t a t e s sample and 28 Michigan r e spondent s. These combined f i g u r e s r e p r e s e n t e d 80 per cent o f the sample. In a d d i t i o n , s i x personal w i t h Michigan o cc u p a t i o n a l validity I n t e r v i e w s were conducted deans and d i r e c t o r s to t e s t the o f t he q u e s t i o n n a i r e . I n f o r m a t i o n forms were t a b u l a t e d upon r e c e i p t . statistical The s i g n i f i c a n c e of r e l a t i o n s h i p s between c e r t a i n 109 d i s c r e t e v a r i a b l e s was t e s t e d by using c h1- squar e a n a l y s i s , applying Yates' c o r r e c t i o n f a c t o r f o r c o n t i n u i t y where appropriate. Summary Administrator Q u a lific atio n s No s t a t i s t i c a l l y s i g n i f i c a n t d i f f e r e n c e s were found between the Uni t e d S t a t e s sample and t h e Michigan r e s p o n d e n t s, w i t h r e s p e c t to e d u c a t i o n a l q u a l i f i c a t i o n s and amounts o f e xp e r i e n c e i n t e a c h i n g , e d u c a t i o n a l admlnlstra- » tion, b u si n e s s , and I n d u s t r y . Among the 118 c h i e f v o c a t i o n a l veyed, administrators sur­ 115 held a c c r e d i t e d c o l l e g e d e g r e e s , ed m a s t e r ' s d e g r e e s , 11 earned e d u c a t i o n a l c ertificates, and 25 had d o c t o r a l 111 were award­ specialist degr ees. F o r t y - t w o per c e n t o f t he a d m i n i s t r a t o r s were work­ ing toward h i g h e r d e g r e e s , u s u a l l y d o c t o r a t e s . Ed u c a t i o n a l a d m i n i s t r a t i o n and v o c a t i o n a l - t e c h n i c a l edu c at i o n were t he maj or areas o f study most f r e q u e n t l y mentioned by the respondents f o r advanced gr a dua t e degr e e s. Vocational-technical e du c a t i o n was t he most common major area o f study f o r both t he m a s t e r ' s and b a c h e l o r ' s degr e e s. The s t a t e u n i v e r s i t y was the t ype o f e d u c a t i o n a l I n s t i t u t i o n most o f t e n mentioned as a p la c e o f s t u d y , w i t h r egard to a l l degrees. n o The amount o f t e a c h i n g e xp e r i e n c e ranged from le ss than one y e a r to more than 40 y e a r s . The modal group ranged from f i v e to ni ne y ea r s o f t e a c h i n g e x p e r i e n c e . A pp r ox i ma t el y t h r e e - f o u r t h s o f the responding ad­ ministrators had t a u g h t 1n t he t w o - y e a r c o l l e g e , and two- t h i r d s o f them had t a u g h t 1n grades 10 through 12. The main t e a ch i n g f i e l d s most o f t e n mentioned were t e c h n i c a l occupat i ons and t r a d e and I n d u s t r i a l education. Most o f the respondents had worked from one to nine yea r s 1n e d u c a t i o n a l a d m i n i s t r a t i o n , and had occupied t h e i r p o s i t i o n s a t t he time o f the study f o r f o u r y ea r s or l e s s . By d e f i n i t i o n , istrative all o f the respondents c u r r e n t l y held admin­ posts 1n t w o - y e a r c o l l e g e s . I n a d d i t i o n , one- f o u r t h o f them had p r e v i o u s l y assumed a d m i n i s t r a t i v e d u t i e s 1n secondary schools from grades 10 through 12. Most o f the a d m i n i s t r a t o r s who p a r t i c i p a t e d study had no business e x p e r i e n c e , Among those who had, 1n an o c c u p at i o n al 1n the sense. the area o f ma r k et i n g was most f r e ­ q u e n t l y mentioned. 0 n e - t h 1 r d o f the respondents lacked o cc u p a t i o n a l e x p e r i e n c e 1n I n d u s t r y . l y mentioned I n d u s t r i a l Skilled o c c u p at i o n s. Professional A total technical t r a d e s were most f r e q u e n t ­ Problems o f 285 l o n g - r u n problems o f v o c a t i o n a l - e du c at i o n were I d e n t i f i e d by the a d m i n i s t r a t o r s Ill who p a r t i c i p a t e d 1n the s t u d y . E 1 g h t y - f 1 v e o f the respond­ ents r e p r e s e n t e d I n s t i t u t i o n s w i t h e n r o l l m e n t s o f a t l e a s t 1,000 students; 33 a d m i n i s t r a t o r s r e p re s e n t e d those w i t h e n r o l l m e n t s o f l e s s than 1, 00 0 s t u d e n t s . Si x main problem areas were found. These were areas which were r e p o r t e d by a t l e a s t 10 per c e n t of the responding a d m i n i s t r a t o r s . munication, staffing, tional These areas were f i n a n c e s , com­ community c o l l e g e a d m i n i s t r a t i v e p r o ce d u re s , c u r r i c u l u m development , and s t a t e l e v e l voca­ administration. Other a reas a t io n techniques, teacher education, I nc l u d e d s t u d e n t I n a d e q u a c i e s , e v a l u ­ u n i o n i z a t i o n , manpower f o r e c a s t i n g , local coordination of vocational grams among d i f f e r e n t I n s t i t u t i o n s , pro­ and 1nserv1ce t r a i n i n g . Finances and communication were c o n s i s t e n t l y found to be the two most f r e q u e n t l y - m e n t i o n e d problem a r e a s . T a b u l a t i o n s of responses were by ( 1) istrators naming a problem a r e a , t h e number o f admin­ ( 2) t h e number o f s p e c i f i c problems mentioned f o r a problem a r e a , e n r o l l m e n t 1n I n s t i t u t i o n s , (3) size of t o t a l and ( 4 ) community c o l l e g e regions. The Michigan respondents d i f f e r e d from those o f each community c o l l e g e r e g i o n 1n not v i ew i ng communication problems as being f i r s t o r second 1n prominence. Also, t he Michigan respondents accorded union problems a high 112 prominence (1n t h a t 28 per c en t o f the respondents men­ t i o n e d union p ro b l e m s ) . S tatistical t echni ques were not used f o r more e xa c t comparisons o f responses, s i n ce 1 t was b e l i e v e d t h a t to t r e a t such s u b j e c t i v e I n f o r m a t i o n 1n q u a n t i t a t i v e r e f e r ­ ences would be presumptuous. A d m in istrative Position No s i g n i f i c a n t d i f f e r e n c e s were found between the U ni t e d S t a t e s sample and t he Michigan r e s p o n d e n t s, w i t h r e s p e c t to s i z e o f t ea ch i ng s t a f f , the number o f a d m i n i s ­ t r a t o r s s u p e r v i s e d , or t he p er ce n t a g e o f working time spent 1n v o c a t i o n a l - t e c h n i c a l adm inistration. However, s i g n i f i ­ c a n t d i f f e r e n c e s were found w i t h r e s p e c t to amount o f s a l ­ ary, l e n g t h o f c o n t r a c t , and t he awarding o f t e n u r e . O n e - h a l f o f the respondents hel d the t i t l e and o n e - f i f t h o f the respondents hel d t he t i t l e o f dean of d i r e c t o r . Anot her 20 per c e n t o f the respondents were r e f e r r e d to as e i t h e r a s s i s t a n t dean o r a s s o c i a t e dean. Over o n e - h a l f o f the respondents were assigned to the second l e v e l of t h e ir adm inistrative organizations, w h i l e 40 per c ent f u n c t i o n e d a t the t h i r d level. One-half of t he respondents r e p o r t e d t o the c h i e f a d m i n i s t r a t i v e o f f i c e r and o n e - f 1 f t h r e p o r t e d to the dean o f I n s t r u c t i o n . A p p r o x i m a t e l y o n e - f o u r t h o f the responding a d m i n i s ­ trators had no a d m i n i s t r a t i v e s t a f f members under t h e i r 113 supervision. Most o f the respondents s u p e r v i s e d t h r e e or f ewer a d m i n i s t r a t o r s . The maximum number f o r one a d mi n i s ­ t r a t o r was 18. Teaching s t a f f s ors. ranged 1n s i z e up to 1 , 0 0 0 I n s t r u c t The l a r g e r s t a f f s were r e p o r t e d by a d m i n i s t r a t o r s who had r e s p o n s i b i l i t i e s f o r academic as w e l l as o cc u p a t i o n a l programs a n d / o r who worked a t l a r g e I n s t i t u t i o n s . Sixty per c e n t o f the a d m i n i s t r a t o r s supe r v i se d le ss than 40 Instructors. A p pr ox i m a t e l y o n e - h a l f o f the respondents spent a l l o f t h e i r working t i me 1n v o c a t i o n a l - t e c h n l c a l tion. One-fourth in d ic a t e d administra­ t h a t they spend more than 50 per c ent o f t h e i r t ime I n t h i s work. Michigan a d m i n i s t r a t o r s earned s i g n i f i c a n t l y h i g h e r s a l a r i e s than those 1n t he r e s t o f the U n i t e d S t a t e s . ever, this f i n d i n g may have been due to g eo gr a p h i ca l How­ d if­ f er e n c e s 1n t he s t a nda r d o f l i v i n g . Michigan respondents c o l l e c t i v e l y h el d l o n g e r con­ tracts States. than di d those 1n t he remainder o f the U n i t e d All but one o f t he 28 Michigan respondents held 12-month c o n t r a c t s , compared to t h r e e - f o u r t h s o f the Uni t ed States a dm in is tra to rs . Respondents 1n t he Uni t e d S t a t e s sample I n c l u d e d a s i g n i f i c a n t l y h i g h e r number o f tenured a d m i n i s t r a t o r s d i d those 1n t he Michigan group. than F o r t y - f o u r per cent of 114 the former group had been awarded t e n u r e , compared to only f o u r t e e n per cent of the l a t t e r . I m p l i c a t i o n s f o r the S e l e c t i o n . T r a i n i n g , and Problem P r i o r i t i e s of C hi e f Vocat i onal A d m i n i s t r a t o r s Assuming t h a t the f i n d i n g s o f the study are v a l i d , they would seem to hold i m p l i c a t i o n s f o r the s e l e c t i o n and t r a i n i n g o f a d m i n i s t r a t o r s as w e l l as f o r a ssi gni ng p r i o r ­ itie s to the problems o f v o c a t i o n a l administration. C r i t e r i a f o r the S e l e c t i o n o f C h i e f Voc at i onal A d m i n i s t r a t o r s Researchers g e n e r a l l y have agreed t h a t v o c a t i o n a l a d m i n i s t r a t o r s should possess q u a l i f i c a t i o n s based on t h r e e c r i t e r i a . s i on a l education t r a i n i n g , p e r i e n c e , and ( 3) cation. These c r i t e r i a ( 2) occupat i onal f o r employment are ( 1 ) professional profes­ educat i on ex­ e x p e r i e nc e o u t s i d e o f edu­ For examples, F i e l d i n g sought to i d e n t i f y appro­ p ria te q u a li f i c a t i o n s fo r directors of ju n io r college o ccupat i onal programs and Law sought to e s t a b l i s h c r i t e r i a f o r t he c e r t i f i c a t i o n of v o c a t i o n a l lic school systems. administrators 1n pub­ Both r e se a r c h e r s concluded by s p e c i f y ­ ing the t h r e e c r i t e r i a mentioned above. These t h r e e c r i t e r i a ection of vocational are most usef ul f o r the s e l ­ a d m i n i s t r a t o r s when kept c u r r e n t . accordance wi t h t he f i n d i n g s of t h i s and o t h e r r e c e n t studies, 1 t 1s suggested t h a t t he f o l l o w i n g c r i t e r i a be In 115 adopted by community c o l l e g e s and s t a t e departments o f e du c a t i o n f o r the s e l e c t i o n o f c h i e f v o c a t i o n a l administra­ tors . Professional e du c a t i o n t r a i n i n g . be placed on the d o c t o r a l d eg r e e , s i n c e t h i s t he st andard among c h i e f v o c a t i o n a l munit y c o l l e g e s . Emphasis should 1s becoming administrators Most o f the respondents 1n t h i s e i t h e r held o r were working toward d o c t o r a t e s . degree appears to have o u t l i v e d I t s crim inating standard, the r espondent s. study The m a s t e r ' s u s e f ul ne s s as a d i s ­ s i n ce 1 t was hel d by 94 per c e n t o f See pages 5 6 - 5 8 . Professional tional 1n com­ e du c a t i o n e x p e r i e n c e . The c h i e f voca­ a d m i n i s t r a t o r should possess e xp e r i e n c e both 1n t e a c h i n g and 1n e d u c a t i o n a l adm inistration. Almost a l l of the respondents 1n the study s up e r v i se d a number o f I n ­ structors. E f f e c t i v e s u p e r v i s i o n would seem to r e q u i r e t h a t t he a d m i n i s t r a t o r be p e r s o n a l l y f a m i l i a r w i t h t ea ch i ng activities. P r i o r a d m i n i s t r a t i v e e xp e r i e n c e would a l so seem to be a p r e r e q u i s i t e f o r success as c h i e f v o c a t i o n a l adm inistrator, s i n ce t he p o s i t i o n institutions. See pages 6 5 - 7 0 . In a d d i t i o n , 1s a deanshlp 1n many the c h i e f v o c a t i o n a l administrator should be r e q u i r e d to have had some p r o f e s s i o n a l e xp e r i e n c e 1n the community c o l l e g e . e du c a t i o n The main p r o f e s s i o n a l problems brought out by t h i s study I n c l u d ed I m p l i c a t i o n s t h a t t he problems of community c o l l e g e t e a ch i n g and 116 a d m i n i s t r a t i o n a r e not n e c e s s a r i l y the same as those o f e i t h e r the f o u r - y e a r c o l l e g e or the secondary s c h o o l . prospective c h i e f vocational The a d m i n i s t r a t o r should be fam­ i l i a r w i t h the unique aspect s o f community c o l l e g e work, to I n c l u d e a d m i n i s t r a t i v e procedures and s t u d e n t p o p u l a t i o n s . Occupati onal Most o c c u p at i o n al o ffe r curricula e xp e r i e n c e o u t s i d e o f e d u c a t i o n . problems 1n p u b l i c t w o - y e a r c o l l e g e s 1n both business and I n d u s t r i a l Thi s 1s shown 1n The Blue Book o f Occupati onal Therefore, it E d u c a t i o n .^ 1s p r e f e r a b l e t h a t t he c h i e f v o c a t i o n a l m i n i s t r a t o r possess o cc u p a t i o n a l as w e l l . areas. However, e xp e r i e n c e 1n both a r e a s , 1 t would be more r e a l i s t i c e xp e r i e n c e 1n one area ad­ to r e q u i r e ( r a t h e r than b o t h ) , s i n ce most r e s ­ pondents lacked e x p e r i e nc e 1n business and o n e - t h 1 r d la ck e d e xp e r i e n c e 1n I n d u s t r y . See pages 7 0 - 7 2 . C u r r i c u l a f o r the T r a i n i n g o f C h i e f Vo c at i o n al A d m i n i s t r a t o r s It 1s e v i d e n t from t he r e l a t e d literatu re t h a t t he t r a i n i n g o f a d m i n i s t r a t i v e leaders f o r v o c a t i o n a l - t e c h n l c a l e du c a t i o n was given l i t t l e Ed u c a t i o n a l P r of es s i o n s (See pages 2 8 - 2 9 ) . this attention until 1 968, when the Development Act o f 1965 was amended. H a r r i s and o th e r s had been c r i t i c a l lack of a t t e n t io n for vocational-technical of education. ^Max M. Russell ( e d . ) , The Blue Book o f Occupa­ t i o n a l Educat ion (New York: CCM I n f o r m a t i o n C o r p o r a t i o n , 1 9 7 1 ) , pp. 2 2 1 - 2 3 6 . 117 However, the expansion o f v oc a t i o n a l c u r r i c u l a to the p u b l i c t wo - y ea r c o l l e g e campus over the past two de­ cades has spurred the need f o r l e a d e r s h i p development pro­ grams 1n the f i e l d . In 1953, onl y f i v e per cent o f the p u b l i c t wo - y ea r c o l l e g e s o f f e r e d 80 per cent o f the occu­ pational curricula. As o f t h i s s t u d y , t h e r e were 834 vocational-technical If programs 1n p u b l i c t wo - y ea r c o l l e g e s . c ol l eg e s o f educat i on a r e to u t i l i z e realistic c u r r i c u l a f o r the t r a i n i n g o f p r o s p e c t i v e l eaders 1n occu­ pational e d u c a t i o n , they should reexamine t h e i r programs 1n the l i g h t of t h i s st udy. In p a r t i c u l a r , graduate pr o­ grams should I nc l u d e the f o l l o w i n g . Course c o n s i d e r a t i o n s . Graduate programs should pr ovi de coursework which f o r m a l l y addresses the problems o f f i n a n c e and communication 1n post -secondary v oc a t i o n a l administration. O n e - h a l f o f the respondents r e p o r t e d hav­ ing a t l e a s t one type o f problem 1n f i n a n c i n g t h e i r occu­ pational programs. 0 n e - t h 1 r d had a t l e a s t one type of communication problem w i t h s i g n i f i c a n t p u b l i c s . See page 77. Colleges of educat i on 1n Michigan should f o r m a l l y address themselves to the problems associ at ed w i t h f a c u l t y unions on t he community c o l l e g e campus. T w e n t y - e i g h t of the Michigan respondents I n d i c a t e d having a t l e a s t one type o f union problem. See pages 8 8 - 8 9 . 118 Inservice tra in in g considerations. Since the pro­ blem areas o f f i n a n c e s and communication appear t o most s e r i o u s l y Impinge upon post -secondary v o c a t i o n a l a dmi ni s­ tration, they could l o g i c a l l y serve as s u b j e c t m a t t e r f o r I n s e r v i c e t r a i n i n g programs. Workshops could be e s t a b l i s h e d to equip c u r r e n t a d m i n i s t r a t o r s w i t h added s k i l l s lic I n f o r m a t i o n management o f occupat i onal In pub­ programs. Fund­ amentals and s t r a t e g i e s of o b t a i n i n g funding f o r programs would a l s o be a p p r o p r i a t e . Other s t u d i e s . The Sundstrom study used f a c t o r a n a l y s i s to I d e n t i f y the competencies common to a d m i n i s t r a ­ t or s o f v o c a t i o n a l education. These seven f a c t o r s (see page 38) would seem to pr o vi de an a p p r o p r i a t e base f o r the development o f l e a d e r s h i p c u r r i c u l a . The Whitney study provi ded e i g h t basic types o f a d m i n i s t r a t i v e o r g a n i z a t i o n s among community c o l l e g e s . These p a t t e r n s would seem to be a p p r o p r i a t e f o r I n c l u s i o n 1n l e a d e r s h i p courses 1n o r g a n i ­ zational theory. See page 34. Problem P r i o r i t i e s Of C h i e f Vo c at i o n al A d m i n i s t r a t o r s In 1968, Lee and Hamlin c a l l e d f o r a c l e a r e r de­ f i n i t i o n o f the problems 1n o r g a n i z i n g , a d m i n i s t e r i n g , and f i n a n c i n g o ccupat i onal education. (See page 2 8 ) . This study I d e n t i f i e d some o f the more common problems which administrators of vocational-technical educat i on have to 119 face. Most o f these have been f a m i l i a r to v o c a t i o n a l c a t i o n f o r a long t i m e . These f i n d i n g s edu­ See pages 7 6 - 9 1 . should be o f v a l u e t o s t a t e d e p a r t ­ ments o f e d u c a t i o n * c o l l e g e s o f e d u c a t i o n * c u r r i c u l u m dev­ e l o p e r s and o t h e r groups who would wish to t u r n t h e i r attention to t he most widespread problems o f v o c a t i o n a l - technical education. ic u lar attention F u r t h e r m o r e , t he study has pai d p a r t ­ t o the main p r o f e s s i o n a l problems o f those a d m i n i s t r a t o r s 1n Michigan community c o l l e g e s . The problem area o f f i n a n c e s was found to be the most f r e q u e n t l y - r e p o r t e d among t he responses o f the admin­ istrators 1n the s t u d y . 1s t he high l e v e l and t e c h n i c a l P a r t o f the reason f o r t h i s o f cost s I n c u r r e d programs. p a r tic u la rly costly. problem 1n e qui ppi ng v o c a t i o n a l Trade and I n d u s t r i a l programs are Y e t , v i a b l e o cc u p a t i o n a l programs n e c e s s i t a t e t he a p p r o p r i a t e equipment f o r hands-on t r a i n i n g . Another t ype o f problem 1n t he area o f f i n a n c e s was r e p o r t e d l y low s a l a r i e s f o r v o c a t i o n a l staff 1n t he community c o l l e g e . son f o r t h i s f a c u l t y and At l e a s t p a r t of t he r e a ­ problem would seem to be the r a t h e r b e l a t e d prominence o f v o c a t i o n a l administration 1n p u b l i c t wo - y e a r col 1 e g e s . The Koos study I n d i c a t e d t h a t , o f 411 a d m i n i s t r a t o r s h el d the t i t l e , page 13. identified 1n 1 94 4, o n l y two 1n 167 j u n i o r c o l l e g e s "Dean o f V o c a t i o n a l Education." I t would seem t h a t t h e s a l a r y l e v e l (See for this 120 p o s i t i o n has g e n e r a l l y I n c r e a s e d 1n accordance w i t h prominence of v o c a t i o n a l However, the e du c a t i o n 1n t he j u n i o r c o l l e g e . the academic branches o f the t w o - y e a r c o l l e g e were prominent from the s t a r t o f the I n s t i t u t i o n mained ahead o f v o c a t i o n a l and have r e ­ e du c a t i o n 1n s a l a r y , fo r this reason. The problem area o f communication was t he second most p e r v a s i v e area mentioned by the responding a d m i n i s t r a ­ tors. The t er m , "communicat ion," was chosen by t he r e ­ s e a r c h e r s i n ce 1 t 1s a p r i o r problem o f many d i f f i c u l t i e s 1n v o c a t i o n a l administration Moreover, 1n the community c o l l e g e . the term 1s use f ul a c t i o n to be taken to a l l e v i a t e si nce i t also implies t hese d i f f i c u l t i e s . For example, when " l a c k o f I n t e r e s t on t he p a r t o f s t u d e n t s 1n vocational programs" 1s looked upon as a communication problem, the r e s p o n s i b i l i t y f o r 1t 1s focused upon I t s rightful p l a c e - - w 1 t h t he a d m i n i s t r a t o r . Public Information o f f i c e r s o f community c o l l e g e s must l end more a s s i s t a n c e to c h i e f v o c a t i o n a l tors 1n " s e l l i n g " o c c u p a t i o n a l student s and t h e i r p a r e n t s . administra­ programs to p r o s p e c t i v e B e t t e r communication must be e s t a b l i s h e d between the community c o l l e g e o c c u p a t i o n al program and high school teachers, counselors, and a dm i n i s ­ trators . S t a t e departments and c o l l e g e s o f e d u c a t i o n must help t g a l l e v i a t e t he problems c u r r e n t l y f aced by 121 vocational a d m i n i s t r a t o r s a t t he p o st - s e c o n d a r y l e v e l . The f i n d i n g s organizations of t h i s st udy should be o f a s s i s t a n c e t o those 1n ( 1 ) e s t a b l i s h i n g problem p r i o r i t i e s vocational-technical framework f o r l o c a l e du c a t i o n a n d / o r ( 2 ) of providing a s t u d i e s o f problems. Problems f o r F u r t h e r Study 1. A study should be conducted to a p p r a i s e the public information e f f o r t s a s s o c i a t e d w i t h o cc u p a t i o n a l programs which a l l e g e d l y have l e s s than d e s i r a b l e r a p p o r t with s i g n i f i c a n t publics. I n t h i s way, s p e c i f i c types o f communication problems could be I d e n t i f i e d . which v o c a t i o n a l The e x t e n t to a d m i n i s t r a t o r s are a s s i s t e d by personnel 1n t he p u b l i c I n f o r m a t i o n o f f i c e a l s o could be assessed. 2. A study should be conducted to a s c e r t a i n the most suc c es sf ul l e a d e r s h i p s t y l e s among c h i e f v o c a t i o n a l administrators. The e f f e c t i v e n e s s o f r e l a t i v e l y a u t o c r a t i c and d emocrat i c s t y l e s could be compared, 1n o r d er to f i n d an optimum e x t e n t o f a u t h o r i t y d e l e g a t i o n . 3. A system should be developed t h a t s t r e a m l i n e s \ the process by which o c c u p at i o n al programs a r e changed through t h e a d d i t i o n , or d e l e t i o n o f c u r r i c u l a . alteration, Models or f l o w c h a r t s could be developed to d e p i c t st r e a m­ l i n e d procedures f o r I n i t i a t i n g on c u r r i c u l a , a c t i o n s , making d e c i s i o n s and r e vi e w i n g t h e r e s u l t s of changes made. 122 4. Means by which b e t t e r a r t i c u l a t i o n can be achieved between the community c o l l e g e occupat i onal gram and those o f l o c a l be developed. pro­ high schools and I n d u s t r y should A wo r t hwh i l e goal of such a study would be to produce ways 1n which these I n s t i t u t i o n s could c oo r d i n a t e t h e i r programs to make c u r r i c u l a more comple­ mentary and less r e p e t i t i v e . These e f f o r t s toward c o o r d i n a t i o n between I n s t i t u t i o n s Improve t h e i r mutual 5. a l s o are l i k e l y t o rapport. A study should be conducted to compare the performance e v a l u a t i o n s o f v oc a t i o n a l wi t h t h e i r q u a l i f i c a t i o n s . administrators Such a study might help t o I d e n t i f y those q u a l i f i c a t i o n s which are the most c o n s i s t e n t p r e d i c t o r s o f success 1n v oc a t i o n a l administration. SELECTED BIBLIOGRAPHY SELECTED BIBLIOGRAPHY Books B e n n e t t , G. Vernon. Vo c at i o n al Education o f J u n i o r Co l l ege Grade. B a l t i m o r e ! Warwick and York, I n c . , 1d28. B l o c k e r , Clyde E . ; Plummer, Robert H . ; and Ri chardson, Richard C . , J r . The Two-Year C o l l e g e : A Soci al Synthesis. Englewood C l i f f s , N. J . : PrentlceHa11, I n c . , 1965. C l a r k , Charles T. and Schkade, Lawrence L. Statlstlcal Methods f o r Business D e c i s i o n s . 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P u b l i c a t i o n s o f the Government and Learned S o c i e t i e s American A s s o c i a t i o n of J u n i o r C o l l e g e s . J u n i o r College Di r e ct o r y , . Washington, D . C . : American A s s o c i a t i o n o f J u n i o r C o l l e g e s , 1972. Ayers, Ar c hi e R. and Russel , John H. Internal Structure: O r g a n i z a t i o n and A d m i n i s t r a t i o n of I n s t i t u t i o n s o f Hi gher Education-! Washington, D . C . : U. S. Govern­ ment P r i n t i n g O f f i c e , 1962. Barlow, Mel v i n L. "A P l a t f o r m f o r Vocat i onal Education 1n t he F u t u r e . " V o c a t i o n a l E d u c a t i o n , the S i x t y f o u r t h Yearbook o f the N a t i o n al S o c i e t y f o r the Study o f E d u c a t i o n , P a r t I . Edi t e d by Melvin L. Barlow. Chicago: The U n i v e r s i t y o f Chicago Pr ess, 1965. Evans, Rupert N . ; Education e n t i a l of Ann A r b o r , Industrial Mangum, Garth L . ; and Pragan, O t to . f o r Employment: The Background and P o t ­ the 1968 Voc at i onal Education Amendments. Michigan: The I n s t i t u t e of Labor and R e l a t i o n s , 1969. Mobley, Mayor D. and Barlow, Mel v i n L. "Impact of Federal L e g i s l a t i o n and P o l i c i e s upon V o c a t i o n a l Educa­ tion." V o ca t i o n a l E d u c a t i o n , the S i x t y - f o u r t h Yearbook o f the N at i o n al S o c i e t y f o r the Study o f E d u c a t i o n , Pa r t I . E d i t ed by Mel vi n L. Barlow. Chicago: The U n i v e r s i t y of Chicago Pr es s, 1965. Schultz, Raymond E. A d m i n i s t r a t o r s f o r America' s J u n i o r C o l l e g e s , P r e d i c t i o n s o f Need 1 9 6 5 - l 9 # f f ! Washingt o n , D . C . : American A s s o c i a t i o n of J un i o r Col ­ l e g e s , 1965. 125 U.S. Department o f H e a l t h , E d u c a t i o n , and W e l f a r e . Educat l o n f o r a Changing World o f Work. Report of the Panel of Cons ul t ant s on V o c a t i o n al Ed u c at i o n . Washington, D . C . : U.S. Government P r i n t i n g O f f i c e , 1963. Periodicals A l e x a n d e r , C. C. and W i l l e t t , G. W. "Some Aspects o f a J u n i o r C o l l e g e , " School Review, X X V I I I ( J a n u a r y . 1 9 2 0 ) , pp. 1 5 - 2 5 . Angel 1, James Rowland. "Problems P e c u l i a r to t he J u n i o r C o l l e g e , " School Review. XXV ( June, 1 9 1 7 ) , p. 396. B l o c k e r , Clyde E. "The Role o f t he A d m i n i s t r a t o r 1n Com­ muni t y C o l l e ge P l a n n i n g , " J u n i o r C o l l e g e J o u r n a l . XXXI ( F e b r u a r y , 1 9 6 1 ) , p. 330. Burkett, Lowell A. " L a t e s t Word from Washi ngton," Ameri­ can Vo c at i o n al Journal . XLIV (December, 1 9 6 9 ) , pp. 5-6. Graybeal , W i l l i a m S. " F a c u l t y and A d m i n i s t r a t i v e S a l a r i e s , 1 9 6 9 - 7 0 , " J u n i o r C o l l e ge J o u r n a l , XLI ( Au g u st September, T 9 f 0 y , ' " p . 1 1 . Harris, Norman C. "Maj or Issues 1n J u n i o r C o l l e ge T e c h n i ­ cal E d u c a t i o n , " The Ed u c a t i o n a l Record. XLV ( S p r i n g , 1 9 6 4 ) , p. 136. Johnson, B. Lamar. " G u i d e l i n e s and Trends 1n P o s t Secondary V o c a t l o n a l - T e c h n i c a l E d u c a t i o n , " Ph1 D e l t a Kappan. XLVI ( A p r i l , 1 9 6 5 ) , p. 378 . Koos, Leonard V. " J u n 1 o r - C o l 1ege A d m i n i s t r a t o r s ;and T h e i r Scope o f F u n c t i o n , " School Review. L I I ( Mar ch, 1 9 4 4 ) , pp. 1 4 1 - 1 4 9 . I Lange, A l e x a n d e r . "The J u n i o r C o l l e g e - - W h a t Manner o f C h i l d Shal l Thi s B e ? ! , " School and S o c i e t y , V I I ( Fe b r u a r y 23, 1 9 1 8 ) , pp. 2 1 1 - 2 1 6 . L a t t a , E. Michael and H a r t u n g , Bruce A. "The J u n i o r C o l ­ l e g e Dean: The Man and The P o s i t i o n , " J u n i o r Col1ege J o u r n a l . XLI ( Au g u st - Se pt emb er , 1 9 7 0 ) , pp. 2 0 - 2 2 . 126 Lee, A l l e n and Hamlin, H e r b e r t M. " O r g a n i z a t i o n and Ad­ m i n i s t r a t i o n , " Review o f Educat ional Research. XXXVI I I ( Oc t o b er , 1 0 6 0 ) , p. 402. London, H. H. "Leaders f o r Vo c at i o n al E d u c at i o n , " School Shop, XXIV ( A p r i l , 1 9 6 5 ) , pp. 5 6 - 5 7 , 109. M o r r i s o n , D. Gr a n t . "The Place o f the Community C o l l e g e , " Journal o f Hlqher Ed u c a t i o n , XXXII (November. 1 9 6 1 ) , pp. 4 6 2 - 4 6 3 . 0g11v1e, W i l l i a m K. "Occupational Education and The Com­ munity C o l l e g e , " Educat i onal L e a d e r s h i p . XXI I ( J a n u a r y , 1 9 6 5 ) , p. 244. Relmer, M i l t o n K. "Areas o f Concern f o r Comprehensive Com­ munity C o l l e g e s , " School & S o c i e t y , IC ( J a n u a r y , 1 9 7 1 ) , p. 47. Roland, Leo J. " P r o f e s s i o n a l P r e p a r a t i o n o f J u n i o r College A d m i n i s t r a t o r s , " J un i o r Col l ege J o u r n a l . XXIV ( O c t o b er , 1 9 5 3 ) , pp. 7 3- 79 . Schroeder, Wayne L. and Sapl enza, Dunnovan L. "The Publ i c J u n i o r Col l ege A d ul t Education A d m i n i s t r a t o r , " A d u l t E d u c a t i o n , XV (Summer, 1 9 6 5 ) , pp. 241 - 2 4 4. Shannon, G a l l . "Terminal Programs 1n the Pu b l i c J un i or C o l l e g e , " Educat ional Research B u l l e t i n , XXXII ( January 14, 1 9 6 3) , pp. 7 - 1 0 . Sheat s, Paul H. "Occupational T r a i n i n g and Hi gher Educa­ t i o n . " The Educat ional Record. XLV ( S p r i n g . 1 9 6 4 ) . pp. 1 39 - 141. T a y l o r , M o r r i s F. and D1ck, H e r b e r t W. "More on J un i o r Co l l e ge A d m i n i s t r a t o r s . " J u n i o r Col l ege J o u r n a l , XXVI (December, 1 9 5 7 ) , p. 221. W h i t e, James W. "C. U. P. A . ' s 1969-70 A d m i n i s t r a t i v e Compensation Su r v e y, " J u n i o r Col l ege J o u r n a l , XLI ( August-September, 1 9 7 0 } , p . TTi Zook, George F. "The J u n i o r C o l l e g e , " School Review, XXX ( O ct o b er , 1 9 2 2 ) , pp. 5 7 4 - 5 8 3 . 127 Unpublished M a t e r i a l s B en n e t t , Guy Vernon. "Public A d m in is tra tio n of Vocational Educat ion of J u n i o r C o l l e g e Gr a d e. " Unpublished D o ct or al d i s s e r t a t i o n , U n i v e r s i t y o f C a l i f o r n i a , 1925. Boynton, Edwin C u r r y . "A C r i t i c a l A n a l y s i s o f A d m i n i s t r a ­ t i v e S t a f f i n g Needs o f J u n i o r C o l l e g e s . " Unpub­ l i s h e d D o ct or al d i s s e r t a t i o n , U n i v e r s i t y of Tex a s, 1959. B r i g g s , Lloyd Del ano. "Basic Competencies Necessary f o r A d m i n i s t r a t o r s o f V o c a t i o n a l and T e c h n i c a l Educa­ tion." Unpublished D o ct o r a l d i s s e r t a t i o n , O k l a ­ homa S t a t e U n i v e r s i t y , 1971. E1senb1se, M e r l i n Edwin. " A d m i n i s t r a t i v e O r g a n i z a t i o n and O p e r a t i o n a l P a t t e r n s 1n J u n i o r .Colleges o f C a l i f ­ ornia." Unpublished D o ct o r a l d i s s e r t a t i o n , The U n i v e r s i t y o f C o n n e c t i c u t , 1963. F i e l d i n g , Marvin R i c ha r d . "Directors of VocationalT e c h n i c a l Educat ion i n t he P u b l i c J u n i o r Col l e ge s 1n the U n i t e d S t a t e s . " Unpublished D o ct or al d i s ­ s e r t a t i o n , U n i v e r s i t y o f M i s s o u r i , 1966. Gates, Claude L . , J r . "A Study of t he A d m i n i s t r a t o r s o f T ec h n i c a l Educat ion Programs 1n t he P u b l i c J u n i o r Col l e ge s 1n t he Uni t e d S t a t e s . " Unpublished Doc­ t o r a l d i s s e r t a t i o n , The F l o r i d a S t a t e U n i v e r s i t y , 1964. L a n d r l t h , Har ol d F. "A Study o f the Academic Backgrounds, P r o f e s s i o n a l E x p e r i e n c e s , and A d m i n i s t r a t i v e D u t i e s o f Texas P u b l i c J u n i o r C o l l e g e A d m i n i s t r a t o r s . " Unpublished Doct or al d i s s e r t a t i o n , U n i v e r s i t y o f Houston, 1960. LaVIre, W i llis A lvin. "The C r i t i c a l Tasks f o r the P u b l i c Junior College A d m i n i s t r a t o r s . " Unpublished Doc­ t o r a l d i s s e r t a t i o n , U n i v e r s i t y o f F l o r i d a , 1961. Law, Gordon F. " A d m i n i s t r a t i v e P o s i t i o n s and Functions in Oc cu p a t i o n a l E d u c a t i o n : A Study o f the D ut i e s and R e s p o n s i b i l i t i e s o f P u b l i c School A d m i n i s t r a t o r s as t hey A f f e c t t he I n i t i a t i o n , Development and Conduct o f F e d e r a l l y - A i d e d Programs 1n Occupat i onal Educa­ t i o n i n New York S t a t e . " Unpublished Doct or al d i s ­ s e r t a t i o n , New York U n i v e r s i t y , 1966. 128 Hen, David A l v i n . "Problems and P r o f i l e s o f A d m i n i s t r a ­ t o r s o f Occupati onal Educat i on 1n Rural Western P u b l i c Community C o l l e g e s . " Unpublished Do c t or a l d i s s e r t a t i o n , U n i v e r s i t y o f C a l i f o r n i a , Los Ange­ l e s , 1972. Nontandon, Car l os M or r i s on . " S e l e c t i o n o f C h i e f School A d m i n i s t r a t o r s 1n C a l i f o r n i a P u b l i c J u n i o r C o l ­ leges." Unpublished D o ct or al d i s s e r t a t i o n , C o l o r ­ ado S t a t e U n i v e r s i t y , 1954. N or t o n , David Lawrence. "A Pl an f o r C e r t i f i c a t i o n o f Pub­ l i c J u n i o r Co l l e g e I n s t r u c t o r s and A d m i n i s t r a t o r s of P u b l i c J u n i o r C o l l e g e s 1n the U n i t e d S t a t e s . " Unpublished D o ct or al d i s s e r t a t i o n . U n i v e r s i t y o f Texas, 1953. Pax, Robert W i l l i a m . "An A n a l y s i s o f J u n i o r C o l l e g e Admin­ i s t r a t i v e Organizations." Unpublished Doct or al d i s s e r t a t i o n , U n i v e r s i t y o f Southern C a l i f o r n i a , 1963. P i e r c e , A l f r e d Clem. "The Q u a l i f i c a t i o n s and T r a i n i n g Necessary f o r Deans, Second A d m i n i s t r a t i v e O f f i c e r s of P u b l i c J u n i o r C o l l e g e s . " Unpublished Doct oral d i s s e r t a t i o n . U n i v e r s i t y o f Texas, 1950. P o l k , H a r ol d Jackson. "C h arac te rls tics of D irectors of Area V o c a t i o n a l - T e c h n i c a l S c h o o l s. " Unpublished Doct or al d i s s e r t a t i o n , U n i v e r s i t y o f M i s s o u r i , 1969. Sundstrom, Lloyd Conrad. "A F a c t o r A n a l y s i s o f The P r o f e s ­ s i o na l Educat ion Competencies o f A d m i n i s t r a t o r s o f Vocational Education." Unpublished D o c t or a l d i s ­ s e r t a t i o n , Oregon S t a t e U n i v e r s i t y , 1972. Wh i t ney , L a r r y Jerome. "An A n a l y s i s o f the A d m i n i s t r a t i v e S t r u c t u r e and t he Role o f the C h i e f V o c a t i o n a l Te c h n i c a l Education A d m i n i s t r a t o r 1n P u b l i c J u n i o r Colleges." Unpublished Doct oral d i s s e r t a t i o n , U n i v e r s i t y of M i s s o u r i , 1967. APPENDICES APPENDIX A COVER LETTERS M ICHIGAN STATB U N IV E R S IT Y s a s t la k s n q • m o n a u r 4 u » C O U W I OP IDUCATTO M • n iO C S O H H A IX Dear Colleague: Your professional position includes you in a national study o f chief vocational administrators in public two*year colleges. With your help, the study w ill shed light on the profiles and problems o f chief vocational administrators. This is WOT an evaluation o f administrators. We*re trying to pave the way fo r: A. IMPROVED CRITERIA for the selection of vocational administrators. B. REALISTIC CURRICULA for the training of vocational administrators, and C. PRIORITIES among key problems in post* secondary vocational-technical programs. Please answer the attached questionnaire and return it in the enclosed stamped, addressed envelope. We would appreciate hearing from you by April 2nd, so that the research can proceed on schedule. Thanks so much for your help. Approved: Sincerely, Robert Poland Professor o f Business and Distributive Education John J. Komar Fellow, E.P.D .A . Leadership Program 129 M ICHIGAN STATE U N I V E R S I T Y b a it la m b n o . m k h k ia n 4 u » C O IU O B OF EDUCATION • ERICKSON HALL Dnr Colleague: A few weeks ego, about ISO chief vocational administrators in public two-year collages were asked to participate in a national study of their profiles and problems. The response has been encouraging and enlightening. The study promises to pave the way for improved selection and training of administrators. Priorities among tha problems of post-secondary vocational-technical education also are in focus. Your participation still is very important to the success of the study, as data analysis is in its final stages. Won't you complete and return tiie enclosed questionnaire? A stamped, addressed envelope is provided for your convenience. I would be happy to send you a copy of the results. Thanks for your cooperation. Sincerely, John J. Komar Fellow, E.P.D.A. Leadership Program 130 APPENDIX B WRITTEN QUESTIONNAIRE QUESTIONNAIRE Please supply the information requested by placing a check [ in the spaces provided. ] and/or writing the answer NAME _____________________________________________________________________________ O F FIC IA L T IT L E ___________________________________________________________________ NAME OF INSTITUTIO N ____________________________________________________________ ADDRESS OF IN STITU TIO N ________________________________________________________ (City) (State) [ " T p m in is t r a t o r b a c k g r o u n d | Please indicate the degrees you have completed, are working toward, and your major fields of study: i / DEGREE COMPLETED i i / i WORKING TOWARD MAJOR Bachelor's Master's Certificate of Specialization Ed.D. Ph.D. nth»r? At what types of institutions have you studied? TYPE OF IN STITU TIO N UNDERGRAD Check all that apply: MASTER'S State University State College Private University Private College Two-Year College (Itf t ir : 131 SPEC DOCTORAL _ 2— Indicate the settings in which you have taught, full or part-time, and give the number of years you have taught in each: SETTINGS YEARS I ) K through [ ] Grides 7 - S_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ I 1 Grades tO - 12 ( J Two-Year College___________________________________ I I College or University ___________ t ] MHitary Sendee ___________ [ ] Industry. Business, or RibHe Service ___________ [ ] Private School ___________ Grade 6______________________ ___________ ___________ Which instructional area was/is your main teaching field: [ I Agricultural Education [ Vocational Home Economics [ ] Office Education [ Technical Occupations [ ] Distributive Education [ Academic Transfer [ ] Health Occupations Education [ Adult Education [ ] Trade and Industrial Education [ Cooperative Work-Study ( J Other: __________________________________ Indicate the types of settings in which you have held a full or part-time administrative position, and give the number of years for each: SETTINGS YEARS [ 1 K through Grade 6 _ I | Grades 7 - 0 ___________ I 1 Grades 10 - 12_________________________ ___________ I ] Two-Year College ___________ I J College or Univenity ___________ I J Military Service ___________ I ] Industry, Business, or ftiblic Service ___________ I J Private School ___________ 132 indicate the areas of business and industry in which you have worked, excluding teaching, and the number of years in each: BUSINESS I ] t ] { 1 [ 1 YEARS ________ Management Accounting- Finance _____ Sales — Marketing ________ Other_____________________ _____ INOUSTRY YEARS ] Manufacturing ______ ] Skilled Trade ________ ] Technician ________ J Service ________ 1 Management ________ 1 Other____________________ _____ For how many years have you held your present administrative job? _ _ _ _ _ _ _ _ _ What part of your time is spent in vocational administration? I ] 10096 [ ] More than 5096 I ] Less than 6096 I ] 25X [ ] Less than 25X How many months per year does your contract require you to be on duty? [ 1 9 I 1 10 Have you been awarded [ J11 tenure? [ 1 12 I ] Other ( ] YES [ 1 NO What is your annual contracted salary? ) 6,000 - 6,990 ( ] 11,000 - 11,999 I J 16,000 - 16,999 ] 7,000 - 7,999 [ ] 12,000 - 12,999 [ 1 17,000 - 18,999 ] 8,000 - 8,999 [ ] 13,000 - 13,999 ( ] 19,000 - 21,999 1 9,000 - 9,999 [ ] 14,000 - 14,999 [ ] 2?,000 - 24,999 1 10,000 - 10,999 ( } 16,000 - 15,999 [ ] 25,000 and over How many teaching and administrative personnel do you supervise? _____________ Teaching Administrative - 4 - Under your present administrative organization, to whom do you report? ( ] Chief Administrative Officer [ 1 Dean of Instruction t I Executive Vice President [ ] Dun of Faculty I ] Dean of Academic Affairs [ 1 Other Under your present administrative structure, to what level do you report? [ ] Level 1 (Directly to Chief Administrative Officer) [ ] Level 2 ( ] Level 3 [ ) Level 4 [ ] Other:_________________________________ | PROFESSIONAL PROBLEMS | Please state three long-run problems of vocational-technical education which most seriously impinge upon the implementation of your program: THANKS VERY MUCH FOR YOUR HELPI PLEASE RETURN QUESTIONNAIRE TO: John J. Komar 4484 Janice Lee, Apt 212A Okemos, Michigan 48864 134 APPENDIX C SAMPLING PROCEDURES 135 Table 32. S tra tifie d s a mp l e. Regions Institutions Large 1n P o p u l a t i o n Smal 1 Region I : Connecti cut Mai ne Massachusetts New Hampshire New Jersey New York Pennsyl vanl a Rhode I s l a n d Vermont 13 0 15 0 13 40 26 1 0 2 5 1 1 0 5 4 0 1 108 19 16 3 Del aware D i s t r i c t of Columbia FIorlda Georgia Maryland North C a r o l i n a South C a r o l i n a Virginia West V i r g i n i a 2 1 26 12 13 19 4 11 _1 0 0 1 1 4 35 13 10 _3 Totals: 89 67 Samples: 13 10 44 2 10 7 3 0 10 13 Totals: Samples: Region I I : Region I I I : 1111no1s Indiana Iowa Minnesota 136 T ab l e 3 2 ^ - - C o n t 1 n u e d Regions Institutlons Large In Po pul a t i on smal1 Ohio Wiscons 1n 16 121 18 5 Totals: 91 49 Samples: 14 7 Alabama Arkansas Kentucky Loui si ana Mississippi Mi ssouri Tennessee 10 1 4 1 9 10 '6 6 2 10 5 9 5 5 Totals: 41 42 6 6 Idaho Montana Nebraska North Dakota Oregon South Dakota Washington Wyomlng 2 1 2 3 12 0 26 _2 0 2 10 2 2 0 1 _5 Totals: 48 22 7 3 Region IV: Samples: Region V: Samples: 137 T a b l e 3 2 . — C o n t i nue d Institutions Large Regions 1n Po u l a t i o n mal 1 Region V I : Arizona Colorado Kansas Nevada Hew Mexico Oklahoma Texas Utah 11 10 6 0 2 6 38 _3 1 6 13 3 5 7 6 _2 Totals: 76 43 Samples: 11 6 A1aska Californla Hawal1 1 89 _4 6 5 _Z Totals: 94 13 Samples: 14 2 Region V I I : 4 APPENDIX D CHI-SQUARE DISTRIBUTIONS 138 Table 33. Ch1-square d i s t r i b u t i o n o f respondents by e xperi ence 1n e d u c a t i o n a l a d m i n i s t r a t i o n . Respondents United S t a t e s Michigan Number of Years In Educ. Admin. Totals Less than 10 57 14 71 10 or more 30 14 44 Totals 87* 28 115* C * 3.84 X2 = 2 . 1 6 < 3 . 8 4 *Thr e e respondents did not I n d i c a t e number o f years of expe r i e nc e 1n e d u c at i o n al a d m i n i s t r a t i o n . T abl e 34. Ch1-square d i s t r i b u t i o n of respondents by e x t e n t of business e xp e r i e n c e . Number o f Years I n Business Respondents United S t a t e s Michigan Totals No experi ence 45 18 63 One or more years 45 10 55 Totals 90 28 118 C = 3.84 X2 = 1.81 < 3 . 8 4 139 T ab l e 35. Ch1-square d i s t r i b u t i o n o f respondents by e x t e n t o f formal e d u c a t i o n a t t a i n e d . Formal Education Respondents Uni t ed S t a t e s Michigan Totals M a s t e r ' s degree or less 27 12 39 Beyond M a s t e r ' s degree 63 16 79 Totals 90 28 118 C =* 3 . 8 4 T ab l e 36. X2 = 1 . 5 9 < 3 . 8 4 Ch1-square d i s t r i b u t i o n o f respondents by e x t e n t of teaching experience. Number o f Years I n Teaching Respondents United States M1chigan Totals Less than 10 34 12 46 10 or more 51 16 67 Totals 85 * 28 113* C = 3.84 X2 = 0 . 0 7 < 3 . 8 4 *F1ve respondents d i d not I n d i c a t e number o f y ea r s 1n teaching. 140 Table 37. C h i - s q u a r e d i s t r i b u t i o n o f respondents by e x t e n t o f e x p e r i e nc e 1n I n d u s t r y . Number of Years In Industry Respondents Mlchlgan Uni t e d s t a t e s Totals No e x p e r i e nc e 30 8 38 One or more y ea r s 60 20 80 Totals 90 28 118 C = 3.84 Tabl e 38. X2 * 0.21 < 3.84 Ch1-square d i s t r i b u t i o n of respondents by s i z e o f t ea ch i n g s t a f f . Number of Teachers Respondents Un i t e d S t a t e s M1chlgan Totals 29 or f ewer 42 9 51 30 to 99 35 12 47 100 or more 13. _7 20 Totals 90 28 118 C = 3.84 , X2 = 2 . 5 4 < 3 . 8 4 141 T a b l e 39. Ch1-square d i s t r i b u t i o n o f respondents by s i z e of a d m in is tra tiv e s t a f f . Number of Administrators Respondents M1chlgan United States Totals CM i o 43 8 51 3 - 7 32 13 45 8 or more 11 _7 22 90 28 118 Totals CM X *3* CO • to II o T ab l e 40. * 3.28 < 3.84 Ch1-square d i s t r i b u t i o n o f respondents by time spent 1n v o c a t i o n a l a d m i n i s t r a t i o n . Percent age o f Time Respondents Uni t ed S t a t e s Michigan Totals 100 per cent 44 17 61 Less than 100 per cent 46 11 57 Totals 90 28 118 C * 3.84 X2 = 1 . 1 7 < 3 . 8 4 142 T abl e 41. Ch1-square d i s t r i b u t i o n o f respondents by amount o f c o n t r a c t e d s a l a r y Cont ract ed Salary Respondents Uni t ed S t a t e s M1chlgan Totals Less than $ 19 , 0 0 0 53 5 58 $ 19 , 0 00 to $ 2 4 , 9 9 9 29 13 42 $ 25 , 0 00 or more __8 ig 18 Totals 90 28 C *» 3 . 84 Tabl e 42. Length o f Contract X2 = 1 3. 8 2 > 3 . 8 4 Ch1-square d i s t r i b u t i o n o f respondents by length o f c o n t r a c t . Respondents U n i t e d S t at e s Michigan 12 months 70 Less than 12 months 20 Totals 90 C = 3.84 118 27 Totals 97 21 28 118 X2 * 5 . 1 1 * > 3 . 8 4 *Ch 1- s qu a r e v al u e a r r i v e d a t t hrough Y a t e s ' c o r r e c t i o n f o r c o n t i n u i t y , s i n c e one c e l l had le ss than f i v e observatlons. 143 Table 43. Ch1-square d i s t r i b u t i o n o f respondents by s t a t u s w i t h r e s p e c t to t e n u r e . Tenure St at us Respondents united s ta te s Michigan Totals Tenured 40 4 44 Not tenured 50 24 74 Totals 90 28 118 C * 3.84 X2 = 6 . 9 8 > 3 . 8 4 APPENDIX E COMPARATIVE DISTRIBUTIONS OF RESPONDENT GROUPS 144 Table 44. D i s t r i b u t i o n of respondents by h i g h e s t degree o b t a i n ed . Respondents Uni ted S t at e s Ml chlgan Number Per Cent* Number Per Cent* Degree Doct orat e Educatlonal Speci al 1st M a s t e r 1s B a c h e l o r 1s Totals 21 23 4 14 9 10 2 7 55 61 20 71 2 2 2 7 28 100 87 96** ♦Percentage computed using N * 90 and N = 28. ♦♦Three respondents had no a c c r e d i t e d degree. Table 45. D i s t r i b u t i o n o f respondents working toward degrees. Degree Program Doct orat e _ Respondents Un1ted S t a t e s Michigan Number Per Cent* Number Per Cent* 28 31 7 25 Educational Speci al 1 st 5 6 3 11 Master' s 2 2 2 7 Bachelor's 2 2 - - 37 41 12 Totals ♦Percentage computed using N = 90 and N ** 28. 43 145 Table 46. Major areas of e d u c a t i o n a l s p e c i a l i s t and doc­ t o r a l study of c h i e f v oc a t i o n a l a d m i n i s t r a t o r s . Respondents United S t a t e s Michigan Number Per Cent* Number Per Cent* Area o f Study Educat ional Specialist Vocational-Technical Education 3 33 - Educatlonal Administration 2 22 1 50 Education 2 22 - - Guidance and Counsel 1ng 1 11 - - Education 1 11 1 Industrial - 50 Doctoral Vocatlonal-Technical Education 5 24 Education 4 19 - Educational Adm1ni s t r a t l o n 3 14 3 75 Higher Education 3 14 1 25 Education 2 10 - - 2 10 - - 2 10 - - Industrial H1story Physi cal Science - ♦Educat i onal s p e c i a l i s t percentages computed wi t h N * 9 and N - 2 ( t h e number o f responding a d m i n i s t r a t o r s who hel d e du c a t i o n a l s p e c i a l i s t c e r t i f i c a t e s ) ; d oc t or a l p er ­ centages computed w i t h N = 21 and N B 4 ( t h e number of responding a d m i n i s t r a t o r s who held d o c t or a l d eg r e e s ) . 146 Table 47. Types o f i n s t i t u t i o n s attended by c h i e f voca­ t i o n a l a d m i n i s t r a t o r s f o r advanced graduate study. Tunn Institution in siuullon Doct oral Respondents United S t a t e s Michigan Number Per Cent* Number Per Cent* Study: State University 15 71 4 Private University 5 24 - P r i v a t e Co l l e ge 1 5 100 - Educational S p e c i a l i s t Study: State University 8 89 S t a t e Co l l ege 1 11 2 100 - ♦Percentages computed wi t h N = 21 and N = 4 f o r doct or al study and N = 9 and N = 2 f o r e d u c at i o n al s p e c i a l i s t study. 147 Table 48. Major areas of m a s t e r ' s degree study o f c h i e f vocational a dm in istra to rs . Area o f Study Respondents United States Michigan Number Per Cent* Number Per Cent* Vo c at i o n al Technlcal Educat1on 20 24 6 23 Educatlon 11 13 3 12 Ed ycat l onal Administration 9 11 5 19 Industrial Education 8 9 7 27 Physi cal Science 8 9 - - Englneerl ng 5 6 - - Busi ness Administration 4 5 2 8 Guidance and Counsel 1ng 4 5 1 4 H1story 3 4 1 4 Mathematlcs 2 2 - - Other 8 9 1 4 ♦Percentages computed using N 6 85 and N = 26 ( t h e number of responding a d m i n i s t r a t o r s who held a m a s t e r ' s d e g r e e ) . 148 Tabl e 49. ty p e Types o f I n s t i t u t i o n s tio na l administrators o r Instltution a t t e n d e d by c h i e f voca­ f o r master's study. Uni t e d S t a t e s Number Per Cent * Michigan Number Per Cent * State U n ive rs ity 51 60 22 85 Private U niversity 23 27 - - S t a t e C o l l e ge 8 9 3 12 P r i v a t e C o l l e ge 2 2 1 4 Other 1 1 - - ♦ Percentages computed w i t h N « 85 and N « 26 ( t h e numbers of responding a d m i n i s t r a t o r s who h el d m a s t e r ' s d e g r e e s ) . 149 T ab l e 50. M aj o r areas o f b a c c a l a u r e a t e study o f c h i e f vocational a dm in istrato rs. Area o f Study Vocational T ec hni cal Education Respondents M1ch1qan Uni ted S t a t e s Number Per Cent# Number Per Cent^ 22 25 4 14 Industrial Educat ion 9 10 10 36 En g l n e e r l ng 8 9 2 7 Phy si ca l 8 9 - - Educat ion 6 7 2 7 Business Administration 5 6 5 18 Industrial 5 6 2 7 History 4 4 1 4 Mathematlcs 3 3 2 7 Agr1culture 2 2 - - Engl1sh 2 2 - - 13 17 Science Ot her Areas Arts _ ♦ Percentages computed using N « 89 and N - 28 { t h e numbers o f responding a d m i n i s t r a t o r s w i t h b a c c a l a u r e a t e d e g r e e s ) . 150 Table 51. Types of I n s t i t u t i o n s attended by c h i e f voca­ t i o n a l a d m i n i s t r a t o r s f o r undergraduate st udy. r Vne o f t nch f i i *-4 nn Institution ____________ Respondents__________ Uni ted S t a t e s Michigan N u m b e r P e r Cent* humber Per Cent* State University 42 47 13 46 S t a t e College 21 23 11 39 Two-Year Col l ege 16 18 4 14 P r i v a t e Col l ege 12 13 1 4 Private University 10 11 1 4 2 2 - - Other ★Percentages computed wi t h N =* 87 and N « 28. **Some respondents I n d i c a t e d having att ended more than one type o f undergraduate I n s t i t u t i o n . 151 Tabl e 52. D i s t r i b u t i o n of respondents by years of teaching e xp e r i e n c e . Years o f Experience Respondents Un1ted S t a t e s Michigan Number Per Cent* Number Per Cent* 0 - 4 8 9 1 4 5 - 9 26 30 11 39 10 - 14 13 15 8 29 15 - 19 16 19 3 11 20 - 24 10 12 «• - 25 - 29 4 5 1 4 30 - 34 3 4 3 11 35 - 39 2 2 - - 40 and over 3 4 1 4 100 28 100 Totals 85** ♦Percentages computed wi t h N e 85 and N = 28. * * F 1 ve respondents did not s p e c i f y experi ence 1n y e a r s . Table 53. Educat i onal s e t t i n g s 1n which c h i e f v o c a t i o n a l a d m i n i s t r a t o r s had t a u g h t . settings K1ndergarten through grade s i x U n ite d S t a t e P P° " dentSnHTcKTqan Number Per Cent* Number Per Cent* 6 7 Grades seven through nine 21 23 9 32 Grades ten through t wel ve 56 62 23 82 Two-year c o l l e g e 68 76 18 64 Col l e g e , un1verslty 28 31 5 18 M ilitary 16 18 5 18 12 13 10 36 2 2 service I n d u s t r y , busi ness, or p u b l i c s e r v i c e P r i v a t e school - ^Percentages computed wi t h N = 90 and N ** 28. - 153 T a b l e 54. Main t e a c h i n g f i e l d s adm inistrators. Teaching F i e l d Techni cal of c h ie f vocational Respondents United S t a t e s Michigan Number Per Cent* Number Per Cent* Occupations 32 36 8 29 Trade and I n d u s t r i a l Education 24 27 18 64 Academic T r a n s f e r 23 26 1 4 Agricultural Education 10 11 — - A d u l t Education 10 11 4 14 O f f i c e Education 9 10 2 7 Distributive Education 7 8 3 11 Cooperatl ve Work Study 5 6 3 11 Hea l t h Occupations Education 2 2 - 24 27 Other 8 - 29 ♦Percentages computed w i t h N - 90 and N = 28. Some r e s ­ pondents i n d i c a t e d more than one t eachi ng f i e l d . 154 Tabl e 55. D i s t r i b u t i o n o f respondents by years of e x p e r ­ i ence 1n e d u c a t i o n al a d m i n i s t r a t i o n . Years of txperience Respondents Uni ted S t a t e s M1ch1qan Number Per Cent' Number Per Cent * 1 - 4 20 23 4 14 5 - 9 37 43 10 36 14 13 15 4 14 15 - 19 3 3 5 18 20 - 24 9 10 3 11 25 and over 5 6 2 7 100 28 100 10 - Totals 87** ★Percentages computed w i t h N = 87 and N = 28. * * T h r e e respondents did not s p e c i f y e x p e r i e n c e i n y e a r s . 155 Tabl e 56. D i s t r i b u t i o n o f respondents by number of y ea r s 1n p o s i t i o n held a t time o f st udy. Number o f Years . ______ Respondents _____ Uni ted S t a t e s Michigan Number Per Cent * Number Per Cent* 1 - 2 28 31 6 21 3 - 5 36 40 11 39 6 - 8 20 22 9 32 6 7 2 7 90 100 28 100 9 or more Totals ♦Percentages computed w i t h N « 90 and N - 28. 156 Tab l e 5 7. Ed u c a t i o n a l s e t t i n g s 1n which respondents had assumed a d m i n i s t r a t i v e p o s i t i o n s . Ed ucat i onal Settings Respondents Un1ted S t a t e s Michigan Number Per Cent* Number Per Cent * K1ndergarten through grade s i x 6 7 1 4 Grades seven through nine 7 8 1 4 Grades ten through t wel ve 21 23 10 36 Two-year c o l l e g e 90 100 28 100 Four-year c o l l e g e , university 14 16 6 21 M ilitary 12 13 3 11 I n d u s t r y , business > or public service 16 18 8 28 service ♦Percentages computed w i t h N 8 90 and N « 28. 157 T ab l e 58. D i s t r i b u t i o n o f respondents by years o f e x p e r ­ i e n ce 1n business and I n d u s t r y . Years of Ex per i ence Respondents United States M1chigan Number Per Cent * Number Per Cent * Business 45 50 18 64 10 11 4 14 3 - 4 15 17 1 4 5 - 6 5 6 1 4 7 - 8 5 6 3 11 9 - 1 0 1 1 1 4 11 - 15 4 4 16 and over 5 6 None 1 - 2 Industry 30 33 8 29 10 11 3 11 3 - 4 15 17 5 18 5 - 6 14 16 3 11 7 - 8 2 2 2 7 9 - 1 0 6 7 1 4 11 - 15 6 7 3 11 16 and over 7 8 3 11 None 1 - 2 ♦Percent ages computed w i t h N 8 90 and N 8 28. 158 T a b l e 59. N o n - e d u c a t i o n work e x p e r i e n c e s o f c h i e f v o c a ­ tio n a l adm inistrators. TvDe Of Work ExnprJenrp per n ______________^ b u u n u e n i s ____________ Uni t ed S t a t e s Michigan Number* Per c e n t * * Number* Per C e n t * * Business Management Acc o u nt l n g Finance S a l e s- Mar k e t 1 n g Other 21 23 7 8 1 4 26 29 9 32 9 10 2 7 Industry Manuf a c t ur l ng 17 19 6 21 S k i l l e d Trade 26 29 10 36 T e c hn l c i an 23 26 7 25 Service 12 13 4 14 Management 12 13 3 11 Other 11 12 6 21 ★♦Percentages computed w i t h N = 90 and N = 28. ★Some respondents s p e c i f i e d more than one o c c u p a t i o n . 159 T a b l e 60. I mmedi at e s u p e r v i s o r s o f c h i e f v o c a t i o n a l a dm inistrators. S u»r3isorS s up e r v i so r s Unj't'ed stT tes SP° ndentS HicFTqan Number Per Cent* Number Per Cent* Chief Administrator 44 49 18 64 Dean of I n s t r u c t i o n 22 24 4 14 Execut l ve Vice P r e s i d e n t 7 8 2 7 Dean of Academic Affalrs 5 6 1 4 Board of T r u s t e e s / Governors 4 4 - - Vice P r e s i d e n t of Academic A f f a i r s 3 3 1 4 Dean of F ac u l t y 2 2 - - P r e s i d en t of Mult1-Campus 1 1 - - Provost 1 1 - - Vice P r e s i d e n t of Instruction 1 1 1 4 Dean o f Campus - - 1 4 ♦Percentages computed using N = 90 and N = 28. 160 T ab l e 6 1 . Numbers o f a d m i n i s t r a t o r s s upervi sed by c h i e f vocational adm in istrato rs. Number o f Administrators Supervi sed Respondents Un1ted S t at e s M1ch1qan Number Number Per Cent* Per Cent* None 24 27 3 11 1 12 13 2 7 2 7 8 3 11 3 8 9 5 18 4 8 9 1 4 5 9 10 5 18 6 3 3 2 7 7 4 4 •* ** 8 4 4 3 11 9 3 3 - - 8 9 4 14 90 100 28 100 10 o r more Totals ♦Percentages computed w i t h N B 90 and N ■ 28. 161 T ab l e 62. Numbers o f I n s t r u c t o r s supervi sed by c h i e f voca­ tional administrators. Number of 1n s t r u c t o r s Supervl sed Respondents Uni t ed S t a t e s Michigan Number Per Cent* Number Per Cent* 8 9 3 11 19 16 18 2 7 20 - 29 18 20 4 14 30 - 39 18 20 2 7 40 - 49 5 6 - 50 - 59 6 7 4 14 60 - 99 6 7 6 21 199 8 9 4 14 200 - 299 4 4 2 7 300 and more 1 1 1 4 90 100 28 100 9 or less 10 - 100 - Totals ♦Percentages computed w i t h N = 90 and N « 28. 162 Table 63. D i s t r i b u t i o n o f respondents by time spent 1n vocational-technical adm inistration. Time Spent Respondents United S t a t e s M1ch1oan Number Per Cent* Number Per Cent* 100 per cent 44 49 17 61 More than 50 per cent 22 24 10 36 Less than 50 per cent 10 11 1 4 25 per cent 5 6 - - Less than 25 per cent 9 10 - - 90 100 28 Totals ♦Percentages computed wi t h N = 90 and N ■ 28. 100 APPENDIX F SPECIFIC PROBLEMS OF VOCATIONAL ADMINISTRATION 163 T ab l e 64. Problem areas o f v o c a t i o n a l f requency o f mention. Problem Area a d m i n i s t r a t i o n by Times Mentloned Per Cent* 11 27 General l a c k o f f undi ng f o r o c c u p a t i o n al e du c a t i o n 37 13 Lack of funds f o r equipment 14 5 Lack of funds f o r f a c i l i t i e s 12 4 Lack o f funds f o r programs 8 3 Lack of funds f o r s a l a r i e s 6 2 56 1_9 D i f f i c u l t y In r e c r u i t in g stu­ dents f o r v o c a t i o n a l programs 19 6 Low p u b l i c Image f o r v o c a t i o n a l t e c h n i c a l e du c a t i o n 11 4 Low s t a t u s o f o cc u p a t i o n a l p r o ­ grams i n t he community c o l l e g e 10 3 High school c o u n s e l o r s ' general d i s i n t e r e s t 1n o c c u p a t i o n al edu c at l o n 6 2 Lack of communication w i t h 4 - y e a r c o l l e g e s and u n i v e r s i t i e s 3 1 P a r e n t s ' d i s i n t e r e s t 1n v o c a t i o n a l curricula fo r t h e ir children 3 1 Lack of communication w i t h l o c a l business and I n d u s t r y 2 l e s s than 1 High school t e a c h e r s ' low o p i n i o n o f v o c a t i o n a l e d u c at i o n 2 l e s s than 1 F1nances: Communication: 164 Table 6 4 . --C o n tin u e d Times Mentioned Per Cent* 34 1_2 Lack o f a t t e n t i o n f o r o ccupat i onal e ducat i on 1n academic governance 11 4 Need f o r more a d m i n i s t r a t i v e s t a f f members 1n occupat i onal educat ion .7 2 Too much b u r e a u c r a t i c "red tape" and paperwork a t the community college level 6 2 Complacency 1n a d m i n i s t r a t i v e p o l i c i e s of s u p e r i o r o f f i c i a l s 1n community c o l l e g e s e t t i n g 5 1 Lack of l o n g - r a n g e goals f o r v o c a t i o n a l - t e c h n i c a l education 1n the t wo - y e a r c o l l e g e 2 less than 1 I n e f f e c t i v e o r g a n i z a t i o n of v o c a t i o n a l - t e c h n i c a l education 1n the t w o - y ea r c o l l e g e 2 less than 1 Too l i t t l e autonomy granted to the d i r e c t o r o f occupat i onal programs 1 less than 1 Problem Area Community Co l l e ge Adminis­ t r a t i v e Procedures: • 23 8 I n s t r u c t o r s 1n o ccupat i onal edu c at i o n l a c k i n g 1n p r o f e s ­ s i o na l t r a i n i n g 8 3 D i f f i c u l t y 1n securing instructors for certain t e c h n i c a l courses 6 2 Staffing: 165 T a b l e 6 4 . — C on t i nu e d Problem Area Times Mentioned Per Cent* I n s t r u c t o r s 1n occ upat i onal educat i on l a c k i n g 1n p r a c t i ­ cal work experi ence In t h e i r teachi ng s u b j e c t s 4 1 I r r e s p o n s i b i l i t y of certain I n s t r u c t o r s to meet a l l o f t h e i r j ob requi rements 3 1 Complacent a t t i t u d e among t eacher s of occupat i onal currlcula 1 1 ess than Lack o f l e a d e r s h i p among s t a f f members 1 1 ess than i ,* Curriculum Development: UL 5 D i f f i c u l t y in sensing needs f o r new o ccupat i onal programs 2 l ess than Current v o c a t i o n a l c u r r i c u l a 1s I r r e l e v a n t to the r e a l i t i e s of work 2 1 ess than I n e xp e r i e n c e of c ur r i c u l um developers f o r v o c a t i o n a l t e c h n i c a l programs 2 1 ess than 2 1 ess than Slow process o f e s t a b l i s h i n g new programs 2 less than Need to expand c o o p e r a t i v e educat ion 2 less than D i f f i c u l t y i n g ai ni ng ac­ c r e d i t a t i o n f o r new programs 1 less than Administrative d i f f i c u l t y phas1ng-out unsuccessful occupat i onal programs 1n 166 T ab l e 6 4 . - - C o n t i n u e d Times Mentioned Per Cent* Need f o r more s h o r t , non­ degree v o c a t i o n a l programs 1 1 ess than 1 Narrowness o f v o c a t i o n a l r i c u l a , lack of theory 1 1 ess than 1 Problem Area cur­ 11 5 Need f o r e f f e c t i v e means to e v a l u a t e s t u d e n t progress 6 2 Need f o r g r e a t e r emphasis on f o l l o w - u p o f s t u d e n t pl acement , 1n o r d e r t o e v a l u a t e voca­ t i o n a l programs 6 2 Need f o r a v a l i d system f o r a c c o u n t a b i l i t y of f a c u l t y 3 1 E v a l u a t i o n Techniques: S t a t e Level tration! V o c a t i o n a l Adminis­ 5 I n e f f e c t i v e statewide organi­ z a t i o n f o r v o c a t i o n a l and t e c h n i c a l edu c at i o n 5 Funding p r i o r i t i e s f o r occupa­ t i o n a l e ducat i on f requency change 2 less than 1 Weak l e a d e r s h i p 2 l e s s than 1 Excessi ve b u r e a u c r a t i c "red t ape " r e q u i r e d 1n working wi t h s t a t e department o f edu c at i o n 2 l e s s than 1 P o o r l y researched and prepared s ta te level reports 1 l e s s than 1 Inappropriate c e r t i f i c a t i o n r e qui r ement s f o r i n s t r u c t o r s 1 l ess than 1 1 167 T ab l e 6 4 . - - C o n t i n u e d Problem Area Times Mentioned Per Cent* 9 3 Lack o f p r i o r p r e p a r a t i o n of students In occupat i onal areas 7 3 Lack o f I n t e r e s t course work 2 1 ess than 1 1 1 ess than 1 9 3 C o n f l i c t s between t eacher s and a d m i n i s t r a t i o n over master c o n t r a c t 5 2 The presence of a union i n t e r ­ f e r e s wi t h the process of education 1n the community col 1ege 3 1 D i f f i c u l t y o f teachers and a d m i n i s t r a t o r s a d j u s t i n g to new r o l e s , w i t h regard to c o l l e c t i v e b ar ga i n i n g 1 1 ess than 1 8 3 8 3 7 2 Lack o f a v a i l a b l e time f o r Inservice tra in in g of f a c u lty 4 1 Lack of a v a i l a b l e monies f o r the Impl ementati on of 1nserv1ce t r a i n i n g programs 2 less than 1 Student I nadequacies: 1n v oc a t i o n a l Students unable to e n r o l l 1n occupat i onal program due to la ck of t u i t i o n money Unionization: Manpower Data: Need f o r v a l i d p r o j e c t i o n s of manpower needs, to f a c i l i t a t e sound c u r r i c u l a r pl anni ng Inservice Training: 168 Table 6 4 . --C o n tin u e d Problem Area- Times Mentioned Community c o l l e g e too f a r from n e a r e s t u n i v e r s i t y , d i f f i c u l t y 1n upgrading of faculty Coord1 n a t i o n o f Vo c a t i o n al Programs of P l Y f e r e n t 1 nst1 t u t 1 o n s ; 1 le ss than 1 _7 Occupati onal programs 1n t he community c o l l e g e o v e r l a p w i t h t hose o f o t h e r l o c a l s c h o o l s , f o r c i n g c o m p e t i t i o n f o r s t udent s 6 Community c o l l e g e competes w i t h l o c a l I n d u s t r y in r e c r u i t i n g s t udent s f o r v o c a t i o n a l programs 1 Teacher E d u c a t i o n : Per Cent * 2 2 le ss than 1 5. 2 Oc cupat i onal I n s t r u c t o r s a r e not a d e q u a t e l y - t r a i n e d a t the u n iversity level 4 1 C u r r i c u l a f o r the t r a i n i n g o f v o c a t i o n a l a d m i n i s t r a t o r s 1s unrealistic 1 Ot her Problems: Lack o f i n d u s t r i a l s t u d e n t placement ]_ l e s s than 1 2 support 1n 1 l e s s than 1 Work o f o u t s i d e c o n t r a c t o r s 1n e du c a t i o n 1s I n f e r i o r t o t h a t o f s t a f f members 1 less than 1 Fi n d i n g s u i t a b l e l o c a t i o n f o r a school 1 l e s s than 1 Lack o f l e a d e r s h i p f o r v o c a t i o n a l - t e c h n i c a l education a t t he f e d e r a l l e v e l 1 l e s s than 1 169 T ab l e 6 4 . - - C o n t i n u e d Problem Area Times Mentioned Per Cent* D i f f i c u l t y o f a chi evi ng maximum u t i l i z a t i o n of f a c i l i t i e s f o r occupat i onal educat ion programs 1 less than 1 High s t a t e l e v e l quotes f o r minimum graduate placement from occupat i onal programs 1 less than 1 R e s p o n s i b i l i t y o f v o c a t i on a l t e c h n i c a l education to s o c i e t y 1s too burdensome 1 less than 1 Totals 285 ♦Percentage computed wi t h N a 285 ( t o t a l responses). 100 number o f s p e c l f l