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Xerox University Microfilms 900 North ZMb Road Ann Aibor, MtoMgan 48106 I I 74-19,890 WHIMS, Frederick R., 1936A DESCRIPTIVE STUDY TO ESTABLISH AND CLARIFY THE FUNCTIONS, SKILLS, AM) ORGANIZATIONAL RELATIONSHIPS OF CHIEF BUSINESS OFFICERS IN SELECTED MICHIGAN COMPREHENSIVE COMMUNITY COLLEGES. Michigan State University, Ph.D., 1974 Education, administration U niversity M icrofilm s, A XEROX Company , A nn A rbor, M ichigan © 1974 FREDERICK R. WHIMS ALL RIGHTS RESERVED A DESCRIPTIVE STUDY TO ESTABLISH AND CLARIFY THE FUNCTIONS, SKILLS, AND ORGANIZATIONAL RELATIONSHIPS OF CHIEF BUSINESS OFFICERS IN SELECTED MICHIGAN COMPREHENSIVE COMMUNITY COLLEGES By Frederick R. Whims A DISSERTATION Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Administration in Higher Education 1974 ABSTRACT A DESCRIPTIVE STUDY TO ESTABLISH AND CLARIFY THE FUNCTIONS, SKILLS, AND ORGANIZATIONAL RELATIONSHIPS OF CHIEF BUSINESS OFFICERS IN SELECTED MICHIGAN COMPREHENSIVE COMMUNITY COLLEGES By Frederick R. Whims The Purpose of the Study This study was undertaken for the purpose of investigating the functions performed by chief business officers at selected Michigan community colleges. The major purposes in this study were: (1) To identify and verify the range and nature of the functions performed by chief business officers in small, medium, and large community colleges; (2) To determine which of the functions might be regarded as particularly "critical" to the performance of the chief business officer; (3) To clarify the range of skills perceived as important in adequate performance of the role of the chief business officer; Frederick R. Whims (4) To determine the organizational relationships of the chief business officer as they pertain to locus of power, organizational rank, circle of influence, and organizational role; and (5) To consider the implications of the critical functions, skill requirements, and organizational relationship patterns for pre-service and inservice training of the chief business officer. Need for the Study It appears, from a review of the literature, that opinions regarding the role of the chief business officer may have been determined more from observation than from a predetermined research approach. The literature would indicate that the chief business officer is assuming a more vital and expanding role in the operation of the college. Therefore, it would seem appropriate that there is a need for this study: (1) As no in-depth study has been done to investigate the functions performed by community college chief business officers; (2) As there are insufficient guidelines and criteria for improving pre-training and in-service train­ ing of chief business officers; and Frederick R, Whims (3) As there appear to be conflicting opinions as to the role of the chief business officer in the management of the college. Limitations of Study This study is limited: (1) To Michigan public community colleges; (2) To the perceptions of presidents and chief busi­ ness officers employed in Michigan community colleges as revealed in questionnaires and follow-up interviews; (3) To those community colleges governed by indepen­ dent boards of trustees; (4) To the collection of data by mailed question­ naire with a follow-up interview of selected chief business officers; and (5) To descriptive presentation of data. Analysis of the Data Compatible with the purpose of the study, to obtain descriptive information pertaining to the functions performed by chief business officers, the data were analyzed using a two-thirds concensus criteria as a basis for verifying the functions performed and determin­ ing the relationships of essentialness, time demands and supervisory assignments. The thirty-seven functions were Frederick R. Whims classified into nine broad resource categories: planning, procurement, allocation, fiscal maintenance, adminis­ trative services, property maintenance, staff maintenance, development, and protection. Findings and Conclusions Thirty-three of the thirty-seven functions were considered to be highly essential or essential. The basic responsibilities of the chief business officer in executing the functions can be classified in two categories: broad supervision and direct supervision. Only three functions— budgeting, collective bargaining, and account­ ing-received at least a two-thirds concensus response by each group as requiring extensive-considerable time demands. The size of the college does not appear to have any relationship to the number and type of functions per­ formed. Generally, it can be stated that the chief busi­ ness officers, regardless of college enrollments, perform essentially the same functions. The chief business officers are perceived, by at least two-thirds of each group, as requiring three very important skills: budgeting, organizing, and leadership. The majority of the chief business officers* functional responsibilities fall within resource cate­ gories: allocation, administrative services, property maintenance, fiscal maintenance, and resource protection. Frederick R. Whims Prioritized selection, criteria for hiring a chief busi­ ness officer would be to find a person with skills in accounting, analyzing, budgeting, leadership, and organizing. Secondary skills would be negotiating, persuasion, long-range planning, and personnel manage­ ment. The presidents and the chief business officers were in agreement that in-service experiences in manage­ ment concepts (systems analysis, management by objectives, and related) were the number one priority. Presidents indicated that the chief business officers needed to improve in the area of personal skills and leadership. Pre-service training should be stressed for assuring functional responsibilities in budgeting, accounting and collective bargaining, personnel manage­ ment and leadership. Related curriculum offerings should include data processing, insurance, investments, and legal matters (business law). ACKNOWLEDGMENTS The author would like to express his appreciation to Dr. Max Raines, Guidance Committee Chairman, for his roost able assistance and encouragement in completing this study. The author is also grateful to the other committee members. Dr. James Nelson, Dr. Stanley Hecker, and Dr. John Useem, for their guidance. To my former colleague and friend Dr. Michael I. Schafer, a very special thanks for his assistance in the development of the instrument used in this research. A special thanks is expressed to Mrs. Diana Osborn for her help and preparation of the manuscript. Also supportive and helpful were Dr. Charles M. Greene, President, Muskegon Community College, Dr. Robert Cahow, Executive Secretary, Michigan Community College Association, Dr. Robert Kovach, Associate Secretary, Michigan Community College Association, and Mr. David C. Briegel, past President, Michigan Community College Business Officials Association. ii To my wife, Annette, and son, John, my grateful appreciation for your patience and understanding while conducting this research. TABLE OF CONTENTS Chapter I. II. III. Page INTRODUCTION ............................... Purpose of the S t u d y ................... Need for the Study . . . . . . . . Definition of Terms...................... Limitations of the Study ................ A s s u m p t i o n s ............................ 5 6 7 9 10 REVIEW OF THE L I T E R A T U R E ................... 12 METHODOLOGY AND PROCEDURES ................ 26 General Design ......................... The Population— -Source of Data . . . . The Instruments......................... Questionnaire Format ................... 26 26 28 30 Part I— Determining Functional Areas of Responsibility................... Part II— Organizational Relation­ ships ............................ Part III— Required Skills............. Part IV— Supplementary Data . . . . The Interview............................ Collection of the Data................... Analysis of the Data . . . . . . . IV. 1 31 34 34 36 36 37 38 PRESENTATION OF THE D A T A ...................... Verification of the Functions . . . . Essentialness of the Functions . . . . Assignment of Functional Responsi­ bilities............................... Time D e m a n d s ............................ Critical Functions Established . . . . Organizational Considerations . . . . iv 42 44 47 50 54 56 59 Chapter Page Locus of P o w e r ......................... Rank ...................... Circle of I n f l u e n c e ................... Definition of Role...................... 60 60 60 62 Skill Requirements......................... In-Service Training Programs . . . . . Interview Results ......................... 62 63 65 Additional Functions Verified . . . . Significant Changes in Job Responsi­ bilities ............................ Frequency of Contact ................... Inadequate Formal Training ............. Professional Improvement Activities . . Conferences and Seminars............. Periodicals R e a d ................... Professional Memberships............. V. 67 69 69 72 72 73 76 76 Policy Involvement...................... 77 SUMMARY AND CO N C L U S I O N S...................... 80 Purpose and Procedures ................... Summary of F i n d i n g s ...................... 80 83 Functions Verified Performed . . . . Essentialness of the Functions. . . . Supervisory Responsibilities . . . . Time Demands............................ Critical Functions Established. . . . 83 84 85 86 86 Organizational Considerations ............. Required Skills............................ In-Service Training Needs ................ Interview Results ......................... 87 88 89 89 Other Functions......................... Frequency of Contact ................... Job D i f f i c u l t i e s ...................... Professional Growth ................... Policy Involvement...................... 89 90 90 90 91 Conclusions................................ Topics for Further Research................ 91 96 v Page APPENDICES Appendix A. Questionnaire Sent to the Chief Business O f f i c e r s ................................ B. Questionnaire Sent to the Presidents. C. Glossary— Functions Performed by Com­ munity College Chief Business Officers Defined and Illustrated . . . 128 D. Interview Guide and Participants . . . . 136 E. Letters of Request.......................... 139 F. A Complete Tabulation of Responses to Verification, Essentialness, Assign­ ment, and Time Demands of Functions Performed................................ 145 A Partial Listing of Literature Pertaining to the Functions Performed of Chief Business Officers . . . 159 Placement of Functions Into Resource Man­ agement Categories— Questionnaire, Participants, and Results ............. 166 G. H. . SELECTED BIBLIOGRAPHY ............................ Vi . 98 120 170 LIST OP TABLES Table 2-1. 4-1. 4-2. 4-3. 4-4. 4-5. 4-6. Page A comparison of functions performed by com­ munity college chief business officers as identified in selected research e f f o r t s ................................... 24 Those functions performed by Michigan com­ munity college chief business officers as verified by business officers and p r e s i d e n t s ................................ 46 Those functions performed by Michigan com­ munity college chief business officers compared by sizeofc o l l e g e .............. 48 Those functions performed by Michigan com­ munity college chief business officers considered "highly essential or essential" by the presidents andbusiness officers . 49 Those functions performed by Michigan com­ munity college chief business officers considered "highly essential or essential" as mentioned by all respondents according to size of c o l l e g e ...................... 51 Those functions performed by Michigan com­ munity college chief business officers involving broad and direct supervisory assignments................................ 52 Those functions performed by Michigan com­ munity college chief business officers requiring "extensive-considerable" time demands as mentioned by the presidents and business officers ................... 55 vii Table 4-7. 4-8. 4-9. 4-10. 4-11. 4-12. 4-13. 4-14. 4-15. 4-16. Page Those functions performed by Michigan com­ munity college chief business officers requiring "extensive-considerable" time demands as mentioned by all respondents according to size of college . . . . . 57 A comparative analysis of the verified functions with "essentialness" "time demands" and "assignment"— A determi­ nation of the critical functions. . . . 58 The organizational relationship of the chief business officer as perceived by the presidents and the business officers . • 61 Skill requirements of the chief business officer as perceived by the presidents and chief business officers . . . . . 64 Those areas considered to be most important for in-service training programs for the chief business officer ................... 66 Eight functions ness officer as performed seven stated 68 performed by the chief busi­ identified in the interview in addition to the thirtyfunctions ................... The most significant changes mentioned in the functional activities of the chief busi­ ness officer noted during the past five years...................................... 70 Functional areas performed with difficulty resulting from inadequate formal train­ ing ...................................... 72 Conferences and seminars attended by the chief business officer for purposes of upgrading professional skills............. 73 Periodicals read by the chief business offi­ cer for purposes of upgrading profes­ sional s k i l l s ............................ 74 • * v m * Page Table 4-17. 4-18. F—1. F-2. F-3. F—4. Professional association memberships held by the chief business officer for purposes of upgrading professional skills . . . . 75 Functional interrelationships of the chief business officer as they pertain to policy formulation......................... 78 A verification of functions performed by the community college chief business officer as mentioned by the presidents and business officers ......................... 145 A complete tabulation of responses pertaining to the essentialness of the functions per­ formed by the community college chief business officers ......................... 147 A complete tabulation of responses pertaining to the time demands required to execute the functions performed by the community college chief business officers • . 151 A complete tabulation of responses pertaining to the functional assignment of the com­ munity college chief business officers . 155 LIST OF FIGURES Figure 1. Page A pictorial presentation of the chief business officer's frequency of contact with college personnel ......................... x 71 CHAPTER I INTRODUCTION The functions performed by community college chief business officers are little known and understood, except, for broad generalizations which recognize the fact that they are responsible for accounting functions, budgeting functions, and other generally related functions. However, with the growth of the community col­ leges, in number of students served and new colleges created, the functions and role of the chief business officer in the administrative structure has taken on new dimensions. In 1960 Michigan community colleges enrolled 27,229 (Fall - head count) students 1970 this number had increased to 125,782, a cent increase. and by 362 per Concomitant with rapid enrollment growth was the staggering capital expenditure requirements to build new facilities to house the burgeoning enrollments, build new facilities to house the burgeoning enrollments. In a ten-year period, 1961 - 1970, the Michigan State Legislature appropriated $52,000,000 in capital funds to assist in the expansion of new facilities. 1 General 2 operating support from the legislature, during the same period, increased from $4,400,000 to $46,300,000 in 1970. In 1972 the level of state support had increased to $53,000,000 and by 1976 required state assistance is estimated at $100,000,000 (unpublished document). The chief business officer, perhaps more by necessity than design, was thrust into a position of assuming an increasingly greater amount of influence in the day-to-day activities and policy decisions of the college. Contributing, in addition to growth and expansion, was the development of new state aid formulas which presented problems in determining "which plan" provided the greatest benefit to the college, collective bargaining, legislative relationships, and accounta­ bility, to name a few. Generally, the chief business officer was required to assume the responsibility for collecting and analyzing data for other members of the staff, who would make policy decisions. In 1965 col­ lective bargaining became a significant influence in the administration of the college and again the chief business officer was involved because of the fiscal implications. Wilson (1968:Foreward, vi) further supports the recognized changing role and involvement when he states, "the task of the business officer today is 3 in most respects vastly more complex, technical, and difficult . . . and it is safe to assume that his role will continue to change in the years ahead." Henderson (.1964:16) states that chief business officers should be "service" oriented. If men of the type who formerly have been essen­ tially service officers are going to be in this high decision-making position . . . it will not be sufficient to be trained merely as a business manager, or as an accountant or as a controller, but rather they must have something of the broad perspective, because they are helping the presi­ dent, the academic dean and often several other vice presidents, to formulate this high-level policy which in the end determines what the char­ acter of the institution is going to be. Wilson (1968:12) supports broadening the role of the chief business officer, from "service" to "assist­ ing" in the formulation of policy, when he states that business officers "should have a demonstrable under­ standing of the general concepts of educational philosophy." The primary concern, therefore, becomes that of determining the scope of functional responsibilities and what skills and competencies are required of the chief business officer if he is to assume a greater responsibility in the operation and management of the college. Bolman (1964:1) maintains that the critical question is "what skills are needed by different kinds of administrators" and " . . . We must know what 4 competence an administrator should possess and how a potentially good man may be made actually good for his post." The problem of determining the functions performed by the chief business officer and the skills required to perform the functions may be complicated by the very fact that the statements regarding chief business officers tend to be sweeping generalizations observed from experience rather than from related research. Perhaps it is difficult because of the varied types of working situations. Phillips (1944:22) maintains "there is no single pattern of administrative procedure that does exist and probably can exist, and, therefore, you can't really study this subject (edu­ cational leadership) as a subject in and of itself. It is something which has to be studied in context." Bolman (1964:1) supports Phillips' position by asking the question "Is college and university adminis­ tration an art, a science or simply expedient and unpre­ dictable behavior?" Bolman (1964:5) provides a partial answer to his question when he states "College and uni­ versity administrators have unique functions to perform and that they perform them best when specially equipped with distinctive academic capabilities." Further complicating the evaluation of the chief business officer's functional interrelationships 5 is the critical question of what skills are needed by different kinds of administrators and can these skills be acquired more effectively by doing or trying to do the job in question (Phillips, 1964:24). Henderson (1964:16) emphasizes that in the past, "business administration" was generally thought of as requiring less scholarship than for those administrators in academic or top decision-making positions. It is his contention that "business managers" of today "rather than being purely service administrators carrying through certain functions— budgetary or otherwise" are now getting very actively into the "top decision-making group" and therefore, maintains that it is essential that the quality of scholarship, in training individuals for this function be improved. Purpose of the Study This study was undertaken for the purpose of investigating the functions performed by chief financial officers at selected Michigan community colleges. The major purposes in this study were: (1) To identify and verify the range and nature of the functions performed by chief business officers (CBO) in small, medium, and large community colleges; 6 C2) To determine which of the functions might be regarded as particularly "critical" to the per­ formance of the CBO; (3) To clarify the range of skills perceived as important in adequate performance of the role of the CBO; C4) To determine the organizational relationships of the CBO as they pertain to locus of power, organizational rank, circle of influence, and organizational role, and (5) To consider the implications of the critical functions, skill requirements, and relationship patterns for pre-service and in-service training of the CBO. Need for the Study Based on a review of the literature of the chief business officer in the community college and his func­ tional responsibilities, it appears that opinions regarding his role may have been determined more from subjective observation than by any formalized research approach. Since the chief business officer is assuming an even greater role in the operation of the college, making policy as well as providing service, it would seem that an appropriate theoretical construct of his 7 "place" In the community college organization is neces­ sary if his role and responsibilities are to be more clearly defined and understood. Therefore, there is a need for this study: (1) As no in-depth study has been done to investi­ gate the functions performed by community college CBO's; (2) As there are insufficient guidelines and cri­ teria for improving pre-training and in-service training of CBO's; (3) As there appear to be conflicting opinions as to the role of the CBO in the management of the college. Definition of Terms Skill.— For this study is defined as the "qualification or requirement necessary to perform." (May be used interchangeably with competency.) Chief Business Officer.— The CBO is defined as the top executive officer responsible for the implemen­ tation of the overall business and financial program and its related functions. variety of titles: The CBO may be given a Dean for Business; Vice President for Business; Treasurer; Controller. 8 Broad Supervision.— The CBO is once or further removed from the person responsible for executing the function— he supervises the supervisor. Direct Supervision.— The CBO is directly responsible for and supervises the execution of the function. Assist in Supervision.--The CBO has some responsibility for the execution of the function but is not responsible for the total function. Active Participation— No Supervision.— The CBO participates in a function which is supervised by some other staff member in the college. Occasional Participation.— The function is the responsibility of a staff co-equal and the CBO has limited involvement. Example: Student Aid— loans are handled by the chief student personnel officer and the CBO is involved only to the extent of accounting for and auditing receivables and expenditures. Community College.— All public two-year colleges in Michigan created and/or reorganized under Act 331, P.A. of 1966, and amendments. Function.— For this study is defined as "an act performed in carrying out a normal work activity or process.” 9 Multi-Campus.— An organization bearing a resem­ blance to an institutional system, but unequivocally designated as a single institution with either of two organizational structures: Cl) An institution having two or more campuses responsible to a central administration (which central administration may or may not be located on one of the administratively equal campuses) or; (2) An institution having a main campus with one or more branch campuses attached to it. (Source: HEGIS - OE Form 2300.21 - 3/72) Single-Campus.— One that has all primary facil­ ities clustered within the same location. (Use of store buildings or similar facilities in another location are not to be considered as a branch campus.) Limitations of the Study This study is limited: (1) To Michigan public community colleges; (2) To the perceptions of presidents and CBO's employed in Michigan community colleges as revealed in questionnaires and follow-up interviews; io (3) To those community colleges governed by indepen­ dent boards of trustees. (Colleges operating as departments of K-12 districts are excluded because many of the functions performed by the chief business-financial officer are influenced by administrators assuming similar functions for the "total" system.) (4) To the collection of data by mailed question­ naire with a follow-up interview of selected CBO's ; (5) To descriptive presentation of data. Assumptions (1) It is assumed that the cross-section of com­ munity college CBO's will provide meaningful data to answer the stated research questions. (2) It is assumed that findings within the Michigan public community college system may be similar to the functions performed by CBO's in public community colleges in other states having similar state systems. (3) It is assumed that the position of the CBO is sufficiently similar in each community college to yield a composite role definition for the CBO. 11 (4) It Is assumed that a descriptive analysis and presentation is more appropriate and meaningful than a statistical and analytical presentation at this stage of investigation into the role of the CBO. (5) it is assumed that even though the data collected is the opinion of individual respondents, when taken collectively the data will provide mean­ ingful definitions of the role of the CBO. This study is organized into five chapters. Chapter I presents a rationale for the study, the need for this study, definitions of terms, limitations of the study, and assumptions underlying the study pro­ cedures used. Chapter II provides a review of the literature pertaining to this study. Chapter III explains the methodology and procedures used in this study. Chapter IV encompasses the data collected in this study. Chapter V consists of a summary and the conclusions drawn from this study. CHAPTER II REVIEW OF THE LITERATURE A review of the literature of educational administration revealed suprisingly few articles that per­ tained directly to the roles, responsibilities, functions, and skill requirements of the community college CBO. In fact, prior to 1965 the majority of the writings per­ taining to educational business management referred to K-12 school business officers, junior college business officers employed by K-12 districts, and baccalaureate degree granting colleges and universities. However, within the last eight years, the number of articles and books written and studies completed regarding the com­ munity college CBO has greatly increased. This in part may be attributed to an increasing number of colleges offering training in higher education administration, with an emphasis on community colleges; to an increasing number of individuals pursuing graduate work, which requires some form of advanced research; and, as the role of the CBO becomes more complex. 12 13 Parker (1961:193-2041 reviewed 225 doctoral research dissertations, from 1929 to 1960, of subjects pertaining to community colleges and not one spoke to the issue of the CBO and the functions he performed. Eells (1962:16) followed up Parker's study, for years 1918 to 1942, adding 65 new titles of which none per­ tained to the business-finance officer. A review of the literature for years 1961 - 1963 identified one relevant study dealing with physical plants. Roueche (1967) identified 214 studies, from 1964-66, of which three dealt with; auditing, budgeting and accounting procedures, and a descriptive study of junior college business managers. Beginning in 1966 the Junior College Journal began to publish relevant topics to the subject— community college. In 1968 (Dissertations completed— 1968:60-64), 65 dissertations were completed with no mention of the CBO. In 1970 (Dissertations Completed 1971:41-50) including years 1965 to 1970, 166 disser­ tations were completed, with two studies dealing with budgeting and campus planning. The 1971 report (Disser­ tations Completed 1971:30-34) which covered 1968 - 1970 reported no new topics relevant to the CBO. The Col­ lege Administration Project (Catalogue of Publications, Alberta) listed over 20 topics pertaining to college administration and not one was concerned with the CBO. 14 Blocker (1965:177) has held that the CBO has a functional place in the hierarchy but should not be in a position to exert undue influence from the stand­ point of influencing the policy decisions of the college. He expands this viewpoint by suggesting that the CBO should "occupy a staff relationship with the adminis­ trative line officers of the college rather than be classified as a line. This function is not central to the basic educational services of the colleges, rather it is a supportive service necessary for the effective implementation of the educational programs of the col­ lege. " Thus it would appear that Blocker (1965:177) perceives in a rather negative manner the functional role of the financial officer as he continues: It's axiomatic that control of college finances means control of the educational program. In all too many instances fiscal officers have exerted undue influence upon the program through their control of the funds necessary for its develop­ ment and implementation. It should not be the responsibility of the business manager to allocate funds in specific amounts to particular activities of the college; unfortunately, there are far too many situations in which the business manager does just this. Requests for funds are channeled through the business office and the decision regarding such request too often is made by the business manager or by members of his staff. With this in mind, Ponitz (1971) aptly remarked that "at one time the CBO was considered as a 'bean counter' and isolated with eye shade and figures." Elmore (1970:1-7) relates that the business office 15 was primarily responsible for "bookkeeping and steward­ ship of the assets." Limited advice was given on fiscal matters and purchasing, personnel management and operation of plant were all delegated to other offices. The fact that relatively little empirical or descriptive research has been focused upon the chief business-finance officer as an administrator in the community college is no indication of a dearth of writing, however, concerning techniques for dealing with functional responsibilities and his role in the operation of the college. College Management, publi­ cations by the Association of School Business Officials, United States and Canada, College and University Journal, and School Management, frequently contain articles per­ taining to accounting technique (Walters, 1969:35-66), bonding (Shockley, 1964:89-99), budgeting (DuFresne, 1970:23), insurance (Campus Unrest, 1970:19), leadership (Umbeck, 1970:16-18), and many other areas dealing with maintenance, personnel management, investing, long-range planning to name but a few. Fordyce (1970:58-63), Greene (1970:8-20), Blocker, Plummer, and Richardson (1965:177-78), Schewerman (1966:43-45), Herman (1963:31), Elmore (1970:1-7), Wattenbarger (1970:75-83), and Richardson et al. (1972) have published in books or articles their 16 concept of the role of the CBO in community colleges. Greene (1970:18-19) perceives that the role of the business officer is not that of a planning (budgeting) officer; his role is not the most important-most power­ ful; and, the CBO is not responsible for unilaterally "recycling priorities to meet available income." He further states that the CBO should be a resource manager, a fiscal consultant, a facilitator of services; a pro­ vider of statistical information, and a suggestion maker, and he emphasizes strongly that the business manager "is not responsible for what is and what is not important when making value judgments about the planning of edu­ cational programs. Fordyce (1970:58-63) supports Greene's contention when he says that the business manager should have limited involvement in "the world of ideas— the academic program relates least to his responsibilities." Fordyce (1970:58-63) continues by saying, however, that the business manager "cannot afford to be . . . a bystander, an innocent observer. . . . He must become a major educational officer con­ versant with, and a participant in, every major edu­ cational decision." Bofferding (1963:51-55) perceives that college business administration is "not run like a business . . . and lacks a strong sense of direction." the following ten shortcomings: He lists 17 (1) Policy control— there is a lack of upgrading policies. (2) Objectives— -there is a lack of basic objectives. (3) Future Planning— business services are fre­ quently far behind. (4) Organizational Regularization— there is a failure to satisfactorily organize functional responsibilities. (5) Evaluation of results— little effort is made to evaluate business practices. (6) Cost Data— no adequate cost data have been prepared. (7) Industrial Practice— the tried and tested practices of industry are ignored. (8) Leadership— there is a failure to provide suitable leadership. (9) Mechanize Functions— no effort has been made to develop consistent operational procedures. (10) Management Services— there has been no effort to utilize outside arrangement services. Herman (1963:31) suggests that every business officer must be: (1) A professional educator; 18 (2) Able to assist the chief academic officer in translating educational objectives; (3) Able to translate philosophy and objectives of the college to planning and budgeting; (4) An educational and administrative statesman . . . not a clerical mechanic. Schewerman (1966:44) provides an explanation of why he thinks the business officer is placed in a position of being misunderstood and generally receiving uncomplimentary opinions as to his role rather than more positive and constructive considerations: . . . the business officer is underbudgeted in business management staff; he is buried in mountains of governmental rules and regulations and frozen by budget flexibility; he is buffeted between the demands of the faculty, the college administration . . . he is misunderstood, unappreciated and even caricatured, he is con­ sidered fight tested and money grubbing; he is viewed as relishing his position of power of the purse; and he is thought to use his area of activity as a purpose rather than an end. Richardson et al. (1972:128) make it quite clear what the role of business manager should be in the involvement of the budgetary process. Another problem is the domination of budget development by the business manager. Budgets should originate with departments . . . reviewed by the president and the deans . . . and it is the responsibility of the business manager to implement the decisions. The business manager should not be permitted to make decisions which would alter or nullify the meaning of the original budget. 19 An area that has received virtually no attention by the writers is that regarding the skills required of the business manager to assume his role in executing his functional responsibilities. Wilson (1968:12) recognizes that the CBO "cannot be a specialist in all operations for which he is responsible. He must be aided by staff members with professional training and experience in the various divisions into which the business and financial operations are organized." Scheps (1970:45-46) contends that the business manager must have educational as well as business skills. He must be able to interpret, he must be positive, and he must work cooperatively. Bol- man (1964:6) clarifies the type of skills by grouping all skill needs into three (3) areas: Professional skill, comprehensive understanding, and political insight (in the Aristotelian sense). He defines professional skills as including accounting, finance, bookstore management, and building maintenance. Comprehensive understanding is viewed as having knowledge: (1) Of the administration of a particular type of institution; (2) Of varying administrative patterns used in dif­ ferent institutions; (3) Of the administrative processes. 20 Political insight is described as "genuine educational leadership— insight into political, economic, social ethical, aesthetic, and spiritual forces in society with awareness of how education may benefit society. Almost nothing has been done to investigate, in a systematic manner, the formal roles and functional responsibilities of the CBO in the community college. Neither has much effort been made to systematically analyze the informal roles and functional relationships. What research that has been done has generally focused on the business manager's age, degrees, major subjects, length of time spent in position, prior work experience, faculty rank, tenure, and salary. Wattenbarger (1970:75-83), Landrith (1971), College and University Business Survey (1969:85), Russell and Ayers (1963:5-7), and Peterson (1968) all conducted descriptive studies to obtain information similar to that described above. Peterson (1968:3-4) sent questionnaires to CBO's in sixty public, two-year colleges in thirty states. The colleges were selected at random, but with some attempt to get a cross-section based on enrollment. Sixty-five per cent of the questionnaires were returned. He found that the most frequently used title is business manager. Also, Peterson found that the "business manager” will have earned at least a bachelor's degree and probably a master's degree or better; he will have less than ten years in edu­ cational business administration; his salary will be $10,000 to $16,000 (1968); he reports to the chief administrative officer (president); he is on an equal level of administration with heads of other major divisions in the college; he will have some responsi­ bility for functions— accounting, internal audit, cost analysis, financial planning and budgeting, auxilliary operations (bookstore, etc.), office management, plant operation and maintenance, nonfaculty personnel admin­ istration, purchasing, plant planning and construction, and student activity finances. Law (1962) undertook one of the more comprehen­ sive studies of college and university business managers From his findings Law concluded that: 1. 2. 3. 4. There was a need for the development and general acceptance of a philosophical framework— direction in relationships with other components In the absence of a philosophical frame of reference, there was a strong affinity to technical competence and the development of specialized skills, . . . accounting and f inance. There is conflict between business officer and faculty, administration (president, chief academic officer), which may evolve from a philosophical gap--human relations, role con­ cepts, functions, authority, and responsibility of the chief business officer. The college business management has been kept on the fringe of education, thereby, inhibiting a satisfactory balance regarding its role and functions in educational planning, in decision making and the full utilization of educational resources. They further suggest that the traditional image of the chief business officer 22 and their major orientation (by training and experience) in the fields of business and finance have contributed to this situation. Robbins and Nance (1966) combined a study of chief business officers at both colleges and universities and two-year colleges. colleges cooperated. Seventy-three two-year public Nineteen functions were identified and the business officer was asked to indicate his degree of responsibility. Of the community colleges reporting budget preparation, collecting income and disbursing funds, purchasing, fiscal accounting and reporting, each received 90 per cent or better response. Eighty to 89 per cent indicated responsibility for physical plant maintenance and operation and payroll. The remainder of the data with responses less than 80 per cent pertained to salary, fringe benefits, age and titles, formal preparation, and experience. To date, Caughey (1966) has probably done the most comprehensive study of the community college chief business officer. One hundred and sixteen business managers from 27 states, with minimum enrollments of 500, were asked to participate. Caughey, as others before him did, sought to obtain data regarding age, degrees held, undergraduate and graduate majors, back­ ground before entering the position, prior experience, and type of pre-service training required to assume the business officer's responsibilities. Caughey listed 22 23 functions and requested indication as to whether respon­ sibility for each function was full, partial, or none. As discovered in other studies (note Table 2-1 for com­ parisons) , budgeting, accounting, payroll, and mainte­ nance functions were indicated most frequently as being the responsibilities of the business officer. Caughey's (1966) study, however, added a new dimension. He suggested a program of pre-service train­ ing and recommended from his findings that administrative studies (theory mainly) including organizing, supervising, psychology, sociology, and political science be given considerable emphasis, in addition to, business studies in accounting, budgeting, purchasing, collecting and safeguarding funds and payroll. Management practice or internships should also be included in the pre-service training. An area that has received little attention is the business officer's need for in-service training pro­ grams, especially, when one considers that in 1965 Medsker (1967:11-18) (quoting Schultz) reported that "over 1,000 chief business officers would be needed by 1980." Johnson (1964) and Landrith (1971) gave similar projections supporting Medsker. In recent years, as reported by Bolman (1964:4), the University of Michigan, University of California at Berkley, Stanford, Columbia, Indiana University, Florida 24 TABLE 2-1.— A comparison of functions performed by com­ munity college chief business officers as identified in selected research efforts Functions Accounting Athletic Funds Auditing Auxiliary Operations Budgeting Building and Construction Campus Planning Collection of Student Fees Data Processing Dining Hall Business Management Endowment Fund Management Facilities Utilization Food Service Fund Raising Insurance Investment Inventory Management of Business Office Maintenance of Equipment Maintenance of Facilities Maintenance of Grounds Payroll Personnel Management Policy Formulation Publications Services Purchasing Real Estate Salary and Wage Determi­ nation Student Activity Fund Student Banking Student Housing Student Loan Student Store-Bookstore Student Union Caughey3 Lawk X X X X X X X X X X Nance and Petersend Robbinsc X X X X X X X© X X X X X xe X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X a (Caughey, 1966) b (Law, 1962) c (Robbins and Nance, 1966) ^(Petersen, 1968) 0 X Writers did not define. It is possible that several of the categories listed, but not checked, might be included, however. 25 State University implemented programs for training higher education administrators. More specifically, at the two-year level, the W. K. Kellogg Foundation supported programs at major colleges and universities in California, Florida, Michigan (Michigan State), Mew York, and Texas. Short-term programs of an intensive nature have been offered for college business managers in general at University of Omaha, University of Kentucky, and the University of California at Berkley. Herman (1963:31) states that . . . the short courses on college business manage­ ment at the universities of Omaha, Kentucky, and California are admirable efforts at improving pro­ fessional competence but fall far short of a full curriculum designed to develop university adminis­ trators. College business officers have too long delayed the establishment of a recognized graduate course in university administration. . . . If we are to consider university administration as a profession, it needs a graduate curriculum to provide a high level of professional competence. The difficult question remains, however. To paraphrase Bolman— do we know enough about community college business officers to be able to say what prepar­ ation would be advantageous? (Bolman, 1964:1-13). 4 CHAPTER III METHODOLOGY AND PROCEDURES General Design Data for this study were collected by the use of a questionnaire (Appendices A and B) and in personal interviews using a structured interview guide (Appendix D ) , with Michigan community college chief business-finance officers and presidents. (The presidents were excluded from the personal interviews.) The Population— Source of Data Fifty questionnaires were sent to chief businessfinance officers and presidents employed by twenty-five Michigan independently governed community colleges. Twelve CBO's were selected for the follow-up interviews. Initially, each of the twenty-five colleges were clas­ sified as to size and type. Each of the three dimensions was subdivided into groups as follows: (1) Size of the institution (a) small, less than 2,000 enrollment (Fall head count) 26 27 (b) medium, 2,001 to 5,000 enrollment (Pall head count) (c) large, over 5,000 enrollment (Pall head count) (2) Type of institution (a) single campus (b) multi campus The rationale for selecting the individuals and institution to which this study is limited is based on the following assumptions and limitations: (1) The functions, performed by CBO officers in Michigan's public community colleges, are similar to each other and to those functions performed by persons in the same position in community colleges in other states. (2) The data gathered may serve as a basis for investigating the functions performed by CBO's in private junior colleges; in community-junior colleges operated as departments within K-12 systems; in university controlled community college systems; and others. (3) The Michigan community colleges offer sufficient breadth, in terms of size, and type of insti­ tution (single campus— multi-campus) and programs 28 to allow making generalizations regarding the functional responsibilities, staff relation­ ships, skill requirements, and in-service training needs of the CBO. (4) The majority of CBO's and presidents would be sufficiently motivated to add to their knowledge and understanding of the CBO's role when making comparisons with other community colleges. The Instruments Two instruments were employed in this study: a questionnaire and a structured interview guide. Although it is recognized to have certain deficiencies as a means of gathering data, the use of a questionnaire was nevertheless selected as the most practical and useful means of obtaining the requested information. Principle among the shortcomings are: (1) The possibility of getting a poor response; (2) The possibility of misinterpretation of the questions or statements; (3) The lack of immediacy in answering and returning the questionnaire; and (4) The possibility that individuals might make themselves and the situation better or worse than, in fact, would be the case. 29 Koos (1928:145), however, provides three supportive arguments for the use of the questionnaire as a means of investigation: (1) To ascertain the state of practice in some field of activity; (2) To secure basic data to be used in ways more fundamental than to afford a mere description of practice; and (3) To secure opinion, judgments, or the expressions of attitudes of respondents from which tentative measures of evaluation may be derived. It is believed, however, that the amount of time, travel, and expense involved in obtaining information through personal interviews would be prohibitive in comparison to the improvement of data gathered, especially as one considers the inherent weaknesses of the interview format. The preliminary draft of the questionnaire was submitted to a jury1 of persons experienced in the M r . Herbert Stoutenberg President Alpena Community College Mr. Francis J. McCarthy Dean Grand Rapids Junior College Mr. John Cuthbertson Coordinator Business Affairs Grand Rapids Junior College Mr. Stewart L. 01mstead Dr. Paul Jones Business Manager Business and Finance Officer Alpena Community Highland Park Junior College College 30 management of community college business affairs; presi­ dents, chief business-finance officers, and individuals with background in research. Three chief business- finance officers and two presidents were selected from K-12 operated community colleges. (They were not included in the selected population.) A former research director, now Dean for Academic Affairs, and a research associate with the Michigan Community College Associ­ ation gave critical but constructive comments for 2 improving the design of the questionnaires. In addition to written comments, personal and telephone interviews were conducted with each of the jury members. It is assumed that the observations and suggestions of the "jury" eliminated most ambiguities and potential misunderstandings. The "final" document was submitted, for review and approval, to the chairman and members of the writer's doctoral committee. Following the review session, sug­ gestions made by the committee members were incorporated into the questionnaire. Questionnaire Format Once the content of the questionnaire was deter­ mined, attention was then given to developing a 2 Dr. Michael I. Schafer Dean Academic Affairs Muskegon Community College Dr. Robert Kovach Associate Secretary Michigan Community College Association 31 satisfactory format. The basic design consisted of a composite of ideas presented in questionnaires developed by Raines (1965:Appendix D) , and Cook (1972). Of pri­ mary concern was the development of a questionnaire that would not discourage responses by length or by vagueness. It was assumed that the time commitments of presidents would be primary factors in determining their degree of interest in the study and, therefore, a willingness to respond. Therefore, the questionnaire sent to the president was modified by repeating each function four times in Part I for the four responses requested, i.e., (a) is performed, (b) assignment, (c) essentialness, and (d) time demands. Parts II and III were identical, with slight modification made in the responses requested in Part IV. (A comparison of Appendices A and B will more clearly demonstrate the differences in the questionnaire formats.) Part I— --Determining Functional Areas of Responsibility Previous studies had identified between eighteen and twenty-two major functions. Law (1962) identified twelve major functions and listed sub-functions for purposes of defining the major function. Law included within the major function Auxilliary Enterprises, residence halls, food service, bookstore, and university press (publications). This writer felt that each should 32 be considered a separate function with statement of activities performed and illustrated assignments. Caughey (1966) listed twenty-two functions, but did not in any way attempt to define the function. There­ fore, Part I provides a listing of thirty-seven functions identified in the literature and from experience, with definitions and illustrated assignments. For each function as stated, the respondent was asked in Section A if the function was performed and if so, for the CBO, to indicate whether the statement was accurate, required modification, or was inaccurate. Comments were requested if the function was not accurate as stated; in Section B, the essentialness of the function to the operation of the college; in Section C, the assignment— relationship of the chief business-finance officer to the function, i.e., broad supervision, direct supervision, etc.; and, in Section D, the time demands required in executing the function. The following functions were defined. Following receipt and preliminary analysis of the data, these functions were categorized into broader areas of oper­ ation for purposes of interpretation. Appendix C pro­ vides a complete definition and description of each function: (1) The Accounting Function (2) The Auditing Function 33 (3) The (4) The (5) The (6) The (7) The (8) The (9) The CIO) The (11) The (12) The (13) The (14) The (15) The (16) The (17) The (18) The (19) The (20) The (21) The (22) The (23) The (24) The (25) The (26) The (27) The (28) The 34 (29) The Publications Services Function (30) The Purchasing Function (31) The Real Estate Function (32) The Salary and Wage Determination Function (33) The Student Activity Fund Function (34) The Student Housing Function (35) The Student Loan Function (36) The Student Store— Bookstore Function (37) The Transportation Function Part II— Organizational Relationships' Law (1962) made, of all the studies, the only effort to obtain information regarding the organizational relationships of the chief business-finance officer with other staff in the college; prevention of conflict with other administrators, should work primarily with, be directly responsible to whom, and should be given what organizational status. Caughey (1966) made no effort to obtain this type of information. A similar approach to Law's study was used, but with a different population and purpose. Part II, therefore, deals with: locus of power, rank, circle of influence, and definition of role. Part III— Required Skills Neither Caughey (1966) nor Law (1962) made an effort to specifically identify the skills required by the CBO vital to the performance of his functional 35 responsibilities. Caughey (1966) concentrated his efforts on determining what subject matter was most important, what personal qualities contribute roost to success as a CBO, and what qualities were considered to be important. Very little, if any information, has been made available in writing regarding the community college CBO's skill requirements. Therefore, a list of sixteen was identified from fragments of writings, experience, and observations and as agreed to by the "jury" responsible for reviewing the contents of the questionnaire. listing is as follows: (1 Accounting Skills (2 Analytical Skills (3 Budgeting Skills (4 Skill in Legal Matters (5 Investment Skills (6 Leadership Skills (7 Legislative Relations Skills (8 Long-Range Planning Skills (9 Negotiating Skills (10 Organizing Skills (11 Personal Management Skills (12 Policy Formulation Skills (13 Public Relations Skills (14 Public Speaking Skills This 36 (15) Persuasive Skills (16) Technical Report Writing Skills Part IV— Supplementary Data Part IV was designed to obtain routine infor­ mation, such as, title, years of experience, enrollment, institution type (single campus - multi-campus), and location of campus (urban - nonurban). This information was gathered to determine if there were significant relationships between size of college enrollment and functions performed, assignment, essentialness, and time demands. Probably the most important data col­ lected in Part IV pertained to in-service training needs as self-perceived by the CBO's and as perceived by the presidents. Few opportunities, as cited in Chapter II, are available with some degree of relevancy and impact, for business officers to improve their skills, except for on-the-job opportunities. Therefore, these data are collected for purposes of identifying selected, but vitally important, areas for developing service programs and conferences. The Interview In order to expand and strengthen the findings of the questionnaire, interviews with selected CBO's were held. Since the CBO's were holding their annual meeting,, shortly after completing the mailed questionnaire, 37 it was most advantageous and expedient to utilize the interview technique. Representatives listed in Appendix D were selected based on college type (multi-campus single campus), size, and the writer's knowledge of the chief business-finance officer's experience and background. The interview guide was developed after the questionnaires had been returned and analyzed. It was, therefore, designed to obtain additional information which included functions performed, functional inter­ relationships and additional in-service training needs. The length of the actual interviews ranged from twenty to forty minutes, depending upon the responsiveness of the individual being interviewed. Collection of the Data Questionnaires were mailed to the CBO's two weeks prior to mailing the questionnaire to the presi­ dents. The president of the Michigan Community College Business Officers Association sent a letter (Appendix E) to each of the twenty-five business-finance officers requesting their support. Also, the Executive Secretary of the Michigan Community College Association, cooperated by sending a letter (Appendix E) to each of the twentyfive presidents included in the survey. The rationale for sending the questionnaire two weeks later to the president was because of a simple 38 observation that presidents tend to pass such question­ naires on to the appropriate staff person. A calculation was made that the CBO having filled his out would so inform the president and perhaps assist by reminding him of his responsibility. Comments made during the interviews confirmed these suspicions which explained the excellent response from the presidents (twenty-four of twenty-five cooperated). Analysis of the Data Compatible with the purpose of the study, to obtain descriptive information pertaining to the functions performed by CBO's, the data were analyzed using a two-thirds concensus criteria as a basis for verifying the functions performed and determining the relationships of essentialness, time demands, and supervisory assignments. Each item receiving a con­ census response of at least two-thirds was considered to be verified. Verified functions receiving at least a two-thirds response indicating high degree of essential­ ness and supervisory (broad or direct) responsibilities are considered to be critical functions. The thirty-seven functions were classified into nine broad resource categories: planning, procurement, allocation, fiscal maintenance, administrative services, property maintenance, staff maintenance, development, 39 and protection. A jury 3 of experts was asked to classify each function into one of the nine categories. The results are as follows. Management Resource Categories Resource Planning Resource Property Maintenance Campus Planning Maintenance of Equipment Information System Maintenance of Facilities Long-Range Planning Maintenance of Grounds Policy Formulation Inventory Resource Procurement Resource Allocation Collection of Student Fees Budgeting Federal Relations Collective Bargaining Fund Raising Facilities Utilization Legislative Payroll Purchasing Salary and Wage Determi­ nation Resource Fiscal Maintenance Accounting Resource Protection Auditing Bonding Insurance Protection of Persons and Property 3 See Appendices K and L for jury participants and responses. 40 Resource Administrative Services Data Processing Food Service Publication Services Student Activity Fund Student Housing Student Loan Student Store-Bookstore Transportation The Resource Categories are defined as follows: Resource Planning.— Those functions performed for purposes of developing sufficient information for policy decisions regarding short** and long-range operational activities. Resource Procurement.— Those functions performed for purposes of obtaining fiscal resources and materials. Resource Allocation.--Those functions performed for purposes of allocating fiscal resources, space, and personnel. Resource Fiscal Maintenance.— Those functions performed for purposes of insuring proper accounting of fiscal resources and expenditures. 41 Resource Property Maintenance.— Those functions performed for purposes of maintaining adequate records of equipment usage and care of physical property. Resource Administrative Services.--Those functions performed for purposes of providing services to the college community; staff, students, and citizens. Resource Development.— -Those functions performed for purposes of insuring proper and wise use of fiscal resources and development of human resources. Resource Protection.— Those functions performed for purposes of maintaining proper records of resource expenditures, insuring safety and protection of persons and property, and providing appropriate controls for resource expenditures. Resource Staff Maintenance.— Those functions performed for purposes of insuring a conducive working and living environment for faculty, administration, and support staff. CHAPTER IV PRESENTATION OF THE DATA The responses of forty-seven chief business officers and presidents from Michigan's twenty-five independent community colleges have been summarized and presented in this chapter. The chapter has been divided into sections providing information concerning: (1) The verification of functions performed; (2) The essentialness or importance of the functions performed; (3) The assignment of the chief business officer for execution of the functions; (4) The amount of time required of the chief busi­ ness officer for execution of the functions; (5) A comparative analysis of verified functions with essentialness, assigned responsibilities, and time demands; C6) The organizational interrelationships of the chief business officer; 42 43 (7) The skills required of the chief business officer; (8) The identification of in-service training needs; and, (9) A presentation of findings from interviews conducted with twelve chief business officers. Appendix F presents a series of tables that provide a complete listing of the responses to the questionnaire. The tables presented in this chapter reflect the distribution of responses to the questionnaire and the interview questions. The number of individuals responding has been included in each table. number of respondents is forty-seven. The total Twenty—four of twenty-five presidents returned questionnaires. Twenty- three of twenty-five chief business officers cooperated by returning questionnaires. Twelve of the twenty-three chief business officers were contacted for follow-up interviews. Questionnaires were not received from two colleges as they were without CBO's when the study was being conducted. A jury of experts (Appendix I) was asked to place each function within a broader classification. Since the CBO is considered to be a manager of resources, each broad category attempted to best describe the 44 type of resource activity. Therefore, the following nine categories were identified: (1) Resource Planning (2) Resource Procurement (3) Resource Allocation (4) Resource Fiscal Maintenance (5) Resource Administrative Services 16) Resource Property Maintenance (7) Resource Staff Maintenance (8) Resource Development (9) Resource Protection In the following presentation of data, the functions are categorized within the nine broad clas­ sifications as determined by the jury. Verification of the Functions Thirty-seven functions, as identified in the literature, were defined and illustrated (Appendix C ) . The presidents and the CBO's were asked: function performed at your college?" "Is the In addition, the CBO's were asked to verify the accuracy of the statement,^ Three functions, faculty and staff housing, food service, and long-range planning received less than two-thirds consensus as being accurately stated. The dissenting responses indicated "accurate with slight modification"; however, virtually no comments were made that would expand or improve the statement as provided. 45 since they were considered to be the most knowledgeable about the functions that they performed. Twenty-four functions were verified (as shown in Table 4-1) as being performed by at least a two-thirds consensus of each group. A minimum of one function was mentioned in each of the nine resource categories. It would appear that the CBO is primarily responsible for managing resources— staff maintenance, allocations, development, administrative services, property main­ tenance , fiscal maintenance, and resource protection. Although more than two-thirds of the CBO's indicated that they performed the functions within resource categories planning and procurement, the presidents, except for functions policy correlation, collection of student fees, and purchasing, failed to perceive the CBO's involvement in a like manner. Differences of opinion existed in responses to functions; campus planning, information systems, long-range planning, fund raising, legislative, federal relations, facili­ ties utilization, data processing, and endowment fund management. In each case more than two-thirds of the CBO's indicated that the functions were performed, while the number of presidents responding failed to reach a two-thirds majority. Four functions, publications services, student housing, faculty and staff housing, 46 TABLE 4-1.— Those functions performed by Michigan community college chief business officers as verified by business officers and presidents Fimctione by kesource Category Presidents(24) N Business Officers(23) N Total Itsai Responses N FLAMING CMpus Planning Infomation Systans Long Range Planning Policy Formulation 14 14 15 18* 21* 21* 23* 23* 35 35 3(U 4r PROCUREMENT Collection of Student Fees Federal Relations Fund Raising Legislative Purchasing 21* 13 8 13 23* 23* 23* 17* 19* 22* 44* 36 25 32 45* ALLOCATION Budgeting Collective Bargaining Facilities Utilisation Payroll Salary and Wage Determination 24* 20* 15 23* 22* 23* 22* 21* 23* 23* 47* 42* 36 46* 45* FISCAL MAINTENANCE Accounting 22* 23* 45* ADMINISTRATIVE services Data Processing Food Service Publication Services Student Activity Fuad Student Housing Student Loan Student Store-Bookstore Transportation 14 20* 10 17* 5 17* 20* 18* 17* 20* 14 22* 4 21* 20* 17* 31 40* 24 39* 9 38* 40* 35* PROPERTY MAINTENANCE Inventory Maintenance of Equipment Maintenance of Facilities Maintenance of Grounds 21* 19* 19* 19* 23* 22* 21* 21* 44* 41* 40* 40* STAFF MAINTENANCE Faculty and Staff Housing Personnel Management 4 17* 6 22* 10 39* DEVELOPMENT Endowment Fund Manapmwat Investment Real Estate Leadership 13 22* 15 18* 19* 23* 14 22* 32 45* 29 40* PROTECTION Auditing Bonding Insurance Protection of Persona and Property 20* 19* 23* 20* 23* 21* 23* 20* 43* 40* 46* 40* *Asteriak denotes et least a two-thirds conseamis. Asterisk in total response colwi denotes at least a two-thirds consensus by each responding group. 47 and real estate failed to receive a two-thirds consensus response by either the presidents or the CBO's. Budgeting, payroll, salary and wage determination, collection of student fees, accounting, inventory, investment, auditing, and insurance functions were verified by nine out of ten presidents and CBO's. Table 4-2 presents a comparison of responses by size of college. It would appear that the size of the college has very little influence on whether a function is or is not performed. In only two instances, the transportation function and the insurance function, did the responses in each category fail to reach a two-thirds consensus when comparing the twenty-four verified functions. Essentialness of the Functions Except for four functions— fund raising, pub­ lication services, faculty and staff housing, and real estate— thirty-three functions were considered "highly essential and essential" to the operation of the college (Table 4-3). Policy formulation, purchasing, budgeting, payroll, accounting, data processing, student housing, auditing, and bonding received a 100 per cent response from each group. One hundred per cent of the presidents identified nineteen of the thirty-seven as being highly essential or essential. 48 TABLE 4-2.— Those function* parformed by Michigan co— unity collage chief business officers coopered by sise of college functions by Resource Category PLANNING Cmpue Planning Information Systems Lang Range Planning Policy Foruulation PROCUREMENT Collection of Student Teas Federal Relatione Fund Raising Legislative Purchasing Basil(10) (less than 2000) Nsdiua(S) (2000-3000) B 14* 11 15* 16* 17* 16* Largs(7) Tot.Xtsa 5000) II 10 14* 13* 14* 10* 10* 15* j.’* 10 6 10* 11* 11* • 33 33 30* 41 44* 36 23 32* 43* 11 12* 11* 9* 18* 14* 13* ALLOCATION Budgating Collective Bargaining Facilities Utilisation Payroll Salary and Wage Determination 18* 16* 15* 17* 17* 16* 15* 11* 11* 10* 16* 16* 13* 12* 47* 42* 36* 46* 45* FISCAL MAINTENANCE Accounting 16* 16* 13* 45* ADMINISTRATIVE SERVICES Data Processing Food Service Publication Services Student Activity Fund Student Housing Student Loan Student Store-Bookatore Transportation 8 13* 13* 7 15* 10* 17* 9 13* 5 14* 14* 15* 31 40* 24 39* 9 38* 40* 35 PS0PIRTY MAINTENANCE Inventory Maintenance of Equipment Maintenance of Facilities Maintenance of Grounds 17* 17* 17* 17* STAFF* MAINTENANCE Faculty and Staff Housing Personnel Management 13* 10* 8 11* 2 2 14* 15* 10 10* 14* 13* 11* 10* 13* 12* 11* 11* 11* 41* 40* 40* 3 15* 2 14* 10* 7 39* DEVELOPMENT Endowment Fund Management Investment Real Estate Leadership 9 17* 9 16* 12* 11* 15* 13* 10* 10* 14* 10* PROTECTION Auditing Bonding Insurance Protection of Person* and Property 17* 15* 18 17* 14* 14* 16* 12* 12* *Astarlsk danotea at least a tvo-thlrds consensus. Asterisk In total colien denotes at least a two-thirds 12* 11* 12* 11* ■us within each category. 32 43* 29 40* 43* 40* 46* 40* 49 TABLE 4-3. — Those functions performed by Michigan or— intty collage ohiaf businaas officara considered "highly aaaantial or aasantial" by tha presidanta and businaas officara Presidents(24) Function by Resource Catagory N Buslness(23) Officers ■ Total Item Booponses N PLANNING Campus Planning Information Syataaa Long Ranga Planning Policy Formulation 14* 13* 12* IB* 19* 21* 21* 23* 35 35 38 41 PROCUREMENT Collection of Student Paea Federal Relatione Fund Raising Legislative Purchasing 20* 11* S 12* 23* 23* 19* 12* 17* 22* 44 36 25 31 43 ALLOCATION Budgeting Collective Bargaining Facilities Utilisation Payroll Salary and Hags Determination 24* 19* 14* 22* 20* 23* 20* 17* 22* 21* 47 41 37 44 45 FISCAL MAINTENANCE Accounting 22* 23* 45 ADMINISTRATIVE SERVICES Data Procaaslng Pood Service Publication Services Student Activity Fund Student Housing Student Loan Student Store-Bookstore Transportation 14* 19* 8* 14* 5* 15* 20* 15* 17* 13* 9 15* 3* 19* 17* 12* 31 40 24 39 8 38 40 35 PROPERTY MAINTENANCE Maintenance of Equipment Maintenance of Facilities Maintenance of Grounds Inventory 19* 19* 19* 21* 19* 20* 18* 19* 41 40 40 44 STAFF MAINTENANCE Faculty and Staff Housing Personnel Management 3* 17* 1 21* 10 39 DEVELOPMENT Endowment Fund Management Investment Real Estate Leadership 8* 22* 10* 17* 12* 22* 7 20* 30 45 29 39 PROTECTION Auditing Bonding Insurance Protection of Persons and Property 20* 19* 23* 18* 23* 21* 22* 19* 43 40 46 40 *Asterlak denotes at laaat a two-thlrda consensus. Aatarlak In composite eolian denotes at laaat a two-thlrda coaaaasus by each responding ■roup. 50 Publications services, faculty and staff housing, and real estate functions received less than two-thirds response by the CBO. Fund raising was the only function receiving less than two-thirds support by the presidents. Colleges with less than 5,000 enrolled were less apt to find faculty and staff housing, and real estate as being essential functions to the operation of the college as shown in Table 4-4. Fund raising, transportation, student activity fund, and also faculty and staff housing were considered less essential to colleges with enrollments over 5,000. Ass ignment of Func tional Responsibilities More than two-thirds of each group responding, as presented in Table 4-5, agreed that the CBO had either broad or direct supervisory responsibilities for: col­ lection of student fees, purchasing, budgeting, pay­ roll, accounting, food service, student store-bookstore, transportation, inventory, maintenance of equipment, grounds and facilities, investment, leadership, audit­ ing, bonding, and insurance functions. (Complete pre­ sentation listed in Appendix Table G-4). At least two-rthirds of the presidents mentioned that the CBO had broad or direct responsibility for the following functions: student housing, faculty and staff housing, personnel management, and real estate. TABLE 4-4.— Those functions performed by Michigan oaaamnity college chief business officers considered "highly essential or essential" as bentlongd by all respondanta according to slsa of college Snail (10) (lass than 2000) I (2000-5000) M PLANNING Canpus Plennlng Information Syetea Long Range Planning Policy Formulation 13* 10* 14* 16* 9* 14* 10* 14* 11* 10* 9* 11* 33* 34* 33* 41* PROCUREMENT Collection of Student Fees Federal Relatione Fund Raising Legislative Purchasing 16* 13* 9* 9* 10* 15* 8* 3 11* 15* 12* 9* 5 9* 12* 43* 30* 17 29* 45* ALLOCATION Budgeting Collective Bargaining Facilities Utilisation Payroll Salary and Wage Determination 18* 15* 11* 16* 14* 16* 15* 10* 16* 16* 13* 9* 9* 12* 11* 47* 39* 30* 44* 41* FISCAL MAINTENANCE Accounting 16* 16* 13* 45* ADMINISTRATIVE SERVICES Data Processing Food Service Publication Services Student Activity Fund Student Housing Student Loan Student Store-Bookstore Transportation 7* 14* 4 9* 4* 12* 13* 14* 13* 12* 6* 13* 11* 8* 7* 7 31* 34* 17 29 12* 14* 7* 10* 10* 6 34* 37* 27 PROPERTY MAINTENANCE Maintenance of Equipment Maintenance of Facilities Maintenance of Grounds Inventory 17* 17* 16* 15* 12* 12* 11* 12* 9* 10* 10* 13* 38* 39* 37* 40* STAFF MAINTENANCE Faculty and Staff Housing Personnel Management 2 14* 1 1 14* 10* DEVELOPMENT Endosmant Fund Management Investment Real Estate Leadership 8* 17* 4 14* 4 15* 5 13* 8* 12* 8* 10* 20 44* 17 37* PROTECTION Auditing Bonding Insurance Protection of Parsons end Property 16* 15* 18* 15* 14* 14* 15* 11* 12* 10* 12* 11* 42* 39* 45* 37* Function* by Resource Category Medlw(S) 2* large(7) Tot.less (o«sr 5000) Responses M N 2* 8 4 *Asterlsk denotes at least a two-thlrda consensus. Asterisk In total column denotes at least a two-thlrda consensus within each category. 38* 52 TABLE 4-5.— Those functions performed by Michigan nn— ml ty college chief businese officers Involving broad and direct supervisory assignments Broad Supervision N Functions by Resource Category FUUIMZMC Campus Plennlng Infnnastlon Syetaes Long Renge Plennlng Policy Fovsuletlon PROCUREMENT Collection of 8tudent Fees Federal Relatione Fund Raising Legislative Purchealng Pres. B.O. Pres. B.O. Pras. B.O. feres. B.O. Prae. B.O. Pres. B.O. feres. ■fOf Pres. B.O. Praa. ».?. ALLOCATION Budgeting Prae. B.O. feres. Collective Bergelnlng B.O. Facilities Utilisation Pres. B.O. Payroll Praa. B.O. Salary and Wage Determination Pres B.O. FISCAL MAINTENANCE Accounting Pres. B.O. ADMINISTRATIVE SERVICES Data Frocaaslng Food Service Publication Services Student Activity Fund Student Houeing Student Loan Student Store-Booketore Transportation Pras. B.O. Praa. B.O. feres. B.O. Pras. B.O. Pres. B.O. Pres. fesft. Pras. ?,0t Pras. B.O. 3 6 4 9 2 6 ' 3---5 12 12 3 8 1 4 1 — 12 12 6 5 " I .. . 3 5 4 14 15 5 7 Direct Supervision ■ Composite Supervisory ■ 2 2 2 8 2 8 3 5 5 8 6 l7* 4 14 6 10 14 21 14 21 13 23 18 23 S 5 3 4 1 3 3 2 11 10 17* 17* i 12 2 7 4 2 23* 22* 21 23 33 23 8 17 13 18 23 22 23* 19* 12 8 9 4___ 21* 21* 11 14 24 23 20 21 13 21 22 22 22 23 22 23 17 14 ..... " T ~ " 5 4 -- 7 4 6 7 _ 12 12 10 9 22* 21* 6 7 9 15 2 6 4 10 1 2 5 1 3 3 8 2 4 l 4 2 2 9 10 12* 17* 4 7 9 12 4* 2 8 9 19* 17* 16* 13* 9 14 4 li Totel Its* Responeas B -- 3 2 10 3 1A 2 14 : 17 ‘ 20 20 10 14 ■■ — I V 22 4 4 13 21 20 20 w 17 53 TABLE 4-5.— Continued Broad Supervision N Functions by Resource Category PROPERTY MAXMTEMAMCE Inventory Maintenance of Equipment Malntenaace of Facilities Maintenance of Grounds H A H MAINTENANCE Faculty and Staff Housing Personnel Management DrtVELOfetEMT Endowment Fund Management Investment Real Estate Leadership PROTECTION Auditing Bonding Insurance Protection of Persons and Property Direct Supervision M' Pres. B.O. Praa. B.O. Pres. B.O. Praa. B.O. 9 14 10 16 10 14 10 13 10 7 8 2 Pras. B.O. Pras. B.O. 1 1 4 10 2 Pras. Br0. fees. B.O. foes. B.O. foes. B.O. 2 6 6 4 5 3 A B 5 6 Pras. B.O. Praa. B.O. Praa. 10 12 7 B.O. Pras. B.O. 10 5 7 8 10 8 5 9 3 i4 14 3' 4 11 9 10 9 17 12 5 3 *Aiterlik denotes a composite consensus of at least two-thlr't, Composite Supervisory M Total Ztan Responses II 19* 21* 18* 18* iff* 18* 18* 18* 21 23 19 22 19 21 19 21 3* 3 4 5 it 22 a* 13 7 12* HF" 18* 10* 7 13* 19* i3 18 22 23 13 14 18 22 18* 21* 20 23 ife 2? 19* 23 13 13 20 20 17* 22* If 54 In only two instances did more than two-thirds of the CBO's, when not supported by the presidents, indicate responsibility for functions (information systems and endowment fund management). It would appear that the CBO tends to have major responsibility for managing resources: fiscal mainte­ nance, property maintenance, resource development, and resource protection. Resource planning and resource staff maintenance failed to include any function that received at least two-thirds support by both groups. Purchasing, accounting, payroll, and auditing functions each received better than a 90 per cent endorsement by each group. Time Demands Table 4-6 lists the responses of the presidents and CBO regarding the amount of time spent in the exe­ cution of each function. The responses were combined to form a composite of extensive and considerable. (A complete listing may be found in Appendix G ) . Only three functions— budgeting, collective bargaining, and accounting— emerged as falling in the more than twothirds response by each group. The presidents tended to be more generous in their perceptions of the time requirements. Purchasing, payroll, leadership, and auditing functions all received more than two-thirds responses from the presidents. 55 TABLE 4-6.— Thoso functions performed by Michigan oonmmity collsgs chisf businaas officers requiring "extensive-considerable" time deawnda as ssn* tioned by the presidents andbuslnesa officers FunctiotS by Resource Category PLANNING Campus Planning Infotnatlon Systsaw Long Bangs Planning Policy Formulation Presldent(24} N Buelnaee Officer (23) * Composite Total htens.-Cone. rtM|?siM "m 'w 5 5 5 8 7 13 10 16 12 18 15 24 35 36 38 41 PROCUREMENT Collection of Student Paaa Federal Relations Fund Raising Legislative Purchasing 10 3 1 5 18* 5 6 1 3 12 15 9 2 8 30 45 36 25 11 44 ALLOCATION Budgeting Collective Bargaining Facilities Utilisation Payroll Salary and Wage Dateruination 24* 15* 2 16* 10 21* 17* 1 6 5 45* 32* 3 22 15 47 42 35 44 45 FISCAL MAIMTWANCB Accounting 19* 18* 37* 45 5 9 2 1 3 5 8 4 4 3 1 1 2 1 9 12 2 1 4 6 10 5 31 40 24 39 9 38 40 35 5 3 4 3 12 13 15 15 44 41 42 40 — ADMINISTRATIVE SERVICES Data Processing Food Service Publication Services Student Activity Fund Student Housing Student Loan Student Store-Bookstore Transportation PROPERTY MAINTENANCE Inventory Maintenance of Equipment Maintenance of Facilities Maintenance of Grounds 7 10 11 12 STAFF MAINTENANCE Faculty and Staff Housing Personnel Manor;ament — 10 DEVELOPMENT Endowment Fund Management Investment Real Estate Leadership 1 12 6 14 PROTECTION Auditing Bonding Insurance Protection of Persons and Property 14* 5 12 6 -mm 7 17 0 39 3 8 4 20 6 28 31 44 29 40 24 5 23 10 43 40 46 40 — -- 14 10 — 11 4 *Aeterlak dsnocss at laaat a two-thirds coossosus. Asterisk In composite coluao denotes at laaat a two-thlrda consensus for each responding group. 56 Size of the college appears (Table 4-7) to have some influence in the amount of time spent. Budget­ ing and collective bargaining were the only functions to receive responses greater than two-thirds. However, the smaller the college the more time spent in performing the following functions: information systems, purchasing, accounting, and auditing. The CBO's, in categories small and large, both shared a high opinion that the leadership function was time consuming (extensive or considerable). Respondents from the medium size colleges indicated sub­ stantial time demands for budgeting, collective bargain­ ing, and accounting. Proportion-wise, the larger col­ leges tended to spend more time in resource planning as the policy formulation function received at least a twothirds response by the respondents in this grouping. Critical Functions Established In Table 4-8 the results of comparing the responses "is performed," "essentialness," and "assignment" are indicated. Here again, budgeting and accounting emerge as the most critical functions. They are verified as performed, as being highly essential or essential, and as being assigned to the CBO for super­ vision, by more than two-thirds of the presidents and the CBO's (except as noted otherwise). It would appear that the factor of time does not necessarily determine how critical a function, performed by the chief business 57 TABLE 4-7.— Those function* perform**! fay Michigan rn— unity ooll*g* ehi*f business officer* requiring "extensive-considerable" tl** dqpanda a* mention*d by all respondent* according to also of college Function* by Resource Category Medium (8) Small (10) (leas than 2000) (1000-5000) N N Large (?) Tot.Item (more them SOOO^ ig^onsas N ■ PLANNING Campus Planning Information Systems Long Rang* Planning Policy Formulation 7 9* 4 10 1 5 5 6 4 4 6 8* .12 18 15 24 PROCUREMENT Collection of Student Faaa Fadaral Relation* Fund Ralalng Laglalatlva Purchasing 10 5 1 2 14* 3 1 1 3 7 2 V 0 3 9 15 9 2 8 30 ALLOCATION Budgeting Collective Bargaining Facllitlaa Utilisation Payroll Salary and Wage Determination 18* 14* — 9 6 15* 12* 8 7 12* 7* 3 5 2 45* 33* 3 22 15 FISCAL MAINTENANCE Accounting 16* 13* 8 37 ADMINISTRATIVE SERVICES Bata Processing Food Service Publication Services Student Activity Fund Student Housing Student Loan Student Store-Bookstore Transportatlon 3 5 1 — 3 4 3 2 3 2 1 1 2 1 4 5 -— 1 1 5 2 10 12 2 .. 4 6 10 5 6 5 6 6 12 13 15 15 4 0 17 — PROPERTY MAINTENANCE Inventory Maintenance of Equipment Maintenance of Facilities Maintenance of Grounds 5 7 6 6 1 1 3 3 STAFF MAINTENANCE FaculLy and Staff Housing Personnel Management -6 — 7 DEVELOPMENT Endowment Fund Management Investment Real Estate Leadership 2 7 1 13* 6 3 6 2 7 2 9* 4 20 6 28 5 3 8 3 5 2 6 4 24 5 23 10 PROTECTION Auditing Bonding Insurance Protection of Persons and Property 14* — 9 3 — "Asterisk danotaa at laaat a two-thlrda consensus. Asterisk in column 4 danotaa at laaat a two-thlrda eooaaaawa within each category. TABLE 4-8.--A comparative analysis of the verified functions with "essentialness" "time demands" and "assignment"— A determination of the critical functions Function Function Verified Judged High Function s by as Performed Ees. or Eaa. Resource Category N M • Supervision Responsibility Resigned to CBO ’ R FLAMMING Canpus Planning Information Systeae Long Range Planning Policy Formulation 35 35 38 41* 33* 34* 33* 41* 13 23 18 16 PROCUREMENT Collection of Student Fees Federal Relations Fund Raising Legislative Purchasing 44* 36 25 32 45* 43* 30* 17* 29* 45 34* 18 9 6 45* ALLOCATION Budgeting Collective Bargaining Facilities Utilisation Payroll Salary and Wage Determination 47* 42* 36 46* 45* 47* 39* 31* 44* 41* 42* 20 13 42* 23 FISCAL MAINTENANCE Accounting 45* 45* 43* 31 40* 24 39* 19 34* 11 21 5 17 36* 29* ADMINISTRATIVE SERVICES Data Processing Pood Service Publication Services Student Activity Fund Student Bousing Student Loan Student Store-Bookstore Transportation 38* 40* 35* 31* 34* 17 29* 8* 34* 37* 27* PROPERTY MAINTENANCE Inventory Maintenance of Equlpewnt Maintenance of Facilities Maintenance of Grounds 44* 41* 40* 40* 40* 38* 39* 37* 40* 36* 36* 36* STAFF MAINTENANCE Faculty and Staff Housing Personnel Management 10 39* 4 38* 6 26* DEVELOPMENT Endowment Fund Management Investment Real Estate Leadership 32 45* 29 40* 20* 44* 17 37* 19 38* 17 32* PROTECTION Auditing 43* 43* 39* Bonding 40* 40* 36* Insurance 46* 43* 41* Protection of Persons and Property 40" 37* 26 Only the responses eada by the chlaf business officer* are noted. Zt Is asaumeJ'that they have a eora accurate perception of tlea apent. 2. Asslgnaumt Includes all reeponeaa to categories "broad supa*vlsloa,, and "direct supervision" "Asterisk denotes at laaat a tvo-thlrda conaanatia by each responding group except in column "time daaande" (explained under 1 above). 59 officer, is to the operation of the college. Therefore, the functions will be considered critical if they are verified ("is performed") by at least two-thirds of each group, are important ("highly essential— essential") as mentioned by at least two-thirds of each group, and achieve a two-thirds concensus indicating that the chief business officer has broad or direct supervisory responsi­ bilities. Functions meeting all of these criteria and, therefore, considered to be critical functions are: collection of student fees, purchasing, budgeting, pay­ roll, accounting, food service, student store-bookstore, transportation, inventory, maintenance of equipment, maintenance of facilities, maintenance of grounds, invest­ ment, leadership, auditing, bonding, insurance, and personnel management. The majority of critical functions may be clas­ sified in the following administrative categories: fiscal maintenance, property maintenance, staff main­ tenance , resource development, and resource protection. No critical function is included within the category of resource planning; two fell within resource procurement and resource allocation; and, three were found in the resource-administrative services category. Organizational Considerations The role of the chief business officer in the organization deserves attention: What should be his 60 locus of power, what rank should he hold, what should be his circle of influence, and what role should he play? Table 4-9 presents these findings. Locus of Power Two-thirds or more of each group, the presidents and chief business officers, agreed that the chief business officer should report directly to the presi­ dent. This, therefore, eliminated the executive vice- president, the academic dean, and the board of trustees as being supervisors. Of interest is the lack of decision as to whether or not the chief business officer should hold a staff position or assume line responsi­ bilities. Although a two-thirds or better response was lacking, the majority of both respondents agreed that the chief business officer should hold a staff position. Rank Both groups were in agreement that the CBO should have equal organizational status with the chief academic officer. More than two-thirds of the presidents disagreed that the CBO should have faculty rank. Circle of Influence More than two-thirds of each group were in agree­ ment that the CBO should be a member of administrative councils, be a member of standing and/or special study 61 TABLE 4-9.— The organizational relationship of the chief business officer as per­ ceived by the presidents and the business offioers Agree Number Organizational Relationships Focus of Power The Chief Business Officer should: 1. Hold a staff position 2. Report directly to the president 3. Report to the executive vice-president 4. Report to the academic dean 5. Report to the board of trustees treasurer Rank The Chief Business Officer should have: 6. Higher organization status than the chief academic officer 7. Equal organizational status with the chief academic officer 8. Faculty rank Circle of influence fhe Chief Business Officer should be: 9. A member of the administrative councils 10. A member of standing and/or special study committees 11. A consultant to those officers responsible for obtaining financial support Definition of Role The Chief Business Officer should: 12. Be a neutral independent separate from the actual study of immediate problems 13. Be concerned with providing direct assistance in development evaluation and control of operations. 14. Be concerned with operational problems but be free of identification with any specific institutional policy or action. Disagree Number No Opinion Number Pres. B.O. Pres. B.O. Pres. B.O. Pres. B.O. Pres. P.O. 13 12 23* 21* 1 0 0 0 2 4 9 8 •1 1 20* 17* 2 3 0 1 4 6 2 3 2 2 Pres. B.O. Pres. B.O. Pres. B.O. 0 5 20* 16* 3 6 23* 14 3 5 20* 15 1 4 1 2 1 2 Pres. B.O. Pres. B.O. Pres. B.O. 24" 23* 22* 20* 21* 21* 0 0 0 1 0 1 0 0 2 2 3 1 Pres. B.O. Pres. B.O. 2 1 24* 23* 20 19* 0 0 2 3 0 0 Pres. B.O. 4 3 18* 17* 2 3 N *■ 24 - Presidents N » 2 3 - Chief Business Officers * Asterisk denotes at leaBt a two-thirds consensus. 19l 17* 22* 20* 62 committees, and be a consultant to those offices responsible for obtaining financial support. Definition of Role The CBO should be concerned with providing direct assistance in the development evaluation and control of operations. Both groups were in agreement that he should not assume a central position but that he should be concerned primarily with operational problems. Skill Requirements Since the skill requirements for the CBO are not identified specifically in the literature, the writer selected (from job descriptions and descriptions of functions) sixteen words or phrases that would sym­ bolize skills required to execute most of the functional tasks. (A pretest was not conducted to eliminate pos­ sible overlapping of skill activities.) For example, mathematical or manipulation of number skills are required in budgeting, accounting, and auditing functions. However, the execution of these functions requires activities that extend beyond the mathematical and number manipulation skills: planning, organizing, knowledge of accounting practices and procedures, and others. 63 The subjects were asked if they considered the stated skills to be very important, important, or not important. As found in Table 4-10, budgeting, organiz­ ing, and leadership were considered by more than twothirds of the respondents as being "very" important. The presidents also agreed that accounting and analytical skills were very important. In only one other instance did any skill receive more than a two-thirds response: long-range planning was considered to be "important" by the presidents. Although not mentioned by at least two- thirds of either group, legislative relations and public speaking received the largest number of "not important" responses. In-Service Training Programs The subjects were asked to identify six areas that they felt would be most important for in-service training programs designed to upgrade the competencies of the CBO. The presidents were the least interested in responding to this question. Perhaps it was due to the open-ended question and/or the placement on the questionnaire, which was the last item. All respondents were in agreement that management systems was the most important. Twenty-eight respondents mentioned this area.’ Topics included: management by objectives, systems analysis, and management of time. 64 TABLE 4-10.— Skill requirements of the chief business officer as perceived by the presidents and chief business officers Very Important Number Skill Requirements Important Number Not Important Number No Opinion Number 4 1 —— Accounting Pres. B.O. 16* 12 4 10 Analytical Pres. B.O. 23* 13 1 10 Pres. B.O. 23* 18* 1 5 " Pres. B.O. 5 8 15 15 — Pres. B.O. 12 8 10 14 2 1 Pres. B.O. 2°: 17* 4 5 ease 1 " Pres. B.O. 5 6 12 14 7 3 — - Long-Range Planning Pres. B.O. 5 12 19* 11 —— — —— Negotiating Pres. B.O. 12 9 9 12 3 1 L Pres. B.O. 21* 17* 3 6 —— —— Pres. B.O. 15 10 9 13 ~«e #e — Policy Formulation Pres. B.O. 8 13 15 10 •»» —— 1 —— Public Relations Pres. B.O. 8 8 13 13 3 2 Public Speaking Pres. B.O. 4 2 12 14 Pres. B.O. 12 10 11 12 8 6 __ — Pres. B.O. 8 7 15 8 1 5 Budgeting Legal Matters Investment Leadership Legislative Relations Organizing Personnel Management Persuasive Technical Report Writing N • 24 - Presidents N ■ 23 - Business Officers * Asterisk denotes at least a two-thirds consensus. — “ _ _ — “ 3 1 — —— — —— — _ _ 1 1 3 65 Fifteen business officers identified personnel management as being the area of greatest need for personal improve­ ment. It appears that the presidents were basically satisfied with the chief business officer's performance in this area since it was mentioned by only six presi­ dents. Collective bargaining was mentioned ten times by the chief business officers, while the presidents mentioned it only four times. Three areas stand out, however, where the presi­ dents' responses were greater than the chief business officer's and tend to be of somewhat the same nature: personal skill development, leadership, and human relations. Other areas mentioned are budgeting (17), accounting (10), legislative relations (9), data pro­ cessing (9), insurance (6), leadership (6), investment (5), and human relations (51. Others mentioned, but with less than five responses, may be seen in Table 4-11. Interview Results Twelve chief business officers representing a cross section of colleges, type, and size were selected for a follow-up interview. The questionnaire provided the chief business officer with an opportunity to identify any functions in addition to the original thirty-seven. To support the need for in-service 66 TABLE 4-11.— Those areas considered to be most important for in-service training programs for the chief business officer Chief Business Officers Presidents Number Number Number 28 21 17 14 10 14 15 9 10 7 14 6 8 4 3 10 9 9 6 6 5 5 4 2 5 6 4 1 3 1 3 8 4 3 2 5 2 4 1 3 2 2 2 1 1 1 1 1 2 1 0 1 0 0 1 0 0 1 1 1 1 1 0 1 All Respondents Management Systems Personnel Management Budgeting Collective Bargaining Accounting Personal Skill Development Legislative Relations Data Processing Insurance Leadership Investment Human Relations Legal Matters Plant Management— Facilities Utilization Federal Relations Long-Range Planning Purchasing Fund Raising Policy Making Research Salary Determination Food Service Protection of Persons and Property 1 1 1 67 training programs the business officers were asked to identify the most significant changes that have occurred during the past five years. Since skill in personnel management was an area of importance, as noted by the chief business officers (Table 4-11), and leadership and human relation skills were identified by the presidents, the interviewees were asked to identify, in rank order, those five persons with whom they come in contact most frequently. Another area, again related to in-service needs, was to determine those functional areas that had been most difficult to perform because of inadequate formal training. The fifth area attempted to glean the activities of the chief business officer which might be considered as aids to self-improvement: conferences and seminars attended, periodicals read on a regular basis, and memberships in job-related professional organizations. Additional Functions Verified The business officers identified eight functions (Table 4-12) that they considered performed by their office that were separate and distinct from the original thirty-seven functions: board relations, borrowing of finances, college services, professional development, reporting— federal and state, cashiering, building and construction, and public relations. The interviewees 68 were asked if the function as defined in Appendix C was an appropriate function and if the function was under their jurisdiction. TABLE 4-12.— Eight functions performed by the chief busi­ ness officer identified in the interview as performed in addition to the thirty-seven stated functions Is Performed Percentage (N=12) Functions Board Relations Borrowing of Finances College Services Professional Development Reporting— Federal and State Cashiering Building and Construction Public Relations 100 100 100 100 100 92 92 83 One hundred per cent responded that board relations, borrowing of finances, college services, professional development, and reporting--federal and state functions were appropriate and performed as a part of their assigned responsibilities. Cashiering and building and construction received a 92 per cent response. The respondents that gave negative responses indicated that the registrar was responsible for the cashiering function and that a resident engineer handled the building and construction function. It appears rather unusual for the registrar 69 to be involved in the collection of monies. Two inter­ viewees did not see themselves assuming the role of public relations representative for the college. They indicated that a person was hired specifically to do this job. Significant Changes in Job Responsibilities The most significant changes that occurred during the past five years were (Table 4-13): gaining (6), reporting demands collective bar­ (state and federal) (5), accountability (4), data processing services (3), new concepts in management techniques (3), and involvement in the legislative process. Enrollment trends with two followed by security, inflation, leadership, instability, and state funding procedures each mentioned once. Frequency of Contact The CBO's were asked to list in rank order those persons that they came in contact with most frequently on a weekly basis. The results, as shown in Figure 1, list the president first, mentioned eleven times. The dis­ senting CBO reported to the executive vice-president and, therefore, did not have reason to see the presi­ dent. Of interest is the number of times that the director of physical plant was mentioned (.8) especially when one considers that more than 80 per cent of the 70 chief business officers indicated that they spent only some, little, or no time on maintenance activities (grounds, equipment, facilities). TABLE 4-13.— The most significant changes mentioned in the functional activities of the chief business officer noted during the past five years Number of Times Mentioned N=12 Collective Bargaining Reporting Demands (State and Federal) Accountability Data Processing Services New Concepts in Management Techniques Involvement in the Legislative Process Enrollment Trends Campus Security Inflation Leadership Instability State Funding Procedure 6 5 4 3 3 3 2 1 1 1 1 * Three of the interviewees do not have collective bargaining at their college. The deans for student affairs and academic affairs were each mentioned eight times. Next in order were the accountant and controller each with four. received two: Several assistant dean for business affairs, director of purchasing, dean of occupations, and regis­ trar. Mentioned once were the: vice-president for research and development, board members, physical plant planner, executive vice-president, internal auditor, Bookstore Housing Director Manager Executive Vice President Assistant Ca^us Business Manager Dean Business Affairs Accountant Controller Dean Academic Affairs Internal V Auditor Physical Plant / Director Planner 'Purchasing Director Physical Plant / V.P. Research and Development Board Members President Dean Student .Affairs Chief Business Officer Fig. 1.— A pictorial presentation of the chief business officer's frequency of contact with college personnel 72 campus business managers, campus deans, bookstore manager, and housing director. inadequate Formal Training The business officers were asked what functional areas were difficult for them to perform because of inadequate formal training. Accounting was mentioned six times followed by collective bargaining (4), budget-* ing, personnel management, and planning each mentioned three times. Auditing was mentioned twice with the remaining functions mentioned once as shown in Table 4-14. TABLE 4-14.— Functional areas performed with difficulty resulting from inadequate formal training Areas Number of Times Mentioned N—12 Accounting Collective Bargaining Budgeting Personnel Management Planning Plant Management Auditing Administrative Organization Data Processing Facility Utilization Legislative Relations Policy Formulation Political Interaction Purchasing Technical Report Writing 6 4 3 3 3 3 2 1 1 1 1 1 1 1 1 Professional Improvement Activities Activities designed to upgrade professional skills and competencies were categorized into three areas: 73 conferences and seminars, periodicals and professional journals, and memberships in professional associations. In Tables 4-15, 4-16, and 4-17 are the responses of the CBO1s business officer as to their involvement. TABLE 4-15.— Conferences and seminars attended by the chief business officer for purposes of upgrading pro­ fessional skills Conferences and Seminars Number of Times Mentioned N=12 Michigan Community College Business Officers Association University Seminars (long-range plan­ ning— budgeting) American School Business Officials Financial Aids Seminar National Association of College and University Business Officers 12 3 1 1 1 Conferences and Seminars.— The Michigan Com­ munity College Business Officers Association appeared to serve as the primary conference/seminar resource. Only three interviewees mentioned attending university seminars in recent years. Topics of the seminars dealt primarily with long-range planning and budgeting. American School Business Officials and National Associ­ ation of College and University Business Officers Con­ ferences were mentioned once, as was a financial aid seminar sponsored by state and federal agencies. 74 TABLE 4-16.— Periodicals read by the chief business offi­ cer for purposes of upgrading professional skills Periodicals Number of Times Mentioned College and University Management 8 U.S. News and World Report 4 University and School Business 3 Gongwer Newsletter (State Daily Legislative Report) 2 Journal of Accounting 2 National Association of College and University Business Officers-Publications 2 Management Review 1 Newsweek 1 Fortune 1 Wall Street Journal 1 Federal Registrar 1 NECHEMS Publications 1 Kiplinger Newsletter 1 Trade Magazines 1 Junior College Journal 1 75 TABLE 4-17.— Professional association memberships held by the chief business officer for purposes of upgrading pro­ fessional skills Association Memberships TimerSlntioned Michigan Community College Business Officers Association 12 National Association of College and University Business Officials 4 Association of School Business Officials 2 American Institute of Certified Public Accountants 2 American Management Association 1 College and University Business Officials 1 American Association of School Administrators 1 Michigan Association of Certified Public Accountants 1 76 Periodicals Read.— It appears, from the list of periodicals and professionals journals read, that the chief business officers spend very little time reading. Most of the interviewees said that they were "too busy" and that the "quality and relevance" of the articles left much to be desired. College and University Manage­ ment led the list being mentioned eight times. Perhaps because of a business background, both job related and for personal interests, the U.S. News and World Report was mentioned four times. University and School Business received three votes followed by the Gongwer Newsletter, Journal of Accounting, and publications from the National Association of College and University Business Officers with two votes. Of interest is the lack of support for the Junior College Journal. The one interviewee that mentioned it commented that he "glanced through the content page" for articles of interest that pertained to his functional responsibilities. Generally, there were no articles. Professional Memberships.--The membership activi­ ties are again primarily confined to the State Michigan Community College Business Officers Association. This organization elects officers from its membership each year and meets at least four times to discuss relevant topics of interest. All of the interviewees hold 77 membership in this organization. The National Associ­ ation of College and University Business Officials was mentioned four times while the Association of School Business Officials and the American Institute of Cer­ tified Public Accountants each received two responses. Policy Involvement Table 4-18 provides some very interesting data regarding the interviewees' involvement in matters per­ taining to policy formulation. Each of the twelve felt that he was in a position to influence crucial policy decisions and in fact does influence crucial policy decisions. The distribution, by size of college, was the same in each case. When it comes to exerting "undue" influence on the academic and student personnel programs, eleven indicated that they did not. One person, however, felt that he did exert "undue" influence. As a chief business officer in a small college (less than 2,000), he qualified his statement by saying that where decisions involving financing were required, he was in an extremely vital position to influence expenditures and was not con­ fined only to determining if sufficient dollars were available. Four respondents rejected any desire to be involved in the formulation of policies affecting academic and student personnel functions. Of 78 TABLE 4-18.— Functional interrelationships of the chief business officer as they pertain to policy formulation Head Count Enrollments All Respon­ dents Less Than 2,000 More Than 5,000 2,0005,000 Yes No is in a position to influence crucial policy decisions? 12 0 5 0 4 0 3 0 in fact does in­ fluence crucial policy decisions? 12 0 5 0 4 0 3 0 exerts "undue" influence on the academic and student person­ nel programs? 1 11 1 4 0 4 0 3 should be in­ volved in the form­ ulation of policies affecting total college operations, including academic and student per­ sonnel functions? 8 4 Yes No Yes No Yes No Does the Chief Business Office perceive that he: 1. 2. 3. 4. 5 0 3 1 0 3 79 significance, the three chief business officers from colleges of more than 5,000 students said that they should not be involved. Comments supporting their position were made as follows: (1) Involvement should be only when there are financial implications; C2) May understand issues but the final decision to "go— no go" is the president's; (3) Has enough to handle with own affairs; and (4) Should act as a buffer— says no when president says no. CHAPTER V SUMMARY AND CONCLUSIONS Purpose and Procedures The primary purpose of this study was to: (1) Identify and verify the range and nature of the functions performed by chief business officers (CBO) in small, medium, and large community colleges; (2) Determine which of the functions might be regarded as particularly "critical" to the per­ formance of the CBO; (3) Clarify the range of skills perceived as impor­ tant in adequate performance of the role of the CBO; (4) Determine the organizational relationships of the CBO as they pertain to locus of power, organi­ zational rank, circle of influence, and organi­ zational role; and (5) Consider the implications of the critical functions, skill requirements, and relationship patterns for pre-service and in-service training of the CBO. 81 As a basis for gathering the information needed for making this study, a questionnaire, with two formats (Appendices A and B), was developed for mailing and a structured interview guide (Appendix D) for follow-up interviews. The questionnaire consisted of four parts. Part 1 was designed to identify the functions performed by the chief business officer, the degree of essential­ ness or importance of each function to the college, the assigned responsibility of the chief business officer to each function, and the time demands required to execute each function. Part 2 investigated the organizational relationships of the chief business officer within the organization: his rank, circle of influence, and role. Part 3 was designed to obtain information regarding skill types and importance in executing functional responsi­ bilities. Part 4 requested general information per­ taining to the size of college, college type (single campus-multi campus), and in-service training needs. Two formats were designed since the presidents of each college were also asked to participate. It was assumed that their willingness to participate would be increased if the questionnaire was in a simple check-list format. This apparently had some influence as twenty- four of twenty-five presidents cooperated in the study. The interview guide, used for follow-up inter­ views with selected chief business officers, sought 82 information: clarifying the status of eight additional functions that were mentioned by the business officers in the mailed questionnaires; pertaining to their involve­ ment and role in making policy decisions; and concerning what activities they pursued for purposes of upgrading their personal skills. The questionnaire was sent to the chief business officers and presidents of twenty-five Michigan public independent community colleges. The interview guide was administered in personal interviews with a sample (12) of chief business officers selected by institution type and size. The information received from the questionnaire and the interviews was coded and tabulated by hand. The analysis included: (1) A tabulation by frequency and percentage of each response to a given item; (2) A comparison of composite responses, with those made by individual groupings— chief business officers and presidents; and (3) A comparison of responses based on size of institution. Further research is needed, however, to determine if there may be any values of testable significance. 83 Summary of Findings Thirty-seven functions were identified in the literature and from experience thought to be performed by the community college chief business officer. Each function was defined and further clarified by illus­ trated assignments related to the execution of the function. Functions Verified Performed Twenty-four functions were verified as being per­ formed by at least a two-thirds consensus of each group. The typical community college business officer can be expected to have responsibilities (broad or direct) for: Resource Planning Policy Formulation Resource Procurement Resource Property Maintenance Inventory Maintenance of Equipment Collection of Student Fees Maintenance of Facilities Purchasing Maintenance of Grounds Resource Allocation Budgeting Collective Bargaining Resource Staff Maintenance Personnel Management Resource Development Payroll Investment Salary and Wage Determi­ nation Leadership Resource Fiscal Maintenance Resource Administrative Services Food Service Accounting 84 Student Activity Fund Resource Protection Student Loan Auditing Student Store-Bookstore Bonding Transportation Insurance Protection of Persons and Property Functions campus planning, information systems, fund raising, long-range planning, legislative, federal relations, facilities utilization, data processing, and endowment fund management were verified performed by two-thirds of the CBO's while the number of presidents responding failed to reach a two-thirds consensus. Neither group verified publication services, student housing, faculty and staff housing, and real estate functions as being performed. Size of college does not appear to have any relationship to the number and type of functions per­ formed. Generally, it can be stated that the CBO, regardless of college enrollments, performs essentially the same functions. Essentialness of the Functions Thirty-three of the thirty-seven functions were considered to be highly essential or essential. Both groups responded 100 per cent in support of the essential­ ness of functions: policy formulation, purchasing, budgeting, payroll, accounting, data processing, student 85 housing, auditing, and bonding. Fund raising, publi­ cation services, faculty and staff housing, and real estate functions failed to receive at least a two-thirds consensus by both groups. Supervisory Responsibilities The basic responsibilities of the CBO in executing the functions can be classified in two categories: broad supervision and direct supervision. The following functions, classified by resource category, received at least a two-thirds response by both groups as involving broad or direct supervision. Resource Planning None Resource Procurement Resource Property Maintenance Inventory Maintenance of Equipment Collection of Student Fees Maintenance of Facilities Purchasing Maintenance of Grounds Resource Allocation Budgeting Payroll Resource Fiscal Maintenance Accounting Resource Administrative Services Resource Staff Maintenance None Resource Development Investment Leadership Resource Protection Auditing Food Service Bonding Student Store-Bookstore Insurance Transportation 86 Time Demands Only three functions— budgeting, collective bar­ gaining, and accounting— received at least a two-thirds consensus response regarding the.time required by each group. It appears that the diversity and breadth of functional responsibilities do not encourage spending an inordinate amount of time on a few selected functions. The presidents, two-thirds responding, mentioned that functions purchasing, payroll, and auditing required extensive or considerable time demands. The factor of college size appears to have some bearing on the amount of time spent supervising selected functions. The CBO's from the smaller colleges mentioned, at least two-thirds, that they spend extensive or con­ siderable time executing the information systems, leader­ ship, purchasing, and auditing functions in addition to those functions identified in all three groupings by size. The larger the college the greater the time spent with policy formulation and leadership which fall into resource categories planning and development. Critical Functions Established The verified functions performed by the CBO were compared with "essentialness" and "assignment." Eighteen functions received at least two-thirds responses from each group in categories "performed," "essentialness," and "assignment" (broad or direct) and are, therefore, 87 considered to be the critical functions performed by the CBO. These are classified by resource category as follows: Resource Planning None Resource Property Maintenance Inventory Resource Procurement Collection of Student Fees Purchasing Maintenance of Equipment Maintenance of Facilities Maintenance of Grounds Resource Allocation Budgeting Resource Staff Maintenance Personnel Management Payroll Resource Development Resource Fiscal Maintenance Accounting Investment Leadership Resource Administrative Service's Resource Protection Auditing Food Service Bonding Student Store-Bookstore Insurance Transportation Organizational Considerations The presidents and chief business officers were in basic agreement (more than two-thirds responding) that the chief business officer should: (1) Be a member of administrative councils; (2) Provide direct assistance in the development, evaluation, and control of operations; 88 (3) Report directly to the president; (4) Be a member of standing and/or special study committees; and (5) Be a consultant to those officers responsible for obtaining financial support. Areas of disagreement were centered around holding faculty rank and having an organizational rank higher than the academic dean. In both cases, a much higher percentage of chief business officers responded that they should hold faculty rank and have a higher organi­ zational status than the chief academic officer. Although two-thirds of each group did not respond, the majority, however, indicate that the CBO should hold a staff position in the organization. Required Skills The CBO's are perceived, at least two-thirds of each group responding, as requiring three very important skills: budgeting, organizing, and leadership. addition to these three skills, the presidents In Cat least two-thirds) felt that the accounting and analytical skills were also "very" important. Only one other skill received more than a two-thirds response— the long-range planning skill which was considered important by the presidents. Several skills, although not mentioned 89 by two-thirds of either group, emerged as being least important-legislative relations and public speaking. In-Service Training Needs Both the presidents and business officers see management systems as being the most important in-service training need. Personnel management and collective bar­ gaining received fifteen and ten responses respectively by the business officers. Disagreeing with the business officers, the presidents indicated that the business officer required improvement in his personal relation­ ships. Personnel skills, leadership, and human relations were identified by the presidents as being important inservice training considerations. Interview Results Other Functions The business officers identified in the question­ naire, and verified in the interview, eight functions in addition to the thirty-seven: board relations, borrowing of finances, college services (telephone, duplication, etc.), professional development, federal and state reporting, cashiering, building and construction, and public relations. 90 Frequency of Contact During the course of a week's activities, the business officer comes in contact'*’ most frequently with the president, accountant, controller, director of physical plant, dean for student affairs, and the dean for academic affairs. Job Difficulties The business manager mentioned that he had the greatest difficulty functioning, when he assumed the position as CBO in accounting, collective bargaining, budgeting, personnel management, planning, and plant management. Professional Growth Only one organization, The Michigan Community College Business Officers Association (mentioned 12 times) is used on a regular basis as a resource for professional improvement. Periodicals, used for the same purpose, were headed by College and University Management, U.S. News and World Report, and University and School Business. Only one person responded that the Junior College Journal was used as a resource, and that very sparingly. ^Those individuals mentioned four or more times. 91 Policy Involvement The involvement of the business officer in the formulation of policy was identified throughout the study as being a significant area of disagreement between the chief business officers and the presidents. In the interviews, the business officers perceived that they were in a position to influence policy, that they in fact did influence crucial policy decisions. They did not, however, perceive that they exerted "undue" influence on the academic and student personnel programs. More than two-thirds responded that they should at least par­ ticipate in the formulation of college-wide policies. Conclusions Several conclusions may be made based on the findings of the study. First, the primary emphasis and thrust of the CBO's responsibilities is to be a manager of college resources. The majority of his functional responsibilities fall within resource categories: allocation, administrative services, property maintenance, fiscal maintenance, and resource protection. A second conclusion that may be made is that although there are a substantial number of functions to be performed, the CBO's time tends to be concentrated in a few selected areas; budgeting, collective bargaining, and accounting (mentioned as requiring extensive and 92 considerable time demands). Although the remainder of the functions were more frequently mentioned as requiring some or little time, this does not lessen the significance or importance of the function to the operation of the college. Bonding, as an example, is extremely important to the safety and protection of college resources. How­ ever, the amount of time required to establish bond criteria may be very little, as demonstrated in the findings. A third conclusion pertains to the selection cri­ teria for hiring a CBO. Based on the findings, the first priority would be to locate a person with skills in accounting, analyzing, budgeting, leadership, and organizing. Other skills considered important are negotiating, persuasion, long-range planning, and per­ sonnel management. Skill requirements considered least important are public speaking and legislative relations. With the advent of new and approved management concepts, i.e., systems analysis, management by objec­ tives, and others, a majority of all respondents (presi­ dents and CBO's) indicated that management systems should receive the highest priority for in-service training. Next, in order of importance, is a need for seminars and conferences on personnel management techniques. This topic received the largest response by the CBO's. 93 Of interest is the president's concern that the CBO improve in the area of personal skills (8) and leadership (.5) . In neither case did the CBO recognize these as important areas for improvement. Perhaps this indicates the existence of a communication gap between the CBO's and the presidents. Three areas— budgeting, accounting, and collective bargaining— emerge as areas worthy of both pre-service and in-service training programs. being critical functions. All three emerged as All three ranked within the top five areas considered most important for in-service training programs. These areas were also ranked (Table 4-14) one, two, and three in the responses obtained through the interview as being areas that were "per­ formed with difficulty" resulting from "inadequate formal training." It would appear that the core curriculum for CBO's be developed to include accounting, collective bargaining, budgeting techniques, personnel management, and leadership. Related curriculum offerings should include data processing, insurance, investments, and legal matters (business law). It would appear that the CBO's are involved in policy making (Table 4-18) and perceive that they do play a role in influencing policy decisions. It is important to note, however, that they do not see 94 themselves exerting "undue" influence. One may draw the conclusion, however, that the involvement in policy decisions, as they influence total college operations, including academic and student personnel functions, is more important to CBO in the smaller college than to the CBO in the larger college (over 5,000). A CBO from a large college commented that he "didn't care what they (the academic and student personnel functions) did, as long as they had sufficient finances to meet the obligations." It would seem that the most appropriate placement of the CBO in the organization would be in a staff position with line responsibilities for his functional areas. His primary focus should be on keeping an accurate account of available revenues and, when policy affecting expenditures is being discussed, he should provide assistance in determining the best way to utilize these revenues. Perhaps a communication gap is partially respon­ sible for a lack of understanding as to what functions are performed by the chief business officer. Each busi­ ness officer was asked to return a copy of his job description with the questionnaire. Less than half returned a job description or indicated that they had a formal job description. Most of those that were returned did not give explicit descriptions of their 95 job responsibilities. Perhaps the absence of a formally prepared description is an indication of a lack of communication. Colleges of a larger size tended to demonstrate less involvement of the chief business officer in direct supervisory and/or active participation in executing the functions. It is likely that the larger the college the greater the number of support staff to handle detail and, therefore, the more involvement of the chief busi­ ness officer in broad supervisory responsibilities. Since budgeting has policy and long-range plan­ ning considerations, it would stand to reason that policy formulation and long-range planning, in this study con­ sidered as separate functions, would also be placed high in terms of essentialness and time demands. The fact that they were not can only be assumed that the president considers himself as the formulator of policy for board of trustee action. With the advent of unionism collective bargaining was mentioned frequently as involving great amounts of time. In a state where collective bargaining is the rule rather than the exception, the chief business officer must spend considerable time either acting as the agent for the board of trustees, or if not, then acting as a resource person for the chief negotiator. 96 Topics for Further Research As frequently tends to be the case, many research efforts raise more questions than they answer. would also seem to be true with this study. This Several areas emerged where related research might possibly strengthen the findings. (1) A comparison should be made of the chief business officers' functional responsibilities in the public, independently operated community junior college with those functional activities of his counterpart in private junior colleges and/or community junior colleges operating under the jurisdiction of a K-12 board of trustees. (2) A similar study, using the same questionnaire format, could be expanded to determine what would be the ideal functional involvement and functional interrelationships of the chief business officer. (3) A more detailed study might be done to determine the functional competencies required of the chief business officer. In this study, a pre­ liminary list of functional skills was identified which might be expanded and clarified for pur­ poses of determining the reliability and validity of the findings. 97 (4) A comparison of the functions performed by the chief business officer might be conducted to determine similarities of functional responsi­ bilities with K-12 business managers. (5) A comparison of the responses given to the functions policy making and leadership indi­ cated that the perception of the president dif­ fered considerably from that of the chief busi­ ness officer. Further research may be in order to determine the conceptualization process of each group as they responded to these two functions. (6) A study designed to include a larger sample of multi-campus operations would increase the reliability of the findings in this study. saDiaNaddv APPENDIX A QUESTIONNAIRE SENT TO THE CHIEF BUSINESS OFFICERS APPENDIX A QUESTIONNAIRE SENT TO THE CHIEF BUSINESS OFFICERS A STOUT TO ttTABLXSM AMD CLAKin U K IBMCTIOMg AMD KILLS MQDZRD Of 3XUCTED MZCMIGAM OOMDM1TT COLLZ6K CMUV SDSIMESS-nMAMCIAL o m C W ScspeoH Guido to Port I Plow* fold Out and Rood Inotructions 98 RESPONSE GUIDE FOR PIET I OF THE INVENTOR! 1.00 2.00 3.00 4.00 TBE DESCRIPTION OF THE FOKTION THE ESSENT1AMSS OP THE FUNCTION i b AssicNmrr OP THE P0NCTI0N IB I OB DEHUDS Ho* would you Judge tha oaao&tlalaaaa of tha atatad foactloa to tha ogeratloo of your collage? Tour aaaignwast in relet .oaahlp to tha activities aaaoclatad with thla f « ^ tioa la haat daacrlbad aa How would you weaaure your tla* apeot la actlwitlaa n lotad to thla fwctlooT KE! EE! EE! e it 1 - I* act a foactloa at poor laatltatloa. (If 1 la aot a tactla, frocaad to tha atxt atatad fwoctloa. 1 - Highly aaaaatlal 1 - tread Sogorviaiao 1 - Extensive 2 - Eaaaadal 2 - Direct tginialw 2 - Coaaldarahla 3 - Soaaahat aaaaatlal 3 - AaalaMng la Saganrlaloa 3 - Soaa 2 - Accurate aa atatad * - Rot aaaaatlal 4 - Active partlclpetlca with •e fyparviaion 4 - Little Ho* would 700 judge tho accuracy of the atateweat pertaining to thla finctloo? 3 - Accarat* with Blight aodlficatioa tagaltad 4 - Accarat* with aajor aodlficatioa rogulrad 3 - Xaaccurata If aaaoars 3, 4 or 5 war* gloaa, alaaaa aodlfy th» f— etloa aa atatad ahaia caoaaata art regwaatad. 0V THE UNCTION 5 • Hea* 3 - Occaalooal Coatrlhutioa 4 * Hot Involved Instruction! Part I Part I consists of s statement describing a function thought to ha parfonad by the chief buxinesa-financial officer. Please read the statement and .rovide on the answer ahaet the status of :ha function at your college: your eval j«tior. of it • essentlalneas; your Involvement In executing the function; tnd, tine demands. Exaaples: Tha Accounting Function Description Essentlalneas Assigns Tlae Demands stlalnees Asslgnasnt Time Demands Eaaantlalneas Assignment Tims Desmndn Consents: The Faculty and Staff Housing Function Description its: The Student Loan Function Description its: imeponelbllltlea extend beyond just die "loan" aspect. In­ volved In hasping records for other student financial aid: state scholarships* lam Enforcement Education Program (UBF), work study and others. TDIH TO FACE 1 Page 1. 1. m ACCOUNTING VUNCTION - Those activities performed hr the chief financial officer deslened 111 to aa artwtM record of al financial transactions (2) to classify accents according to the Accounting lhniial Stats Department of Iducsilon 1169, (3) to record and report all financial transactions by account, (4) utilise a standard accomtlng terminology, ari (S) to establish internal control and audit procedures. Illustrated Aaatsnmsarat Prepare monthly financial report . . . prepare n oal financial report . . . provide cost/benefit coaparisen data . . . receive and account for all finds . . . etc. 2. THE AUDITING FUNCTION - Those activities performed bv the chief financial officer deaimed 11) to Insure---accounting of revenue received to tha appropriate fund account, (2) to leave accuracy In the accounting of expenditures to the appropirate e^endlfnra accent (3) to Insure proper sccon ring of Inter fund account trans­ actions, (4) safeguard assets of tha college, (5) to check accuracy and reliability of accounting data, (6) to promote operational efficiency. (7) to reduce errors and discounts mlsues of fiada. Illustrated Aaalenmsnts: Prepare all dnrimta for auditing by external auditor . . . establish controls so that no one person should have couplets control over all aepecte of financial transactions . . . prepare statements n d supporting schedules for the annual financial report . . . etc. 4. TBE BUDGETING FUNCTION - Those activities performed by the chief financial officer designed (1) to identify in cooperation with the chief academic officer and chief student personnel officer desired programs (2) to assist the president and tha board in datemining allocation policies, (3) to notify state and local support agencies of financial needs. f4> to prepare budeat In kaeolne with the lone-rante financial plan. Illustrated Assteaments: Estimate current ftads revenue and expenditures . • . prepare budget request for state support agencies . . . prepare annual budget needs for college • . . prepare long-range financial needs of college . . . etc. 5. THE CAMPUS FLAWING FUNCTION: Those activities performed by the chief financial officer designed (1} to develop and/or maintain a plan t-at will perait an orderly and useful inprovenent end rehabilitation of plant facilities and land, (2) to oversee the implementation of changes to facilities and land. Illustrated Assignments: Analyze current space utilisation . . . obtain projected requirements for changes in nushers of students and staff . . . assist in obtaining reliable professionals (architects A engineers) . . . serve on a canpus planning coardttee . . . etc. 101 3. THE BODING FUNCTION - Those activities performed by the chief financial officer deaimed (1) to Insure that the college mill be reco^ensad If an eaployee or a contractor fails to perform his obligations; and (2) to Insure that losses due to the dishonesty of an aanloyme mill be recovered. Illustrated Aaalennenta: Socurine performance payment bonds uben retaining contractors . . . securing bonds for staff handling large aurns of money . . . etc. Pit* 2. RESPONSE PATTERNS 1. DESCRIPTION ESSDTl'XHESS ASSICMIEWT riy m m i m ESSBTUtNESS ASSICMCWT TIME DENANDS ESSENTIALNESS ASSIGNMENT TIME DEMANDS ESSENTIALMBSS ASSIGNMENT TIME DEMANDS ESSENT1ALNESS ASSIGNMENT TIME DEMANDS COMONT: 2. DESCRIPTION COMfENT: DESCRIPTION COMMENT: 4. DESCRIPTION OOMBtT: 5. DESCRIPTION COMMDPT: 102 3. Fl|* 3. 6. THE COUJCnOH OF 8TODEM TPS FOTCIIOB: Those activities performed by the chief financial officer dedped to eealet the registration fflce in assuring accuracy and safety In the collection and accounting of ell tuition and fees. Illustrated Mslan— mtai locate necesaary equipment and staff in registration area . . . hire security guarda . . . check ell < -Unctions wJ :h credit hour registrations . . . etc. 7. THE COLLECTIVE lAhGAIMH^ TUMCTIOS: Those activities performed by the chief financial officer designed (1) to assist the board of trusrees, uhethar by direct or Indirect involvement, In establishing the working conditions for faculty, custodial, -id clerical staff through the negotiation process, (2) to execute the terns of the nego­ tiated agreesont reduclr.. grievances and conflicts to a nlnlsun level. Illustrated Aaslmuents: Directly res­ ponsible for representli' the board of trustees . . . calculate and determine the cost of the negotiated agree­ ment ... do salary cc.- studies of persons In similar positions . . . etc. ' ' i i „.i• . , - ■ .. — ii.,■ i i 9. THE EHDOWMEHT AMD TOP WAHAGPffST FUNCTION: Those activities performed by the chief financial officer designed (Ij to preserve the principal donated to the college, and (2) through investnent to obtain the greatest In­ terest return for college use. Illustrated Assignments; Establish policies to insure Integrity is maintained with donors . . . establish procedures for use of funds as investnent potential . . etc. 10. THE FACILITIES CTILIZATTo^ FUNCTION: Those activities performed by the chief financial officer designed to Insure effective and ef .lent use of ccliege facilities. Illustrated Assignments; Identify space type, size and nunber of studt t stations . ■ calculate percentage use of space (hours used per week - weekly stoaent station use) . . etc. 103 8. THE DATA PEOCESSHC SSkVICES FTOCTIOH: Those activities perfomed by the chief financial officer designed (1) to facilitate an oro**rly collection of pertinent data (2) to develop a systea that provides lnmediate retrieval cf data (3) tc serve the college ccmunlty (Instructional, student and financial areas). Illustrated Assignments; Writes programs for collection and dlssenlnatlon of data . . . prepares payroll checks . . . pre­ pares nonthly budget reports . . ■ prepares and dissenlnatas grade reports . . . ete. L P»l* 4. 6. DESCRIPTION ESSENTIALNESS ASSIGNMENT IDE DBMNDS ESSENTIALNESS ASSIGNMENT TUB DEMANDS ESSENTIAUBSS ASSICMSNT TUB DEMANDS ESSEMTIAUE&S ASSIOMER TUB DNMAND6 Essarruucss ASSICMENT TIME DEMANDS COMfEHT: 7. DESCRIPTION COWENT: t. — DESCRIPTION COMMENT: S. DESCRIPTION COMMENT: 10. description COMSNT: 104 8. ... Fage 5. 11. THE FACULTY AW) STAFF HOUSING FUHCTIOW: Those activities performed by the chief finer iel officer designed to insure adequate bousing Is made available for faculty, professiooal/adainletrative am. support staff. Illustrated Assignment: Purchase or lease housing units . . . maintain property as needed . . . p.rchaae insurance for proper­ ty and occupant protection . . . establish policy guidelines for deternlnlng occupantc . . prepare procedural guidelines for use of property by occupant . . . etc. il. THE FT’jERaL RELATIONS FCSCTIOK: Those activities performed by the chief financial officer designed <1) to be knowledgeable of possible federal support for college programs, (2) to have an adequate knowledge and understand­ ing o f requirements for federal assistance, and (3) to maintain adequate records cooplying with federal reporting requiresents. Illustrated Assignments- .Prepare forms requesting federal assistance . . . establish accounting prccc-.ures complying with federal guidelines . . . make periodic audits of federal expenditures . . . coaplete federal foros (HEGIS) requesting financial information . . . establish guidelines for use and disposal of federal equipment . . . etc. 13. THE FOOD SEkVICE TOSCIIOB: Those activities performed by the chief financial officer designed (1) to provide reasonably priced quality food for counting students and staff, (2) to provide food service for special groups entertained os caapus. Illustrated Assluments: Identify student food likes and dislikes . . . purchase and maintain food preparation equipment . . . provide staff . . . cohere food prices with nearby retail outlets . . . reports of lumbers of students served, n«P«n of seals served, and cost per meal served . . . etc. 14. T M TOW) IAISI>C FMCTIM: Those activities performed by the chief financial officer deslpnd to bring revenue into the college in addition to revenue received from regular sources i.a. local tames, state aid, tuition. Illustrated Aeslanmenta: Prepare for distribution of financial naad . . . establish iccovting procedures to handle revenues . . . make periodic reports of collections and disbursements . . .etc. IS. T O a p fiw n fll IT STEM TPMCTKW; Those activities performed by the chle' financial officer dselgmd (1) to facilitate the amnlaiirm of voluminous random information quickly and accurately, (2) to provide storage of tha collected data in a central repository, (3) to provide a system for enslyslag and ilssaninating the data effectively and efficiently. Illustrated Aeslsnaanta; Payroll records . . . Inventory control and reorder notices . . . allocation of payments to interest and principal . . . budget management . . . accounts payable o a * (tC e Fag> 6. NMURXOi n m ru u B i AStlfiMMMI tm m um 12. h nsanuuMSs ASflCMOT TDM MMUn IS. oucum ai «H #rtiufca a itm Uk tfiM vBmS u. oam t: 14. BMOUtm o l USUTUOJUC IIITP— T T M 1H4BW COMMIT: is. mcaimoa QOMMTT: osiqm ut tdm mro : 1 1 1 ----- 16. THE DISCTUUttE WHCTIOH: TboM activities perfomd by the chief financial officer designed (1) to insure that the college la protected against personal liability clalas, (2) to Insure that damage to sod/or loss of college proper* ty will be replaced at coat to the college. Illustrated Saalnnuentet Batenina type and a n a t of In­ surance repaired . . . provide Input to coordinator responsible for protection of persona and property . . . to reduce hasards to persona and potential loss of property . . . select Insurance carrier . . . etc. 17. THE IHVESTtOff TOHCTIOH; Those activities performed by tbs chief financial officer designed to Insure that all "idle" Income la returning additional income to the college. Illustrated Assignments: Secure the services of a constant investment advisor . . . Identify funds that have Income for investnent . . . be acquainted with state and federal regulations for Investnent of public funds . . . assist governing board In determining invest­ ment policy . . . ete. 19. THE LEAPEESHIF TOCTIOH: Those activities performed by the chief financial officer deslfted (1) to cooperatively determine with staff the goals and objectives of the.bulsnesa operations and (2) to stimulate the cooperation and participation of the staff In reaching the stated goals and objectives effectively and efficiently. Illustrated i H i w — ita; Hold staff nestings for developing goals and objectives . . . develops plans for Increasing subor­ dinate motivation . . . provide opportunities for subordinates to grw and mature . . . ete. 20. THE LEGISLATIVE F0HCTI0H: Those activities performed by the chief financial officer designed (1) to naintlan open and effective coemunlcation with legislators and the legislative pro ass, (2) to provide every opportunity for the collage to benefit from legislative actions, (3) to propose and support legislation that will be beneficial to the college. Illustrated Mafawnta: feraoaal contacts with legislators representing the college ... knowledge of proposed and pending legislation . . . maintaining contact with legislative staff members . . . etc. 107 18. THE IHVm OHT TOHCT10H: Those activities performed by the chief financial officer desifted (1) to maintain an accurate record of the value of all physical plant and equipment assets for purposes of replacement in case of loss by fire or theft, (2) to accurate records of equipment received from special gifts and federal grants requiring periodic audits. Illustrated daalmmants: Establish policies and procedures for enecutlng guidelines . . . perform an annual Inventory audit . . • develop a manna! of standarlsed terminology . . . pre­ pare annual listing of obsolete or non-functional equipaent for sale by bid . . . etc. 16 . Dwaumon nnRLiUBn ASS1I tu b m um s CONOR: 17 . ntsctimoH Essnrmuiss assignor tub noun' u. mscRiniai issnruuBH assignor time dehods ESSERIALEISS A5SIGMMEMT THE DEMAIDS ESSBMTIALIBSS ASSIGNOR TIME DEMANDS CONOR: 19. DBSCEIPTKB OOMBMT: 20. DESCUPTIOM COMBMT: Pag* 9. 21. THE LOBC MWCE WJMTOG TOKTIOW; Tim* activities perfotned by the chief financial offlcar designed (1) to provide tba collaga with atldfatcl expenditure requirements for facilities, ataff and related activities and (2) to aaalat tba collaga la waking expenditure cwifnente In keeping with anticipated revenues. Illaatratad Aaa^gn— "ta: Obtain long range data pertaining to antlelpatad lneroaaa In proparty value . . . prepare long range revenue projections . . . obtain long range cost of living data . . . prepare an analysis of cost/revenue factors . . . etc. 22. THE m i m a M C I Of W l M f f TOTCTlflW: Those activities parfotnad by tba chief financial officer dealpad (1) to Insure that all aqulpnent used for Instructional purposes la in working condition and (2) to insure that all aqulpnent used for building and grands naintenance is available in working condition. Illustrated Asslanaaata; Provide a well equipped shop for waking equipment repairs . . . nalntaisa a list of servlceaea in the com i t y . . . keeps records of all equipment repairs and aalntenanee actlvltlas . . . obtains service contracts for costly iteaa and large groups of iteue (typewriters) . . . etc. >4. THE HAMTEUCE OF OtODILS PUHCTIOW: Those activities performed by the chief financial offlcar designed (1) to provlda an aesthetically pleasing and attractively landscaped campus, (2) to insure safe and convenient walking surfaces. Illustrated Assignments: Mow lawns . . . renowe snow fron walkways and parking areas . . . cultivate shrubs and plants . . . ete. 55. THE PATtOLL FPBCTIOH: Those activities perfotned by the chief financial officer designed (1) to Insure that personnel receive their pay in the appropriate anoint and as scheduled (2) to provide all Intonation required by federal and state taxing and retlrenent agencies. Illustrated Assignments: Prepare and distribute payroll checks . . . prepare V-2 fores . . . prepare forns for retlrenent and social security payments . . . etc. 109 23. THE M U B B a C E OP FACILITIES TOOTWIi Those activities perfotned by the chief financial offlcar designed (1) to Insure proper functioning of nechaalcel equipment, (2) to nalntaln aesthetically pleasing and attractive study, learning, and work areas, (3) to provlda a system of preventative naintenance. Illustrated Aaalsnnents: Minor pluMblng, electrical, and woodworking naintenance . . . etc. P*t* 10. a. Dtsaumw *ssnrmuress assicnomt too m u m Essnmiinss mioMorr TOO DBUMD8 OOMOMT: 22. OESCtlPTlOM OOMOMT: DEsatimoa Essnrruuoss TIM DMAMM OOMOMT: 2*. OESCK1PTIOM ESSENTIAUBSS ASSIGMOMT TIM DEMANDS essentialmess assigncmt TIME DEMANDS OOMOMT: is. DESCiirrion OOMOMT: 110 23. Page 11. 26. m PEJfflOWEL m t l B W B OTCTIOM: Those activities perfotned by tba chief financial offlcar designed (1) co provlda a coif of ceapetant support ataff, (2) to provlda a systea for reerultasnt, use, aad developaeat of staff. (3) to — «■**«■ a high laval of ataff aorale. Illustrated Asslsn— ate: Eecruitlng aad screening appli­ cants . . . establishing training u d supervisory prograas . . . developing "salary and vaga plana . . . aalntain paraooaal records . . . ate. 27. THE fOLlCT PtHMomiCTI IWCTIOi: Those actlvltlas parforaad by tba chief financial offlcar designed (1) to assist the chief adalnlatrator in Identifying and preparing policy recoansndatloas for board of trustees action (2) aad, to translate board policies Into operational procedures aad guidelines. Illustrated Isslanasntst Includes budgetary davalopaant and budget expenditure control . . . serves as a aadbar of the chief adadnlstrator's policy fornulatlng cabinet . . . ete. 29. THE PU11ICATI0W SUPICBS CTCTIOH: Those activities pcrforasd by the chief financial officer designed to provide a systan of reproducing accurately aad expediently: Teats, brochures, college newspaper, and other related asterlals. Illustrated haalsanentst Purchases and nalntaine graphic reproduction equipment . . . establishes procednres for processing staff requests . . . prepares analysis of graphic reproduction costs . . . Mlntaias records of departaentsl costs and allocates co the appropriate expenditure fund account . . . etc. 30. THE POHCHdSIMC FCTCTIOH: Those activities parforaad by the chief financial officer designed (1) to insure that faculty sad ataff have ready access to supplies sad aqulpnent without hindering the teaching and service activities of the college, (2) to insure that the greatest econoay of college funds la achieved, (3) to insure that purchasing procedures will protect the Integrity of the governing body aad staff of the college. Illustrated Aaalenaanta: Establish bidding procedures . . . develop standards for equlpasat and suppllaa . . . aalntain records of purchase orders, vendors, price information, etc. . . establish procedures for disposing surplus equlpasat aad supplies . . . etc. Ill 28. THI MPTECTIO Of f sxnne sap HUfggTT >CTCTIOM: Those activities parforaad by tbs chief financial officer dealgned (1) to Insure tbs ultiaste safety for the physical well-being of students, staff, and atshirs of tbs coaaualty, (2) to reduce danage to aad theft of college earned property. Illustrated Asalanaaats: Establish a security force . . . establish systea for periodic checks of facilities . . . develop inventory controls . . . ate. Pat* U' 26. DBSCIXFTIOH ESSEfcTUUBSS ASSIGMDS TUB DOUMDS 27. DESCRIPTION ESSOTUUBW ASSIOBBR TIME DEMANDS ESSOTIAUBSS ASSIOQCRI TUB DEMANDS ESSOITIAUIESS ASSIGNMENT TIME DEMANDS ESSENTIALNESS ASSIGNMENT TIME DEMANDS COMBMT: DESCRIPTION COMBMT: 29. DESCRIPTION COMBKT: 30. DESCRIPTION COMMENT: 112 28. *.3. 31. X U lldL B I * U P ^ M W C n J i Ihoai activities parforaaJ ky the chltf (laaeltl officer dni(M — ■■ ■■ ■ ii ia i i ie i i i — ■ 1 f ’ r 34. T » SnJIMT IQOgnc WKtlUP: those actlvltlas parforaad fey the chief flaadal officer dulpnd to provide anitable booslag acconwdatloa a capos for etedats living beyond n reaanshla inanMiig dlstace. Illatrated designate: hesponsible for atafflag ani providing food and atnraore services . . . collection of housing charges .T . solving pxofelaa cooperatively nith the studat personal staff . . . etc. 35. T H STttWr LM» iOgCXIflg; Thoaa activities perfotned by the chief finar.dal officer designed (1) to Insure coapliace with federal, state a d doeors toge!eftas end requlrenents end (2) to work cooperatively vlth the chief financial aid officer la nalatalwiag accurate accomtlag of funds received and spat. Illatrated baolqqate: Coaplate ani file fora end reports with appropriate agencies . . . establish appropriate ♦'■.count­ ing procedures . . . etc. P«g« 14, 31. DESCRIPTION ssssnriAum ss ASSIGMBVT tu b om um s ESSOTIALMESS A ssicnaarr tu b sm um s ■SSBTUUKSS tfS X G M X T tu b nm uB s B SB TU U D S ASSICBSR TUB BBiums BSSnTULIESS ASSXCnCMT tdc COMMENT: 32. DESCUPTIOII COMffiHT: K s c u rrx o a CMDT: 34. sn cxxm o « COMflK: 35. oescK im on COMMENT: mums 114 33. Pat* 15. 36. THE STTOPri STORE - B00KST01E FUMCTIOH: Those activities performed by the chief financial officer deilpid to provide a necessary and convenient service to students, faculty and staff. Illustrate Conduct periodic supply Inventory . . . conduct sarket analysis to detenine customer needs . . . conduct cost coaparlson vlth naarbv retail outlets . . . etc. 37. THE TEAHSPOETATIOH PTOCTIOtt: Those activities perforned by the chief financial officer designed to provide an efficient and effective aeans of transporting staff, classes, athletic teans and others to and fros their designation. Illustrated Aaslmnrnts: Establish procedures for routine vehicle naintenance .. .establish procedures for requesting and returning vehicles . . . develop anergency procedures .. . purchase appropriate liability insurance coverage . . . establlah guidelines and regulations for operating vehicles . .. prepare cost analysis of vehicles driven . . . etc. Other: Please list other fractions that you perform. If tine pernlts, provide a brief descrip­ tion aad give illustrated assignments. 42. 43. 39. 44. 115 38. 4 40. 45. % » 41. t 46. t Page 16. 16. DESCTipnoa ESSHTTa UOSS ASSlGMOt TDS DIHAMD8 ESS1BT1AUB8S ASSIOMDT TIME DEMANDS COWEMT: 37. DESCtlPTlOII 116 COMBNTt PLEASE FOLD RESPONSE GDIDE AMD COMTIMUE TO PART II - PAGE 17 ??7 -i: - PUNCTlONAi. IKTEMIEUTIOUSHIPS Pmfe 17’ .i Haw should the chief business-financial officer be Incorporated into ;he organlzat. il strv.ture? What functional intarr riraships snuuU he have with other staff? io whoc should he be responsible? You are asked to draw upon your experelnce and obaervatlooa to judge whether the ideas presented hare are appropriate functional interrelationships for the chief hue: ness-fir.ancial officer. As you read each ltea, do you agree that the statement la appropriate? As you judge each stata— i please check the appropriate box. Functional Intertelatlanahlpa 5.10 Locua of Power hold a staff position, 5.12 report directly to the president. 5.13 report to the executive vice-president. 5.14 report to the acadanlc dean. 5.15 report to the hoard of trueteas treasurer. 5.21 The chief bualnaaa-fIn— clal offlcar should have: hl^er organisation status than the chief acadanlc officer. 5.22 equal organisational status with the chief acadanlc officer. 5.23 faculty rank 5.30 Circle of Influence The chief business-financial offlcar should be: 5.31 5.32 a nsnbar of the sdnlaistratlve councils. a a— hex of standing and/or special study co— Ittaas. 5.33 a consult— t to those offices responsible for obtaining finan­ cial support. 5.40 Definition of tola 5.41 5.42 5.43 Disagree *0 Opinion The chief business-financial officer should: 5.11 5.20 tank Agree □ a □ □ a □ □ □ □ □ □ □ □ a a a □ □ □ □ □ a a □ a □ □ □ □ □ □ □ ii a □ a □ □ □ □ □ □ The chief business-financial offlcar should: be a neutral Independent separate frou the actual study of I t diets probleas. be concerned with providing direct assistance in developnent, evaluation — d control of operations. be concerned with operational probleas but be free of Identifi­ cation with any specific Institutional policy or action. F Pat* IB. •art iz i - u q u n iD a n u s Skat skllla ahould ba required of tha chief business and financial offlcar If ho la to parfora cha raqnlrad functiona satis factorllyf As yon mad aach lean, do yon agroa that tha Idaa praaantad la an appropriate skill roqultenant for tha dilaf haelnaes-flnanctal offlcar In your coanlty college! Aa yon judge aach atataaant, plaaaa chack tha approprlata box Indi­ cating degree of laportanca. ■at ■aqulred Skills 6.00 Skills Vary So Inportant laportsnt Opln In ordar to amenta tha afatad functiona tba chlaf bualnaaaflnanclal offlcar ahould poaaaaa akllla in: 6.01 6.02 accounting. 6.03 budgeting. 6.06 Q □ □ □ □ □ legal anttara. a a 6.03 Inanetuaat. □ 6.06 laadarahlp. □ □ 6.07 legislative relations. 6.08 long range planning. 6.09 negotiating. 6.10 6.11 6.12 organ!ring. personnel aanaganant. 6.13 public ralatlona. 6.16 public apaaklng. 6.15 persuasion. 6.16 tarhnical report writing. add any othara you faal art laportsnt. analyala. policy fomulatlon. o o □ □ □ □ □ □ a □ □ □ n □ □ □ □ □ □ □ n □ □ □ □ □ □ □ □ □ □ □ □ □ □ a □ a a □ a □ □ a □ □ a □ □ □ a □ 118 1 I^ortaat race 19. Part iv - ssrvuantutr daia 7.11 Tour Organisational Titla ________________________________________________ 7.12 Taara of emerlaace la present type of work (not position) 7.13 Pall 1972 load Count Enrollment (please chock ana) \ I Laaa than 2.000 □ 2,000 to 5,000 Q 5,001 to 7,000 Q awer 7,000 7.14 Inatltatlon typo I 1 Simla Caapua Q Haiti Canpuo 7.13 Location of Main Capaa I I Moa-Urban Sattlag 7.16 In-Service Training Ptograna: If a mJot university van to provlda in-service training prograaa for purpoaaa of upgrading tha skill raqtrtraaanra of ehlaf bualaaaa financial offteara, liat la ordar of priority those araaa that you would coaaldar aoat valaabla to you paraonally. Exaaple: (1) Laglalatlva ralatlona, (2) lnauranca prograaa, (3) salary and wags determination. 1. 2. 3. 4. 5. 6. 7.17 Do you hava a written job description ( ) Tea ( ) Mo; Plaaaa Include If anawer la yea. 7.18 Would you Ilka to receive an abstract of this study? ( ) Taa ( ) Mo 7.19 Mans Address Please return any information that you feel night be supportive of this study. Tour response will be appreciated. 119 I~1 Urban Sotting APPENDIX B QUESTIONNAIRE SENT TO THE PRESIDENTS A Study M btAUik aad Clarify Ht bMtliM M iwni luriwi of fcbim Wlahlgi Ci— Ity CtlUp C M M ini— »-Wwriil Offlaeaa PAST I - I t m W D l I M fmCTXdML ARIAS or U t H M t n u n Tha koiri of trataas, f m l b i t and ataff <■>■< w w n t w l y am tha aarvloi yerfond hy. tha «U*f benlaces financial offfteat. Too ara aekad to 4 m eyon year w y a r t - m aad lbM restI n to Judge ah 1that tho function aa identified la aaproycUta fee tha ehlaf biiaeaa-flairtal afflaar to yerfota. Aa yen Judge aaah atataoaat, please chack the appropriate bos. fUKTIOU 1,00 Tha Accoitlng fnetloa 1,01 The Auditing Fuactloa 1,02 Tha Bonding function tare z a - i a « n n c A n o « or t v ran* TXOT ■ Would you any tha fiction Identified la a function psafari* at your collage. WM Za Za Wat farfotned Bartend VttfOOTBf □ □ □ □ □ □ □ □ □ □ i a 1.03 Tha Budgeting Fiction 1,04 Tha Caapua Planning PUaetloa □ □ a □ 1,03 Tha Collection of Scudant Taaa function □ 1,06 The Collective Bargaining function □ 1=1 a □ □ □ 1.06 Tha fwdiwuent fund Managenant function □ □ □ 1.09 Tha facllltlaa Utilisation function □ 1.10 Tha faculty and Staff Hous­ ing function o 1.11 The federal halations function n 1.07 Tha Data Proceeding Services Fiction 1.12 The food Service function 1.13 Itui fund Raising function 1.14 Tha Infomatluo Syatan function 1.13 Tha Insurance function 1.16 Tic lovestnant Function 1.17 Tha Inventory fimction 1.16 tha Leadership function 1.19 The Legislative function a □ □ □ 11 f ~ ~ ~ i □ □ □ □ □ □ □ □ □ □ a □ a 120 i □ □ □ □ □ a n □ a a □ □ 121 >h iwMtM • — «i« 7«t mt in f CtM M W t l t M 1* I f MlrtW fM f M V •4 at jfMr eellage. fUMCTZOM 1.20 Ike Long Mange PleMieg Function 1.21 Tha Malnteaanoe at M«lp* naat Puactloa 1.22 Tha Maintenance of Fecllltiaa Function 1.23 Tha Halncaaanca of Croundo Function 1.24 Tha Payroll Puactloa 1.23 Tha Paraoaaal Management Function la Performed la M M Ih Io m I «a Patterned □ □ □ □ □ □ a □ E=3 □ □ i a □ a * i □ □ □ 1.26 lli« Policy Fonulatloa Function □ □ □ 1.27 Tha Protactlon al Paraona aad Proparty PuneClan □ □ □ □ □ a □ □ □ a □ a a □ □ □ a □ □ a □ 1.28 Tha Publlcatloaa 8arvleaa Function 1.2> Tha Puxchaalaa Puaatlaa 1.30 Tha KaaL Batata Program Function 1.31 Tha Salary and Wage Deter­ mination Puactloa 1.37 Tha Studant Activity Pund IuactIon 1.33 Tha Studant Houalng PUaetloa □ r * * » a □ □ a □ 1.34 Thr Studant Loan Function i 1.35 Tha Studaat Stora - Bookatora Function 1.36 The TrtrapoiLatioi. Iunciloo i □ a * ■ • • Part 1 1 - THE H i m U U H l OP I B PUBCnOH ■car would you Judge the eeeeutlelneea of the atetad fwectlen to the operation of year ooliegeI FUNCTION Highly leaentlel leeentlel ■eeeuhet ■eeentlal Hot h mautial 2.00 3 a AccounrSag F.inct'on 2.0] iua Auditing Function 2.0F! inn Hooding Function 2.03 3na Budg.;tli-(( P-mttlon 2.04 TIki Taapna Planning Function 2.05 Tim Colluctlon of Studaat Pena Function 2.06 Tha Collactlva Bargaining Function □ □ □ o 1 1 □ □ □ a a □ □ □ □ 1 1 □ □ □ □ □ a □ □ 1 1 □ cu □ n a 122 tart s > (Coat.) - i n sssHrruunts or its lORCTZflR - Bo* ««uU jtn Joist tk« umtlilmii of tkt (wctto* to eta i n n t l w of your Bltfily y w n m Itmtltl laaaatlal tanhit UiMt li l Not buntltl 1.07 lta Diu Tm c h i U i Sorvleoe iMKtlM □ CD □ CD 2.00 lta M m M tal HtaajaMlt fNKtlo* □ CD □ CD 2.09 lta Faellltlao Utlllaatloo taetlM □ a □ CD 2.10 lta Faculty aad Staff Bouata| Fuaetloa □ □ i i □ □ □ CD CD □ □ □ CD □ □ □ CD □ □ □ CD □ □ □ CD a □ CD CD □ ii i i CD CD □ CD CD 2.11 lta Badaral talatloaa Fuaetloa 2.12 lta Food Service Itacclaa 2.11 lta VMS lalalag Vtaccloa 2.14 lta laforaatloa fyetaa Itactloa 2.15 Tha Zaauraaea Fuaetloa 2.14 lta lavaataaat Vuactloa 2.17 lta lavaatory B a c t t a 2.IS lta Laaterahlr ftactlaa 2.If lta Loglelatlvo Fuaetloa □ cd □ CD 2.20 lta l a g laa«a flaatng Vtaetlaa □ □ CD a 1.21 lta Halataaaaea of Itulyaat Fuaetloa ii ( i CD CD 2.22 lta Halataaaaea of Facllltlaa Ftactlaa a ii CD CD □ a CD CD □ ii CD CD □ □ a a □ □ CD CD a i i CD CD □ a CD ii □ □ □ CD a a CD CD =□ cd CD CD =3 n i —I 1— 2.11 lta Halataaaaea of O n t a a Bactlaa 2.24 lta Faytoll Ftactlaa 2.23 lta Fanaaael .' a □ a □ □ □ □ a □ □ □ □ □ t □ a □ □ □ i 126 fart I 0 (Cmc.) - 1 * TXMI M M M 0 9 m W 9C TM 9 - frs m your o b e e rv a tlm r i m w H ymm h f a s s M m tta* I m m M m th « c h la f b a s ln e s s -ft a t a t t a t e f f t a a r t a f u f c a r i f M m a ta ta r i functlonT function 4.06 Tha Collective Bargaining function Excanalva □ □ □ □ Considerable Co m Little Mona □ □ □ □ a a □ □ □ a □ □ □ □ □ □ □ □ □ □ □ □ □ a □ □ □ □ □ a a a □ □ a □ □ □ □ □ ii □ □ □ ii a a □ □ □ □ 4.27 The Protection of Persona and Proparty function □ □ □ □ □ 4.28 Tha Publications Services function □ □ □ □ □ □ □ □ □ □ a □ □ □ 4.07 Tha Data Processing Service function 4.08 The endowment Fund Manageaant function 4.09 The Facilities Utilisation Fine tlon 4.10 The Faculty and Staff Hous­ ing Function 4.11 The Federal Krlatlonv Function 4.12 The Food Service Func tlon 4.13 The fund Kalalng Function 4.14 The Inforaatlon System function 4.13 The Insurance Function 4.16 The Investment function 4.17 Tha Inventory Function 4.18 The Leadership function 4.19 Tha Legislative Function 4.20 Tha Long Range Planning function 4,21 The Naintenance of P.|uipssn. t function 4.22 The MaJntcname oi incLlltlcs Function 4.23 The Maintenance >it urounda function 4.24 Ttiu Payroll Function 4.23 Thu Personnel Management Function 4 . 2 6 Thu Policy Formulation function □ □ n □ □ o □ □ □ a □ □ a □ a 4.29 Tha Purchasing function □ 4.30 lha Real Estate Program fumetlon 4.31 Tha Salary and Wage Datarntaatlon function 4.32 Tba Studant Activity fund function a □ □ a a □ □ a □ □ □ □ a □ □ □ □ □ a □ □ □ □ □ □ □ □ □ □ a a ii a □ □ □ □ □ a * □ a a a □ □ * «64 0 • ta 3 f. t ►g M 14 4i 0 DODDOO□□□□□□ODD 33 ji ft3 4 * H *4 B s -3 41 I st; 3 Ia a 3 3 3*5 S I4 a 5 • IH I ft B p» ?sl * I - a t ft ? 2 3 3 I I 3a 3 , * * i & a :4 a m I I ! • M0* 44 4U HS jis s 1 31 N ON O O 4 O • * * « f * t • 3 •4 ft 4 ft ? 3 3 41 i i n s ft 1 3 1 « ! B 33 f4 t & * 3 3 • «4 fp4t H ft a 1 f t 3 I s 8 ! (oot p««ttl«) *1 □ ft i □ Q - | r i f « i tpp* i«ss •«441 □ wrk \\h □□□□□□□□□□□□□□□□ in ptatwt IM) 4* 81 414 !i H i of Esparlanca j 1 } •4U A O 332ft □ □ □ OOOO□□□□□□ODD Taara 2|i ***• -off tlAH 3*8 S3*!3 □ □ DODDO *14* 7.12 0 I4 4 3 i 8 44 I□ i 3 I •a J □ ! b I t f I I 3 □ i D ft 3 s 0 ft 3 3 3 | i i APPENDIX C GLOSSARY— FUNCTIONS PERFORMED BY COMMUNITY COLLEGE CHIEF BUSINESS OFFICERS DEFINED AND ILLUSTRATED 1. TIE ACCCWT1BG TOCTXfli - Thosa activities pirfontd by tha chief financial offlcar designed (1) to aalntain an accurate record of all financial transactions (2) to classify accouata according to tha Accounting Mrnal, Stata Dapartaant of Education 1969, (3) to raeord and report all financial traaaactlona by account. (4) utilise a atandard accowtlng tenlaology, aad (5) to aatabliah Internal control and audit procedures. Illustrated j U i l p w t n Prepare ninthly financial report . . . prepare annual financial report . . . provide coat/benefit coaparlson data . . . receive and acrrost for all funds . . . etc. 2. THE ADP1T1EG IWCTIOi - Thooa actlvltlea parforaad by tba chlaf financial offlcar designed (1) to insure proper accounting of revenue received to the appropriate fund account, (2) to insure accuracy in tha accounting of expenditures to the approplrate expenditure account (3) to Insure proper accounting of inter fund account trans­ actions, (4) safeguard assets of the college, (5) to check accuracy and reliability of accenting data, (6) to proaote operational efficiency, (7) to reduce errors and discourage nisuae of funda. Illustrated Asslenaents; Prepare all docuaants for auditing by external auditor . . . establish controls so that no one person should have collate control over all aspects of financial transactions . . . prepare statenants and supporting schedules for the annual financial report . . . etc. 3. THE Boronw TCTCTIOM - Those activities parforaad by the chief financial officer deslpied (1) to Insure that the college will ha reoo^ansed if an eaployee or a contractor falls to perfora his obligations; and (2) to insure that losses due to the dishonesty of an eaployee will be recovered. Illustrated Asslenaents: Securing perfomsncs paynent bonds whan retaining contractors . . . securing bonds for staff handling large suns of annoy . . etc. 4. TEE BUDCETIMC TUWCT101 - Those activities perfotned by the chief financial officer designed (1) to identify In cooperation with tha chief acadanlc officer and chief student personnel officer desired prograaa (2) to assist the president and the board la determining allocation policies, (3) to notify state and local support agencies of financial needs, (4) to prepare budget In keeping with the long-range financial plan. Illustrated Asslenaents: Estlaate current funds revenue aad expendlturas . . . prepare budget request for state support agendas . . . prepare annual budget needs for collegs . . . prepare long-range financial needs of college . . . etc. _________________________________________________ t-------------------------------------------5. TIE CAMPUS r u O D K PUKTICM: Those activities perfotned by the chief financial officer designed (1) to develop and/or aalntain a plan that will peralt an orderly and useful leproveeent and rehabilitation of plant fscilltlas and land, (2) to oversea the lapleaentatlon of changes to fadlitles and land. Illustrated Asslenaents: Analyse current space utilisation . . . obtain projected requirements for changes in nuabers of students and ataff . . . assist In ebtaining reliable professionals (architects 4 engineers) . . . serve on a caapua planning coanittec I . . . etc. * 6. THE COLLECTION OF STUPEHT FEES WICTION: Those activities perfotned by the chief financial officer designed to assist the registration office In assuring accuracy and safety In the collection and accounting of all tuition and fees. Illustrated Assignments: Locate necessary equipment and staff In registration area . . . hire security guards . . . check all collections with credit hour registrations . . . etc. 7. THE COLLECTIVE BAKCAINIKC FUKCTION; Those activities performed by the chief financial officer designed (1) to assist the board of trustees, whether by direct or Indirect involvement, In establishing the working conditions for faculty, custodial, and clerical staff through the negotiation process, (2) to execute the teres of the nof.otiatcd agrccccnt reducing grievances and conflicts to a minimum level. Illustrated Asslr.prcnts: Directly res­ ponsible for representing the board of trustees . . . calculate and determine the cost of the negotiated agree­ ment . . . do salary cost studies of persons in similar positions . . . etc. 8. THE DATA PROCESSUS SERVICES FUHCTIOH: Those activities performed by the chief financial officer designed (1) to facilitate an orderly collection of pertinent data (2) to develop a system that provides immediate retrieval of data (3) to serve the college community (instructional, student and financial areas). IllustrateAssignments; Writes programs for collection and dissemination of data . . . prepares payroll checks . .. . pre­ pares monthly budget reports . . . prepares and disseminates grade reports . . . etc. 9. THE ENDOWMENT ACT) Fl'HP HAKAGEHEWT FUNCTION: Those activities performed by the chief financial officer designed (1) to preserve the principal donated to the college, and (2) through Investment to obtain the greatest in­ terest return for college use. Illustrated Assignments: Establish policies to Insure Integrity Is maintained with donors . . . establish procedures for use of funds as investment potential . . . etc. r 10. THE FACILITIES UTILIZATION FUNCTION; Those activities performed by the chief financial officer designed to Insure effective and efficient use of college facilities. Illustrated Ass'r.nmcnts: Identify space type, size and number of student stations . . . calculate percentage use of space (hours used per week - weekly student station use) . . . etc. s V ---------------------------- ? ^ ____ 11. THE FACULTY AW) STA7F HOPSTUG PPHCTIOH; ThoM activities performed by the chief financial officer dealgo*d to luure idtquite housing Is node avallsble for faculty, professional/administrative and support staff. Illuatrsted Assignment: Purchase or lease housing units . . . maintain property as needed . . . purchase Insurance for proper­ ty and occupant protection • . . establish policy guidelines for determining occupants . . . prepare procedural guidelines for use of property by occupant . . . etc. 12. THE FEDEKAL IELATTOHS PPHCTIOH: Those activities performed by the chief financial officer dealpied (1) to be knowledgeable of possible federal support for college programs, (2) to have an adequate knowledge and mideratandlng of requirements for federal assistance, and (3) to maintain adequate records cooplying with federal reporting requirements. Illustrated Assignments: Prepare forms requesting federal assistance . . . establish accowtlng procedures co^ilylng with federal guidelines . . . make periodic audits of federal expenditures . . . collate federal forms (HEGIS) requesting financial Information . . . establish guidelines for use and disposal of federal equipment . . . etc. 14. THE mT> KA1SIWC FUHCTIOH: Those activities performed by the chief financial officer designed to bring revenue Into the college In addition to revenue received from regular sources l.e. local teams, state eld, tuition. Illustrated Assignments: Prepare for distribution of financial need . . . establish accounting procedures to handle revenues . . . make periodic reports of collections and disbursements . . . etc. * - --------- IS. THE IKFOgmTIOH SYSTEMS PUMCTIOW: Those activities performed by the chief financial officer designed (1) to facilitate the accumulation of voluminous random Information quickly and accurately, (2) to provide storage of the collected data In a central repository, (3) to provide a system for analysing and disseminating the data effectively and effldantly. Illustrated ksslsnments: Payroll records . . . Inventory control and reorder notices . . . allocation of payments to Interest end principal . . . budget management . . . accounts payable jl . . . etc. 130 13. THE FOOD SEEV1CE fUHCTIOH; Those activities performed by the chief financial officer designed (1) to provide reasonably priced quality food for touting students and staff, (2) to provide food service for special groups entertained on campus. Illustrated Asslsnmentsi Identify student food likes sad dislikes . . . purchase and maintain food preparation equipment . . . provide staff . . . compare food prices with nearby retail outlets . . . reports of nunbers of students served, nunbers of meals served, end cost per nesl served . . , etc. I 16, THE INSURANCE FUHCTIOH: Those activities performed by the chief financial officer designed (1) to insure that Che college Is protected against personal liability claims, (2) to Insure that da=age to and/or loss of college proper* ty will be replaced at minima cost to the college. Illustrated Aaslgnaentst Determine type and amount of In* surance required . . . provide Input to coordinator responsible for protection of persons and property . . . to reduce hazards to persons and potential loss of property . . . select Insurance carrier . . . etc. 17. THE INVESTMENT FOKCTIOH: Those activities performed by the chief financial officer designed to insure that all "idle" incoae is returning additional lncoae to the college. Illustrated Assignments: Secure the services of a cospetent investment advisor . . . identify funds that have income for investment . . . be acquainted with state and federal regulations for investment of public funds . . . assist governing board in determining invest* ment policy . . . etc. % 19. THE LEADERSHIP FUKCTIOH: Those activities performed by the chief financial officer designed (1) to cooperatively determine with staff the goals and objectives of the.bulsness operations and (2) to stimulate the cooperation and participation of the staff in reaching the stated goals and objectives effectively and efficiently. Illustrated Assignments: Hold staff meetings for developing goals and objectives . . . develops plans for increasing subor­ dinate motivation . . . provide opportunities for subordinates to grow and mature . . . etc. _________________________________________________ f____________________________________________ 20. THE LEGISLATIVE FTOCTIOK: Those activities performed by the chief financial officer designed (1) to meintian open and effective communication with legislators and the legislative process, (2) to provide every opportunity for Che college to benefit from legislative actions, (3) to propose and support legislation that will be beneficial to the college. Illustrated Assignments: Personal contacts with legislators representing the college . . . maintaining knowledge of proposed end pending legislation . . . maintaining contact with legislative staff members . . . etc. 131 18. THE INVENTOKT TVKCT10W: Those activities performed by the chief financial officer designed (1) to maintain an accurate record ofthe value of all physical plant and equipment assets for purposes of replacement In case of loss by fire or theft, (2) to maintain accurate records of equipment received from special gifts and federal grants requiring periodic audits, tlluatrated Assignments: Establish policies and procedures for executing guidelines . . . perform an annual Inventory audit . . . develop a manual of standarised terminology . . . pre­ pare annual listing of obsolete or non-functlonal equipment for sale by bid . . . etc. * ( - 21. THE LOWC RAHCT PLAHKIWC FWCTION; Those activities performed by the chief financial officer designed (1) to provide the college with anticipated expenditure requirements for facilities, staff and relaced activities and (2) to assist the college la waHng expenditure comitaents in keeping with anticipated revenues. Illustrated Assignments; Obtain long nags data pertaining to anticipated Increase in property value . . . prepara long range revenue projections . . . obtain long range coat of living data . . . prepare an analysis of cost/revenue factors . . . ate. 22. THE MAIHTEMAHCE OF M O T B W T IWCIIOM: Those activities performed by the chief financial officer designed (1) to Insure that all equipment used for instructional purposes la In working condition and (2) to insure that all equipment used for building and grounds maintenance is available la working condition. Illustrated Aaalanments: Provide a well equipped shop for waking equipment repairs . . . maintains a list of servicemen in the commixiity . . . keeps records of all equipment repairs and maintenance activities . . . obtains service contracts for costly items and large groups of items (typewriters) . . . etc. 24. THE MAIKTOUKCE OF CM0H6S fWCTIOW: Those activities performed by the thief financial officer designed (1) to provide an aesthetically pleasing and attractively landscaped campus, (2) to insure safe and convenient walking surfaces. Illustrated Aaalanments: Mow lawns . . . remove snow from walkways and parking areas . . . cultivate shrubs and plants . . . etc. i 23. THE PATtOLL FWCTIOH: Those activities performed by the chief financial rfficer designed (1) to insure that personnel receive their pay in the appropriate amount and as scheduled (2) to provide all information required by federal and state taxing and retirement agencies. Illustrated Assignments; Prepare and distribute payroll eheeks . . . prepare B-2 forme . . . prepare forma for retirement and social security payments . . . etc. li 132 23. THE HAIHTEKAMCE Of FACILITIES FUKTIOH: Those activities performed by the chief financial officer deslped (1) to Insure proper functioning of mechanical equipment, (2) to maintain aesthetically pleasing and attractive study, leaning, and work areas, (3) to provide a system of preventative maintenance. Illustrated Aaslmments: Minor plumbing, electrical, and woodworking naintenanea . . . etc. X < 26. THE PERSONNEL M6KACEMEHT 1TOCTI0M: Those activities performed by the chief financial officer designed (1) to provide e corp of conpetunt support tuff, (2) to provide s system for recruitment, use, end development of staff, (3) to maintain a high level of staff morale. Illustrated Aaslsamanta: lecrultlng end screening appli­ cants . . . establishing training end supervisory programs . . . developing salary and wage plans . . . maintain personnel records . . . etc. 27. THE POLICY fOKMPlATIOH FPKCTIOH: Those activities performed by the chief financial officer designed (1) to assist che chief administrator la identifying and preparing policy reco*endatioos for hoard of trustees action (2) and, to translate board policies Into operational procedures and guidelines. Illustrated Asslinmentai Includes budgetary development and budget expenditure control . . . serves as a member of the chief administra­ tor's policy fornulating cabinet . . . etc. 29. THE PPBLICATIOM SEEVICES fPHCTIOH: Those activities performed by the chief financial officer designed to provide a system of reproducing accurately and expediently: Tests, brochures, college newspaper, end other related materials. Illustrated Assignments: Purchases and maintains graphic reproduction equipment . . . establishes procedures for processing staff requests . . . prepares analysis of graphic reproduction costs . . . maintains records of departmental costs and allocates to the appropriate expenditure fund accowt . . . etc. £__________________________________________ 30. THE FTOCHASIHO FPKCTIOW: Those activities performed by the chief financial officer designed (1) to Insure that faculty and staff have ready access to supplies and equipment without Mnderlng the teaching and service activities of the college, (2) to Insure that the greatest ccoooqr of college funds is achieved, (3) to Insure that purchasing procedures will protect the Integrity of the governing body and staff of the college. Illustrated dasitnments: Establish bidding procedures . . . develop standards for equipment and supplies . . . maintain records of purchase orders, vendors, price information, etc. . . establish procedures for disposing surplus equipment and supplies . . . etc. k 133 28. THE T80TECII0M OF TOSOHS 8HP ftOWHTT WWCTIOW: Thome activities performed by the chief financial officer desired (1) to Insure the ultimate safety for the physical well-being of students, staff, and members of the coeaunity, (2) to reduce Ji f f to and theft of college owned property. Illustrated Assignments: Establish a security force . . . establish system for periodic checks of facilities . . . develop Inventory controls . . . etc. 31. THE 1EAI.ESTATE FMCIAH HWCTIOH: Those utlfltitl ptrfomd by the chief financial officer designed (1) to locate and purchase property for expanelao and/or relocation of collets facilities and (2) to purchase property that nay bring financial benefit to the college through leasing or selling for a profit. Illustrated Assignmenta: Purchase property . . . nalntains property . . . rents or leases property . . . etc. 32. liiL-SALAKT wact DEk'EhHUmiMH FUnCTIOU: those activities performed by the chief financial officer designed to secure and retain a constant staff by paying salaries coapetltlve with local businesses and other institutions engaged in educational activities. Illustrated Aasleneuents: Assembles and analyses selected data . . . etc. 33. THE STPDEHT ACTIVITT FDHD WHCliflH: Those activities perforned by the chief financial officer designed to ****** student operated and funded organisations in aaintalnlne an accurate record of funds received sod ex­ penditures nade. Illustrated Assignments: Desist aeeo\atlng systen conpatlble with the college systea , . . perform periodic audit checks . . . provide periodic fund status reports . . . etc. 3d. THE STPPIHT HOPSIHG FUWCTIOH: Those activities performed by the chief financial officer designed to provide suitable housing accomodations on campus for students living beyond a reasonable coauutlng dlstmice. Illustrated Assignments: Responsible for staffing and providing food and maintenance services . . . collection of housing charges . . . solving problems cooperatively-with the student personnel staff.. . . etc. - - — * - - , 33. THE STPDEHT lflRK TUWtTIOW: Those activities perforned by the chief financial officer designed (1) to insure coapllance with federal, state and donors regulations and requlreuenta end v2) to work cooperatively with the chief financial aid officer in maintaining accurate accounting of funds received and spent. Illustrated Assignments: Couplets and file forms and reports with appropriate agencies . . . establish appropriate account­ ing procedures . . . etc. X 36. THE STPDEHT STORE - BOOKSTO1E FUMCTIOW: Those activities performed by the chief financial officer designed to provide e necessary and convenient service to students, faculty and staff. Illustrated Aaaianmentat Conduct periodic supply inventory . . . conduct market analysis to determine customer needs . . . conduct cost compari­ son with nearby retail outlets . . . ate. 135 37. THE TtdHSFOETATIOW FPBCTIOM: Those activities performed by the chief financial officer designed to provide an efficient and affective means of transporting staff, classes, athletic teana and others to and from their designation. Illustrated Aaalrnmentsi Establish procedures for routine vehicle maintenance .. .establish procedures for requesting and returning vehicles . . . develop emergency procedures .. . purchase appropriate liability insurance coverage . . . establish guldalines and regulations for operating vehicles . .. prepare cost analysis of vehicles driven . . . etc. APPENDIX D INTERVIEW GUIDE AND PARTICIPANTS APPENDIX D Interview Guide for Michigan Community College Chief Business-Financial Officers Part I - Functions Several weeks ago you responded to a questionnaire that listed 37 functions thought to be performed by the commu­ nity college chief business-financial officer and were asked to identify, in addition to the 37 stated functions, any others that you felt were appropriate. Among the responses received were eight items. As I read each of the following functions would you please indicate whether ypu feel they are in fact appropriate functions. A yes or no answer will suffice. If the function is performed by you also indicate. Please feel free, however, to make any com­ ments that come to mind. a. Board Relations- Function - Preparation of materials, abide by the bylaws and policies, meet with the board as a whole and with subcommittees, attend board meetings. b. College Services Function - Telephone services, mall re­ ceiving and distribution. c. Professional Development Function - Contact tilth professional colleagues, attendance at seminars and conferences, meetings with state officials, participation on local and state pro­ fessional committees, serve as a consultant, publish. d. Public Relations Function - Liaison with locally elected officials Icounty treasurer, etc.) membership in service organizations an for bualnaaa affalra for Muakegon Comnunity Collage (six nontha) convinced ne that Che functional raaponalbllitlaa of the chief buelneea-flnanclal officer ware far more extensive and coaprehenalve than noat people raallta. Therefore, Z aelectad for ay dissertation reeaareh tha topic, "A Study to Eatabllah and Clarify the Functions and Skllla Required of Selected Michigan Coanunlty College Chief Business-financial Officers." 2 Preliminary to the developsient of the queatlonnalra, I reviewed the literature available that pertained apadflcally to the dlacuealon of tha chief bualneea-fInanZclal officer and tha functlone which he perforsssd. It did not taka long to discover that there waa very little lnfonsatlon that related apeclflcally to your Job* What Information doea exlet la prlnarlly written about the K-12 and university and college chief busineaa-flnanclal officers. Baaed on lnfonsatlon gathered regarding araaa of Involvement, ae identified in the literature, X have prepared a questionnaire listing 37 functions that 1 perceive to be performed by you. However, what Z do not know la tha degree of accuracy of tha statement nor do X fully understand tha amount and type of lnvolvesmnt in each. I an, therefore, asking for your assistance. Slnoa the K-12 - junior college systems are excluded from tha atudy, John Cuthbertson, Stu Olastead and Paul Jones were asked to assist In tbs pre-testing of tha InStrunmnt. They Indicated that the amount of tins required to fill out tha questionnaire should not axceed 40 to 45 minutes. I would appreciate receiving your response within one week after receipt-of-the questionnaire. Concomitant with having you fill out tha queatlonnalra, I aa also asking that the president at your institution fill out a similar questionnaire, e*praaaly for the purpose of obtaining hla perception of what functions you, tha thief business-financial officer, perform. It Is not designed nor la tha Intent to allcit responses that would evaluate your capability to perform tha function. Copies of the result will be made available to you. Again, may X atrasa that.the success of this study la dependent upon your response, since only 25 coaaualty collages are Involved. Thank you for your cooperation. Sincerely, J Frederick R. Whins Executive Dean PRWtdo J 141 MUSKEGON P.O. OMK* Of B O X 620 COMMUNITY » M U S K E G O N . COLLEGE M I C H I G A N • 4 0 4 4 3 THE f l l i l l O C N T June IB, 1973 Dui My put working i ^ n l t u i la tha atata budpat office and nerving aa acting daa for buelaaai affalra for Huakagon Cnauailty Collage (als aoatha) convinced aa chat tha functional reapoaelbllltlaa of tha chlaf boalneee-flaamclal offlcar vara far more arteaolvo aad caaprahaaalva thaa auc paopla raallu. Therefore, X aalaecad for my dlaaartatloa w uareh, tha topic, "A Study to latabilah aad Clarify tha functloaa aad Skllla hagulrad of Salucad Michigan fnualty College Chlaf Bualaaae-Tlaanclal Offlcara." frelialaary to tha development of tha quaatloaaalva, X reviewed tha lltaratura that partalaad apaclflcally to tha dlaeuaaloa of tha chlaf bualaaae-flaanclal offlcar aad tha fuaccloaa uhlch ha parforaad. What laforaatloa exlate la prlaarlly written ahout tha Kr12 aad Mlwraltf a d collage chlaf bualaeaa-flaanelal offlcara. Baud oa laforaatloa gatharad ragarding arau of laoolvaaaat, u ldantlflad la tha lltaratura, a guaatloanalru w u praparad llatlag 37 functloaa that warn parcaluad to ha parforaad by tha chlaf bueleoee-fieaaclal offlcar. However, uhat la not known la tha dagroa of accuracy of tha doacrlptloa nor la tha aanunt aad typa of lauoluaaaat known, flaca tha K-12 Junior collaga ayatoaa ara aaaludod froa tha atudy, Vraaldanta harbart Stoataahurg and Trank McCarthy uara aahad to aaalat la tha pro-touting of tha laatrwuaat. Ihay ladlutad that tha aaouat of tlna requited to fl&l out tha queatlonnalra ahould aot emceed 30 to 33 alnutaa. X would aoaraclata racaiuiaa roar raaaoaaa within ana uaah aftar racalat of tha aaaatlonnalra. Caaconltant with having yaw fill out tha queatioaaalre, X aa alao aching chat tha chlaf huolaaoa-flacnelal officer at your laatltutloa fill out a alallar queatioaaalre. Tha queacloaaalre la aot daolgaod aar la tha lataat to allclt raopoaaaa chat would place you la a poaltloa of evaluating tha Chief bwdwcca-flaaarlal afflcar'a capability to perform tha ftactIon. Ceplu of the raaulta will ha aada available to the chief buolaoca-flaancfal officer. Again, aay X atraaa that tha auceeoa of' thla atudy la dependant i*oa your reapoaoa, alaca uly 23 rnuunl ty collagu ara lavolved. Thank you for your cooperation. Slacaraly, Tradarlck K. Whiu Executive Dean tWiA 142 June 18* 1973 Dear With the rapid growth In the development of the community college, the reeponslbllltles aaaumed by the chief admlnlatratlve officer and his Immediate aubordlnates, (vice presldente and deana) haa created a void In our underatandlng of the functlona, taaka, reaponalbllltlea and aklll requirements for these Individuals. Formerly, one of these Individuals, the chief business officer was responsible for many functions that were shared with the chief business officer for the K-12 junior college dis­ trict. With the advent of Independent coasamlty colleges, and their rapid growth, the functions presently performed by the chief businessfinancial officer may have been Influenced and modeled after the K-12 system and four-year colleges and universities. As a review of the lit­ erature would Indicate, there Is a dearth of material regarding the functions performed by the chief buslness-flnsndal officer In the commu­ nity college. This Is particularly true aa we begin to Identify the functions performed by a chief business-financial officer employed by an Independent governing board. In order to better understand this Issue, Fred Whims has selected a dissertation topic entitled, "A Study to Establish and Clarify the Func­ tions and Skills Required of Selected Michigan Community College Chief Business-Financial Officers." Z believe that' this study will be extreme­ ly valuable In assisting community college administrators to better understand the functions now performed by the chief buslness-flnsndal officer. Tour cooperation Is of tha utmost lsportance since he Is asking the chief business-financial officers to also complete tha questionnaire. One of his primary concerns Is to obtain your perception of the role of the chief business-financial officer In your college. The responses from you, are not for the purpose of "evaluating” the chief business-financial officer's capability to perform his functions. Presidents, Frank McCarthy and Herbert Stoutehburg, have aaslated Fred In developing the questionnaire. Since the questionnaire Is developed In a check list format, the length of time to complete should not exceed 30 to 33 minutes. The success of Fred's study Is vitally dependent on your support and cooperation. I would, therefore, urge that you support him in this endeavor. Sincerely, Dr. Robert D. Cahow, Executive Secretary Michigan Community College Association 143 MUSKEGON COMMUNITY COLLEGE P. O. Box 629 OFFICE , OF . Muskegon, Michigan . 49443 THE P R E S I D E N T June 18, 1973 Dear I need your help. During the first week in June I sent to you a questionnaire for your response. As was Indicated in the cover nemo, your response to the questionnaire is extrewely important since I an surveying only 25 chief business-financial officers. Aa of now, I have had good response, but with a little effort can have a 100 percent return. Several have indicated that they would like to have the results of the findings. I will attempt to have the new data coaplled and ready for you at the July meeting at Shanty Creek. However, I must have the questionnaire by June 25. Perhaps you have misplaced your questionnaire. (616) 773-9131, Extension 312. Sincerely, Frederick R. Whims Executive Dean FRW:do If so, please call 144 MUSKEGON COMMUNITY COLLEGE P. O. Box 629 . Muskegon, Michigan . 49443 OFFICE OF THE PRES I D E N T July 23, 1973 Dear The niponiM to ajr questionnaire saaklng information ragarding tha functions psrforasd by community col logs chlaf financial and business officers have been vary good (only two quesionnalres have not bean returned). Tha presidents have responded almost as wall - 21 of 25. One vital part of my study remains, that of Interviewing individuals that have participated In filling out the questionnaire. Many answers cannot be obtained through the questionnaire technique end a follow-up Interview helps 1tanaasurably to obtain missing Information or providing further explanation where needed. I as asking your assistance In this matter. The time required should take no sore than 45 minutes to one hour. For convenience purposes, I would like to arrange a time with you at Shanty Creek during the business officers' con­ ference. I will be there Wednesday morning and stay through Thuraday evanlng. In order to conserve time end to seek the best responses, I would like to have tha Interview sesalone consist of three or four business officers in a group aattlng based on else of Institution. Perhaps opsn tins after business, during lunch or before the dinner hour would serve our purposes best. If this Is agreeable, your cooperation would be greatly appradated. Sincerely, Frederick R. Whims Executive Dean FRWjdo P.S.: Groupings of under 2,000 head count - R. Graham, L. Alperovitc, R. Bradlay, 0. Briegel, and E. Dwyer 2,000-5,000 heed count - D. Troyer, R. Chick, R. Keeasen, and W. Jelneck Over 5,000 head count - M. Crovella, B. Newman, F. Blackford and W. Nikkei APPENDIX F A COMPLETE TABULATION OF RESPONSES VERIFICATION, ESSENTIALNESS, ASSIGNMENT, AND TIME DEMANDS OF FUNCTIONS PERFORMED APPENDIX F TABU r - 1 a mincATXOB or v o k tk m w w n it rm r c w r n oniiAflN cmuw sosinbss o m e n ai W T T f w n it t o inbsidhnts aid bosinbss o m e n s Is Porforaod Ho. X tastloai by Baaaorco Category 'funmn OSBpUS flSHlB laforaatloa Systaas Long Kangs Planning Policy loiatUtiM . PBOCOBIMNT Collection of Btodant Voss Federal Belatloae tal Isising Legislative Psrehssiai ALLOCATION Budgeting Collective Bargaining IscilitUs Utilisation Payroll Islssy and Wage Determination .... _ FISCAL NAOrnHABCS ASMnSTBATXFB SBHFXCBS Osts Frwieselng Pood Service Publication Sorvlcos * Stsdsnt Activity Fuad Stsdsat Nouslag Stsdsat Loan Studoat Scoro-Soobators Transportation Ftomn NAunMaa Zsvoatory Nslaesaaaoo of lylpasat Mslstsa— a of FseiUtias Malafananas of Qrasais Pros. 1.0. Pros. 1.0. Pros. S.O. Pros. P.O. 14 21 14 21 15 25 IB 25 58 91 5B 91 65 100 75 100 Praa. B.O. Pros. S.O. Pros. B.O. Pros. B.O. Pros. B.O. 21 25 IS 25 • 17 IS IB 25 22 88 100 54 100 55 74 54 85 96 96 Pros. B.O. Pros. B.O. Pros. B.O. Pros. B.O. Pros. B.O. 24 25 20 22 15 21 25 25 22 25 100 100 85 96 65 91 96 100 92 too Pros. B.O. 22 25 92 100 Pros. B.O. Pros. B.O. Pass. B.O. Pros. B.O. Pros. B.O. Pros. B.O. Pros. B.O. Pros. B.O. 14 17 20 20 10 14 17 22 5 4 17 21 20 20 IB 17 58 74 85 87 42 61 71 96 21 17 71 91 85 BV 75 74 Pros. B.O. Pros. B.O. Pros. B.O. Pros. B.O. 21 25 19 22 19 21 19 21 SB 100 79 96 79 91 79 91 145 IS Not Parforaad No. X 10 2 10 2 9 42 9 42 9 17 mm 6 mm 5 25 mm 12 mm mm 11 46 mm 16 6 11 4 1 1 67 26 46 17 4 4 mm •a* mm mm 4 1 9 2 1 17 4 17 9 4 mm 6 2 mm as as 8 2 mm - - 10 6 4 5 14 9 7 1 19 19 7 2 4 5 6 6 42 26 17 15 58 59 29 4 79 85 29 9 17 15 25 26 5 -- 5 1 5 2 5 2 12 — 21 4 21 9 21 9 146 TABLK »-l - { U d M i Za Parforaad Mo. 1 taotloai by Im o b t m Category •TAP? M U m U M I Faculty m d Staff Boaelag Pereoaaol M a a i M M t DSVnSfMWT tataBMt Fuad ItaMMHMt Imraataaat Raai Batata Leadership fBOTBCTIOH Auditing toadlag Iaaoranca frotaction of Persona aad Property ■ ■ 24 - r m U t n t i M • 23 - Bm Im h Offie«n Xa Mot Parforaad Mo. t Praa. B.O. Praa. B.O. 4 • 17 22 7 26 71 96 20 17 7 1 03 74 29 4 Praa B.O. Praa. B.O. Praa. B.O. Praa. B.O. 13 1* 22 23 IS 14 16 22 34 03 92 100 63 61 73 96 11 4 2 46 17 0 Praa. B.O. Praa. B.O. Praa. B.O. Praa. B.O. 20 23 19 21 23 23 20 20 63 100 79 91 96 100 03 07 *o» 9 9 6 1 4 -- 3 2 1 -- 4 3 17 39 23 4 7 -- 21 9 4 wan 17 13 TABLE F-2 A COMPLETE TABOLATIOM OP USNNSES PEETAIHIMC TO THE E88BR1AUBSS OP THE PHMCTXOHS P— D IT TIE 01— 111 COLLECX CHIEF HSIMESS OPFICEES Haaantlal Fraction by ------ 1— ire* Catacory IMTlll # X * X Soaaahat laaaatial # X Hoe 1— ant ___ 1 __&. .. Total laaponaaa # ■o Opla&an Hot Parforaad ru— Caapa Floaning Praa. 1.0. 7 7 30 33 7 12 30 57 — --- — _ 2 10 — --- 14 21 10 2 Praa. 1.0. 7 12 30 37 4 9 43 43 1 — 7 — — — 14 21 10 2 Praa. 1.0. • 10 33 43 4 11 27 48 3 2 20 9 — — 13 23 9 — Proa. 1.0. 12 14 47 41 4 9 33 39 — — — _ Proa. 1.0. 11 13 14 57 2 10 9 43 1 — 5 — _ _ — 21 23 3 — foiaral Ealatlooa Pro*. 1.0. 4 5 44 22 5 14 38 41 1 * 8 17 1 — 8 — 13 23 11 — Paad Haloing Praa. 1.0. 2 2 25 12 3 10 37 39 2 4 23 23 1 1 12 4 8 17 14 4 laglalatlva Praa. 1.0. 5 4 31 33 7 11 54 41 1 1 8 4 mm _. — — 13 18 11 5 Praa. 1.0. 19 14 83 44 4 8 17 34 mm. _ mm ___ — __ 23 22 1 1 Praa. 1.0. 24 100 21 91 2 9 mm — — — Praa. 1.0. 13 14 4 4 30 28 laf^netion Syacaae Loot Haag* Pianolas Policy VOnulatioo uno— t Colloction of Student Pooa iPaachaalng AIJPCATTOH tadgaMag Coilaetlva largalolng 45 47 1 1 __ 5 3 _ - — IB 23 24 23 20 21 4 _ — 4 2 I. TABLE Highly Eaaentlal # 1 Function by Raaource Category *-t C o n tin ued Eaaentlal t Soaewhat Hot Total Eaaentlal Eaaantial Baaponaaa X_________ # X________#__ Z________ # LJ 19 — *— — — 16 21 « 2 — — __ — 22 22 2 1 — — — — 22 23 — — — — — — — 22 23 — — — — — ■— 1A 17 10 6 1 5 5 25 _ — _ 20 20 A 3 60 30 2 3 20 36 _ — — 10 1A 14 9 Al 59 3 6 18 27 — 1 — 5 17 22 7 1 3 60 3 100 _ — — — — — — — 5 3 19 20 2 2 12 10 — __ — 17 21 7 2 AS 65 3 13 — __ — 20 20 A 3 61 65 3 5 17 29 — — — — 10 17 6 6 a 6 3 37 14 14 50 67 Praa. B.O. 20 13 91 68 2 7 9 32 Praa, B.O. 14 6 64 26 6 15 27 65 Praa. B.O. 21 22 95 96 1 1 5 4 — — Praa. B.O. 7 5 SO 29 7 12 30 71 — — Food Sarvlce Praa. B.O. 10 4 30 20 9 11 AS 55 Publication Sarvicaa Praa. B.O. 2 2 20 1A 6 7 Stadant Activity Fuad Praa. B.O. 7 2 Al 9 7 13 Studant louaing Praa. B.O. 2 — A0 — Student Loan Praa. B.O. 8 A 47 19 7 13 Al 71 Praa. B.O. 11 A SS 20 9 13 Praa. B.O. A 1 22 6 11 11 Payroll Salary & Wage Datarainatlon FISCAL MAINTENANCE Accounting A2MDT1STKATIVE SEK7ICES Data Procaaalng Studant Stora-Bookatora Traaaporcation 2 4 — 2 2 9 9 2 2 148 Praa. 1.0. Facllitlaa Utilization Ho Opinion Hot Parforaad i____ TKBSJl f”2 Coatlauad Highly I w t l il I X Fvictim by IMBKC* CltMDtT laaoatlal # 2 » M n MonuKi Xavaatory Milatiniocc of Equipmat Milattnnft of Focilitlas Milttiiifi of Crooado Faraooaal Hanagmant uaocacx lot fcwitlil * I Total lny— # — _ 21 23 — — 19 22 — — 19 21 — — 19 21 25 17 — 4 — 64 4 6 _ 1 5 _ — _ — 17 22 33 50 3 6 25 33 1 — 8 — 12 18 7 13 32 37 __ 1 4 -- _ — 22 23 40 7 4 6 27 43 2 7 13 50 — 20 — 15 14 76 73 4 4 24 18 2 — — — 17 22 — 17 — _ _ 14 _ 5 Fraa. 1.0. 14 8 67 35 7 11 33 48 — 4 Fras. 1.0. 15 4 79 18 4 15 21 68 3 Ftao. 1.0. 14 5 74 24 5 15 26 71 _ Frao. 1.0. 14 3 74 14 5 15 26 71 _ 3 14 Froa. B.O. 1 — 25 — 2 1 50 17 1 1 Fraa. 1.0. 12 10 71 45 5 U 29 50 Fraa. 1.0. 4 3 33 17 4 9 Fraa. 1.0. IS 9 68 39 Fraa. 1.0. 6 1 Fraa. 1.0. 13 16 1 — _ Bo Ofloion M hrf«aic I — 20 17 o b vilo fm r todoMtat Fond HnogoBoat IlfMtMIt tool Istata Loadarahlp mm 3 _ 9 12 — 149 tun M u m u K i Focalty 6 Staff Braalat Soaawfaac I w iiHil # 1 ••fMBtifc Highly 1— Cial » I Function by Baoaurca Cataaorr ?~2 Continuad gaaontlal / JE So— what too— ftol f Z m n c iifl* Hot iKoatlil # Z Total 1— fOOO— ___ I Ho Opinion Hoc Parforaad ___ 1__ __ Praa. B.O. IB 21 90 91 2 2 10 9 — — — — — — — — 20 23 A Bonding Praa. B.O. 14 9 74 43 5 12 26 57 _ __ — — — — _ -**■ 19 21 5 2 Praa. B.O. 17 13 74 57 6 9 26 39 _ __ 23 23 1 Praa. B.O. 10 7 50 35 8 12 40 60 20 20 4 3 Insurance Protection oI Parsons — _ 1 4 — — 2 1 10 5 — — 150 Auditing ■TABIC *F>3 A CCMP1HK TABOLAXIOB OF BSV0MBB3 FEUAIBDK TO O B T H DBMUM BOOHED 10 IBC01E T B FUBCTXOBS IKBFOMD IT TBI COtOTITT COLLEGE CHEF BOSOBSS OFFICEBS Tbcal taettflu by ■ i m r u CateiHT tattuln # 1 CtttUuAli # I Sam # I ■m # Uttl. # X X FLMBDK C « |b i F I— ling ImCoxMt&oa Byf— Lmg tafft FI— lag Folicy h m l t t l n Crtlmtl— of It.Amt Fm. Bdntl B t U t l m U|UUtlM 4 7 29 33 4 10 29 40 7 1» 4 » 26 43 6 7 40 33 20 * 2 9 13 39 B 12 53 52 2 1 13 4 mm •• mm mm 4 11 33 40 9 7 50 30 1 5 mm —m mm mm 10 5 45 22 7 12 32 52 5 6 23 26 — — — — 3 5 23 22 7 10 54 43 2 7 15 30 1 — fm . 1 A fm . i B.O. l fm . i 11 B.O. 5 22 Tim . 0 .0 . mm mm — -- 2k m . mm mm 1 4 5 4 35 19 3 20 mm mm B.0. mm — 1 1 12 6 2 0 25 47 1 0 12 47 2 1 15 6 3 2 23 11 6 10 46 55 2 5 15 20 2 1 9 16 11 73 50 3 6 14 27 1 4 4 10 2k m . 2k m . B.O. 5 mm mm 7 5 1 1 mm 2k m . B.O. ta c b u U i 7 B.O. B.O. f m d tolal— — — — 1 fK M . B.O. 4 mm 0 mm 50 mm mm mm mm mm mm mm mm mm 14 21 15 21 15 23 10 23 22 23 13 23 0 17 13 10 22 22 TABLE F-3 Continued Functions by Besource Cateaorv ALLOCATION Budgeting Collective Bargaining Facilities Utilisation Fayroll Salary & Wage Determinations FISCAL KAXHIUICE Accounting AMIKISTBATIVK SttVICES Data Froceaalng Pood Services Publicatloo Servlcea Student Activity Fund Extensive # 7. Considerable * I — 9 — -- 47 57 5 3 24 14 1 1 5 5 2 1 14 5 9 7 64 33 2 11 14 52 12 6 55 27 5 10 23 45 1 6 4 27 B 5 36 22 12 16 54 70 2 8 11 13 SO 56 3 5 14 22 ** 5 4 36 23 6 8 43 47 1 5 7 29 10 9 1 45 5 8 11 40 55 3 5 15 25 14 12 58 52 10 9 42 39 Free. B.O. 5 5 24 24 10 12 Free. B.O. Pres. B.O. Pros. B.O. mm 4 •• 2 mm B 5 Pres. B.O. Free. B.O. Pres. B.O. Pres. B.O. — 18 «m 9 mm 36 22 ** 2 Little # 1 2 Free. B.O. Free. B.O. Son* # I mm mm Hone # I Total Responses # 24 23 — — mm as* I 2 • • 21 21 7 10 14 21 22 22 mm mm mm mm mm mm mm mm — mm •• 'm m -- 22 23 2 -- 14 14 17 #• ee 22 23 1 5 20 20 __ .. -- — 2 -- 20 -- 3 5 30 36 3 6 30 43 2 3 20 21 10 14 — 1 — 6 — 12 10 71 45 3 9 17 41 1 3 6 14 17 22 .. — TABI&. F-3 Continued Finctlou by • W B M ClttlM* Itutat Housing Student Loan Studout Storn-Bookstorn Transportation Mslntonanea of Bqnlpnsnt Maintenance of Pacllltlaa Maintenance of Grounds tTAFP W U i m U K Z Pacalty 4 Staff Boosing Personnel Management Pres* B.O. .. — Free. B.O. Fees. B.O. Pros. B.O. -- Pres. B.O. Pres. B.O. Pres. B.O. Pres. B.O. Pres. B.O. 40 25 2 50 -• -- 5 4 5 1 29 5 9 10 53 47 2 9 12 43 1 1 6 5 17 21 2 40 10 11 10 55 50 1 7 5 35 4 1 22 6 11 9 61 53 2 6 11 35 6 5 29 22 12 9 57 39 2 9 9 39 9 3 27 13 7 11 37 50 I 7 5 32 1 1 5 5 19 22 S 10 4 52 17 6 12 31 52 1 6 5 26 I 1 5 4 19 23 s 11 3 58 14 5 11 26 52 1 5 5 24 5 10 19 21 3 3 75 50 1 I 25 17 .. 1 mm I 3 — 3 mm mm 1 mm 8 -» 1 mm — mm mm mm “• -- -- — 3 2 Tot«l Bespeosaa * _ 2 1 .. — ■m s # 1 Uttle * X 60 25 — Pros. B.O. Same # X 3 1 — • ea mm Cooalderable # .1 17 9 7 5 41 23 6 10 35 45 1 6 4 18 1 5 20 20 1 1 5 6 18 17 — .. — ** “• mm 1 2 — 2 -1 21 23 — 4 33 6 mm 5 17 22 153 WHITT KlinSIUlCE Inventory IStsaalee # 1 -ntoft.r-3 Continued tactlau by ■aaoaica C t u » r lit— tw ... mum/. Eodnacgt Fund Managerm t Invaatatn: Baal Eatate Laadarahip .. Fraa. 1.0. *— Fraa. B.O. M U CmldtrtbU Sum Uttla ____1__ 1____ , ♦.. 1 ___ ___ I . - I ___ •• -• 1 3 8 17 9 23 30 9 6 2 1 9 4 10 7 48 30 9 12 43 32 .. 3 Fraa. B.O. 2 -- 13 4 27 -- 3 6 20 43 Fraa. 1.0. 4 5 22 23 10 9 33 41 3 Fraa. B.O. 4 2 20 9 10 8 Fraa. 1.0. 2 10 3 Fraa. 1.0. 2 2 Fraa. 1 3 69 33 hot .f — — -X mm mm 13 __ -- 3 7 33 30 1 7 I 7 1 2 5 — 6 17 27 9 mm 30 34 3 11 25 48 1 2 5 9 mm 16 — 9 11 47 32 4 10 21 48 10 9 43 39 9 9 39 39 2 3 9 13 3 23 20 8 11 40 33 4 3 20 13 mm mm mm - 13 18 21 23 13 14 •• 18 22 mm mm 20 mm mm 23 3 aa« 19 21 mm mrn mm mrn 23 23 noncnoH Inditing Bonding Inaurane* Frotactad Paraoea 6 Propatty 1.0. mm 9 9 3 -* 4 1 mm 2 2 10 10 20 20 •»Tmr.R f-6 A COMPLETE TABULATION OF RESPONSES PERTAININC TO THE FUNCTIONAL ASSIGNMENT OF THE COMONITT COLLEGE CHIEF BUSINESS OFFICERS Broad Dixoct Am tat la Actfva Tartle. Occaaiooal l^ ir iU t t o W v««totM f c jN r t it u Wo lapam oioa C m ifto tlw # 1 * 1 1 * i t * # t * i t * F—ctlo— hf 1 n o Caca«ocr FLAMING Caapaa Pluming Inforaatlon Sjitw Loaf Baafa Planning Policy Foraolaelon FN0C8RMBT Colloctlon of Studoat Fooa ' Fodoral RalaClou Food lalolnt Lagialatlva Purchasing Fraa. B.O. 3 6 21 29 2 2 14 9 7 8 30 38 2 4 14 19 — 1 Fraa. B.O. 4 9 29 43 2 8 14 38 3 3 21 14 4 — 29 — 1 Fraa. B.O. 2 6 13 2« 2 8 13 33 6 3 40 13 5 5 33 22 — 1 Fraa. B.O. 3 3 17 22 3 5 17 22 6 6 33 26 _ 7 30 6 — 33 — Fraa. B.O. 12 12 57 32 3 3 24 22 2 3 9 13 2 — 9 — 3 MM 13 Fraa. B.O. 3 8 23 33 3 4 23 17 4 7 31 30 1 2 8 9 2 1 Fraa. B.O. 1 4 12 24 1 3 12 17 1 4 12 24 1 1 12 6 I Fraa. B.O. 1 — 8 — 3 2 23 11 4 2 31 11 3 8 23 44 Fraa. B.O. 12 12 52 54 11 10 48 46 lot Total Wo Oplnloa. la iol i a i iH pnaaa Wot I m M h I ■ f t * # I — 5 — _ 5 4 — — 14 21 10 2 1 7 — — 14 21 10 2 — — — — 13 23 9 — — — 18 23 6 — — — 21 23 3 — 15 4 _ _ 4 13 23 11 — 5 12 29 3 38 — — • 17 18 6 2 6 IS 33 — ___ — — 13 18 11 5 23 22 1 1 _ _ 1 * BU1LE F 4 cContinued A. COMPLETE TABULATION OF BESPONSES PBKAIHI1IC TO TIE FWCTIOHAL ASSlOmEMT OF THE COMO ITT COLLEGE O lIZF H I HESS OFFICEBS Broad Diract Aaalat la ^arrtalaa l^ a w la ln # X • # I • # 1 * JLettoa fartle. Occaatonal b h fr ttU ia a O a M ta ti # I • # I * ALLOCATION Budtattng Collactlva Bargaining Faclllclaa Utilisation Payroll Salary 6 Uaga Datozalnattoa FISCAL MUHTEUKB Accounting AMDflSTIATIVE SEHVICES Data Froeaoalac Food Sarrlea Publication Sarvteaa Studant Activity Fuad — — 24 23 — __ — 20 21 7 5 15 21 Praa. B.O. 6 5 23 22 17 14 71 60 1 2 4 9 2 9 — Praa. B.O. 5 3 25 14 7 5 35 24 6 4 30 19 2 8 10 38 _ 1 5 Praa. B.O. 5 4 33 19 4 — 27 — 5 7 33 33 4 19 __ 5 24 Praa. B.O. 14 IS 64 61 7 6 12 27 1 — 4 — — 1 4 Praa. B.O. 5 7 23 30 6 7 27 30 5 5 23 22 23 13 1 1 4 4 a. __ — — 22 23 Pros. B.O. 12 12 54 52 10 9 46 39 1 4 — 1 4 — — 22 23 Praa. B.O. « 7 43 41 3 3 21 17 3 4 21 24 1 3 7 17 1 — 7 — _ _ - — 14 17 Praa. B.O. 9 15 45 75 6 2 40 10 2 2 10 10 1 1 5 5 — __ — _ __ - — 20 20 Praa. B.O. 2 6 20 43 2 1 20 7 2 — 20 — 2 2 20 14 14 2 20 3 21 10 14 Praa. B.O. 5 10 29 46 4 2 24 9 7 3 41 14 1 — 6 — 18 _ _ 3 14 17 22 — 5 3 — — 2 4 1 1 — 22 22 A'tlBIlW Cottiaaj A OQWLETE TABOLATIOM OF USFOISES PKSXAIXDK TO THE FUNCIUBUL ASSIQKBTT OF TIB COMUIITY Cm.TBCT CHIEF aosmss OFFICEIS hod D ir act Aaalat la Acttaa Fartle. fteeaalaaal Hat Tbtal Ha O plilM ■ o a n riilia lafaaatataa Baparuialaa Ha h f N f h iM CaatrlbaUaa lawalaaA Baapaaaaa h t N d N # ! * # ! • I X * # I • .# I • # 1 * 1 I raaciaaa tj •aaauvca Catafary StaAaat lowing Praa. B.O. 1 2 2S SO 2 — 50 — 1 1 25 25 StoAaat Loan Praa. B.O. S 7 33 33 3 2 20 9 3 5 20 24 StaAaat Stora-lookjtora Praa. B.O. 9 1A 45 70 10 3 50 15 1 1 5 5 Pros. B.O. A 11 33 44 10 2 54 12 1 2 3 12 Praa. B.O. 9 14 43 41 10 7 40 30 — 1 — 4 Praa. B.O. 10 14 53 73 • 2 42 9 3 14 Praa. 1.0. 10 14 33 44 1 4 42 19 1 5 Praa. B.O. 10 13 S3 42 • 5 42 24 1 5 Praa. B.O. 1 1 25 20 2 2 50 40 1 25 Praa. B.O. 4 10 24 9 3 52 14 2 5 Transportation nomrr w m u u K z lavaatory Halataaaare of Ipilfaatt Malmtaaaace of Facllltlaa Malaroaaaca of GramAa STAFF MUHTHAHCl Faculty A Staff Houalas Faraoaaal Maaasaaaat 44 — 1 25 — — 4 4 20 19 2 2 13 9 1 5 7 24 1 — 7 — 15 21 9 2 1 5 — 1 5 20 20 4 3 1 1 5 4 18 17 4 4 21 23 3 — — — — 2 1 4 1 — 9 4 — — — — — — _ — — — I 5 4 19 22 5 1 1 1 5 5 19 n 5 2 1 2 5 9 19 21 5 2 2 40 4 5 20 18 mm 4 17 22 7 1 1 12 23 — — 1 — __ 2 5 — ___ _ — 9 _ 2 1 12 4 mm 1 ****** F“* C— tt— ad A COMPLETE TABULATION OF IESFONSES PEBtAXHDIG 10 THE FUNCTIONAL ASSIGNMENT OP THE COMOMITT OOLLECE CHIEF BCBIBESS OFFICEKS HwMn hwl h f a itN H Ny N w m Mr— e H p iw ir t ii A— iat In f I * * t * # X * Aettw Partlc. Occ— la— 1 Ba Ba*—v ia i— Oh M M m f t * f I • fet In liM #1* Tlatal Im m m .RiOpUlta. In M m i # Praa. B.O. 2 6 15 33 5 6 39 33 3 4 23 22 — 2 — 11 2 — 15 — 1 — 8 — 13 18 11 5 I— Praa. B.O. 6 4 27 17 14 14 64 61 1 2 4 9 1 3 4 13 — “ — — — 22 23 —— 1— 1 IlUtt Praa. B.O. 5 3 33 21 5 4 33 29 2 — 14 — 2 — 14 4 3 27 21 7 ““ 15 14 9 9 Laadarahlp Praa. B.O. a a 44 36 3 11 2a 50 1 1 6 4 4 1 22 4 — 1 — 4 — — — 18 22 6 1 Aadltiat Pr— . B.O. 10 12 30 32 a 9 40 39 1 1 5 4 1 5 ““ _ 1 __ 20 4 •• 20 23 4 Beading Pr— . B.O. 7 10 37 43 10 9 53 41 1 3 5 14 1 5 — — — — 19 22 5 1 Incuraaca Pr— . 1.0 . 5 7 22 30 17 12 74 52 _ — — — 23 23 Pr— . B.O. a 10 40 30 S 3 25 15 5 10 20 20 t— at natwavm Protection of Per— Property 4 _ _ 1 4 1 3 4 13 — -■ 4 4 20 20 1 1 5 5 1 1 4 " 5 — 1 2 2 4 4 158 Endow— nt Fund “iu*ta— at APPENDIX G A PARTIAL LISTING OF LITERATURE PERTAINING TO THE FUNCTIONS PERFORMED OF CHIEF BUSINESS OFFICERS APPENDIX G TOPICS PERTAINING TO THE FUNCTIONS IDENTIFIED AS PERFORMED BY COMMUNITY COLLEGE CHIEF BUSINESS OFFICERS Function: Accounting Anderson, E.F., "Differential Costs of Curricula In Comprehensive Jr. Colleges," Doctoral Dissertation, University of Illinois, 1966. Walters, D.L., "How to Know Instantly What You Can Afford: Encumbrance Accounting," School Management. August, 1969, p. 35-6. Function: Auditing Duren, James Randall, Auditing Jr. College Districts In California. University of California, Los Angeles School of Education, June 1964, pp. 265. Function: Bonding Shockley, E., "Developing Practices Concerning General Obligation School Bonds and Capital Outlay Financing," Association of School Business Officials. United States and Canada, 1964, Vol. 50, p. 89-99. Smith, John A., An Appraisal of School Bond Camoaing Techniques. University of Southern California, Los Angeles, 1953. Stollar, D., "How to Prepare a Bond Prospectus", Nation*a Schools. 76, September, 1965, p. 68-69. Function: Budgeting Cope, Robert G., Budget Formulas and Model Building. Massachusetts University, Amherst, Office of Institutional Studies, May 6, 1968, P. 15. "Cost Cutting is Vigorous on Many Campuses," College Management. Volume 6, Number 1, January, 1971, pp. 16-17. "Criteria for Public Investment in the Two-Year College: Budgeting Approach". A Program DuFresne, R.A., "The Big Budget Mystery," College Management. Volume 5, Number 8, August, 1970, p. 23. 159 160 Dwyer, E.O., "Cost Accounting an Aid to Budget Preparation and Control In Community College Buslnaaa Management, "Association of School Business Officials." 1966, Volume 52, pp. 452-455. Fly, Walter L., "A Critical Analyais of the Budgeting, Accounting, and Reporting Procedures of the Public Junior Colleges of Texas with a Projection of Practices Designed to Promote Uniformity," Dissertation, University of Texas, 1964. Hobson, J.W., "Educational Planning: The Basis of a Good Financial /Sudget," Association of School Business Officials. 1966, Volume 52, pp. 301-304. Jennings, Emery C. (Dissertation), "PPBS: A Model for Ita Implementation in Comprehensive Community Colleges," University of Denver, 1969. Koenig, H.E., A Systems Model for Management Planning, and Resource In Institutions of Higher Education: Final Report. Michigan State University, Division of Engineering Research, September 30, 1968, p. 497. Lindner, W.K., "Reporting on the Budget," Association of Business Officials. 1966, Volume 52, pp. 456-459. Manatt, R.P., "Cost Analysis of Selected Education Programs in the Community Colleges of Iowa," Journal of Education Research. Volume 63, pp. 66-70. Morrell, L.R., "A Look at Program Budgeting", Educational Record. Summer, 1969, pp. 286-289. Nikkei, W.H., "Administration and Control of the Budget," Association of School Business Officials. 1966, Volume 52, pp. 304-306. Function: Collection of Student Fees "Students: Key to Funding," College Management. Volume 5, Number 5, May, 1970, pp. 26-29. Function: Collective Bargaining "Collective Bargaining in Michigan Community Colleges," Journal of Colleges and Universities. Personnel Association, May, 1970, Volume 21, pp. 33-49. "Collective Bargaining with the Faculty," College Volume 5, Number 8, pp. 16-17. Glanopuloa, J.W., "College Administrator and Collective Negotiations," College and University Business. May, 1970, Volume 49, pp. 71-72. 161 "Unionization,11 College Management. July, 1970, Volume 5, Number 7, pp. 14-15. Function: Data Processing Services Nixon, John W., "Computer Conversion," College Management. Volume 5, Number 2, pp. 33-35. Function: Endowment Fund Management Burnett, Collins W«, A. Barbara Sprague, "Management of Endowment Funds," College Management. April, 1973, Volume 8, Number 4, pp. 37-39. Function: Federal Relations "Federal Programs for Higher Education: Needed Next Steps," Education Record. Spring, 1969, Volume 50, pp. 155-165. Green Edith, "Federal Education Programs Have Become a 'Growth Industry'," College Management. Volume 5, Number 10, October, 1970, p. 2. Mensel, R.F., "Federal Support for Two Year Colleges: A Whole New Ballgame," Junior College Journal, Spring, 1969, Volume 40, pp. 14-19. Wakefield, Rowan A. and Others, Sources of Federal Support for Higher Education: Experimental Systems for a National Information Network. State University of New York, Albany, 1968, p. 132. Function: Food Service "Feeding the Student Body," College Management. Volume 5, Number 7, July, 1970, pp.26-28. Flanagan, Thelma, School Food Purchasing Guide. 1968, p. 144. Function: Fund Raising Devine, Thomas F., Corporate Support for Education: Its Bases and' Principles. Catholic University Press, Washington, 1956. Elkins, F.S. and Clyde E. Blocker, "Philanthropic Support of Private Junior Colleges," Junior College Journal. November, 1966, Volume 37, pp. 28-31. Fisher, Glenn W. and Robert P. Fairbanks, "The Politics of Property Taxation," Administrative Science Quarterly. 12 (1), June, 1967, pp. 48-71. 162 “Funds for Junior Colleges and Students," December, 1968, Volume 5, pp. 30-31. American Education. Odell, William R*, Gifts to the Public Schools. New York City, 1932, Olson, Roger F., "Fund Raising: Lots or Little, the Techniques the Same," College Management. August, 1966, p. 15. Reeder, Ward G., Campaigns for School Taxes: A Manual for Conducting Such Campaigns. The MacMillan Company, New York, 1946. Function: Information System Dillon, Jr., James D., "Instant Info," College Management. Volume 5, Number 6, June 1970, pp. 15-17. Dykeman, Francis C., Financial Reporting Systems and Techniques. Falcon, William D., Reporting Financial Data to Management. Oliver, F. E., "Revising the 'Bible* of Business Administration," College and University Business. June, 1970, Volume 48, Number 6, pp. 51-53. Priscilla, Thomas W., "Financial Reporting Should be Related to Institutional Purpose," College and University Business. June, 1970, Volume 48, Number 6, pp. 54-56. Wlche, Objectives and Guidelines of the WICHE Management Information Program. May, 1969, p. 31. Function: Insurance Allen, Clifford H., "How to Manage a School Insurance Program," American School and University. June, 1965, Number 37, pp. 41-42. Allen, Clifford H., School Insurance Administration. MacMillan, New York, 1965. "Campus Unrest Spurs Insurance Hike," College and University Business. September, 1970, Volume 49, p. 19. Function: Investment Markstein, David L., "Earning Money with your Cash Balance," College Management. Volume 5, Number 3, March, 1970, pp. 33-34. Russell, Judith, "Grades Create Fund to Offset Inflation," College Management. Volume 4, Number 4, April, 1970, pp. 30-31. 163 Tripp, "How Co Get More Dollars From Your Investment," College Management. Volume 2, Number 8, August, 1967, p. 12. Function: Leadership Bacon, A.L. and J.W. Leslie, "Output “ Input?," College and University Journal. Fall, 1970, Volume 9, pp. 5-15. Flocco, Edward C., "An Examination of the Leader Behavior of School Business Administrators," New York University, 1968. Hyatt, Samuel A., "A behavorlal Study of Managemental Leadership In Higher Education," Dissertation, Ohio State University, 1969. "Managing for Results: Symposium," College and University Journal, Summer, 1970, Volume 9, p. 18-29. Umbeck, S., "Impediments to Good Management," College and University Journal, Volume 9, Fall, 1970, pp. 16-18. Wheatly, Edward W., "An Analysis of Recent Developments In Managerial Technology and Their Applicability to the Administration of Institutions of Higher Education," Dissertation, Florida State University, 1969. Yankon, H., "Management Techniques for Junior College Business Managers," Association of School Business Officials. United States and Canada, 1966, Volume 52, pp. 227-236. Function: Long Range Planning Greene, Calvin, "Budget Formulas Help Growing State System Tell Where It's Going," College and University Business. June, 1970, Volume 48, Number 6, pp. 58-59. Schuler, Barry, "The Agonies of Becoming a Community College, College Management. Volume 3, Numbers 6-8, June, July, August, 1968, p. 42. Thomsen, C.B., "Putting a Campus Together with Systems," College Management. October, 1970, Volume 5, pp. 20-24. Function: Maintenance of Equipment Hill, F.W., "Improving Business Management with Good Equipment," American School and University, May, 1967, Volume 39, p. 79. Function: Maintenance of Facilities Baker, Joseph J. and Jon S. Peters, School Maintenance and Operation. The Interstate, Danville, Illinois, 1963. 164 Flnchnum, Ralph N., School Plant Management; Organising the Maintenance Program. U.S. Department of Health, Education and Welfare, Office of Education, Washington, D.C., 1960. Relsman, Bernard, "How to Boost Remodeling Efficiency," Nations Schools. LXXVI (1), July, 1965, p. 51. Tonlgan, R.F., "Handling Plant Movies to Best Advantage," American School and University. March, 1966, Volume 38, pp. 71-72. Function: Personnel Management "Employment Relations of Staff Employees In Institutions of Higher Learning," Junior College and University Personnel Association. "Staff and Program Development Plan 1969-70," Hillsborough Junior College, Tampa, Florida, 1969, p. 14. Whaley, S.J., "Handling Personnel Problems Skillfully," Junior College and University Personnel Association, August, 1969. Function: Protection of Persons and Property "Cars on the Campus," College Management. Volume 5, Number 4, April, 1970, pp. 10-13. Freeman, G.W., "Student Security," College Management. Volume 5, Number 8, August, 1970, pp. 26-27. "Security Expert Suggests Ways to Handle Claims That a Bomb has Been Planted," College M**"^pjoment- Volume 5, Number 11, November, 1970, p. 19. Function: Purchasing Banks, A.G., "How the University of Iowa's System Works: Purchasing by Computer," College Management. Volume 3, Number 3, March, 1968, p. 22. Bonneau, L., "Staff Involvement in Purchasing Procedures," Association of School Business Officers. U.S. and Canada Proceedings. Volume 50, 1964, pp. 133-135. Burget, W.E. "Purchasing Principles and Cooperative Philosophy Create Best Food Service," College and University Business. September, 1970, Volume 49, p. 98. Holmes, W.L., "How A Large School District Controls Its Purchasing Operation," American School and University. June, 1968, Volume 40, pp. 35-36. 165 McCurrach, D., "Purchasing Tips for the Business Manager", American School and University. May, 1968, Volume 40, pp. 79-80. "These Purchasing Practices Keep Jackson College Well Equipped," American School and University. February, 1969, Volume 41, pp. 39-40. Function; Real Estate McDonald, M., "How to Know What Your District Owns," School Management. September, 1965, Volume 9, pp. 92-94. Function; Salary and Wage Determination Ells, Ralph W., Salary Budgeting. McGrlgor, J. Murray, Wage and Salary A*"'i"l8tratlon. 1966, pp. 80. Otis, Joy Lester and Richard H. Leukart, Job Evaluation, a Basis for Sound Wage Administration. Englewood Cliffs, New Jersey, Prentice Hall, 1954. Roberts, C.W., "Fringe Benefits In Public Junior Colleges," Junior College Journal. October, 1968, Volume 39, p. 28. Sielk, D.C., "Administration of Fringe Benefits," Association of School Business Offlcals. United States and Canada, 1965, Volume 51, pp. 119-121. Function: Student Activity Fund Goedeke, M.T., A. Lovett, O.A., "Student Activity Accounting-Auditing Procedures," Association of School Business Officials, U.S. and Canada Proceedings, 50 (1964), 172-5, 405-6. Function: S tudent S tore-Bookstore Scheps, Clarence, "The Business Manager's Role in the Bookstore," College and University Business, Volume 36, Number 6, pp. 45-46 APPENDIX H PLACEMENT OF FUNCTIONS INTO RESOURCE MANAGEMENT CATEGORIES— QUESTION­ NAIRE, PARTICIPANTS, AND RESULTS APPENDIX H QUES T IOWAIRE tie ctaisf builoeii officer In che comprehensive community college la thought to perform nueber of functions. An assumption Is made that each of these functions can be classlfl Into ms of nine categories which depict the chief business officer as being a resource it. Liatad below are the nine categories. Definitions are attached for your Information and laistsnce. Please enter In the space, behind each function, the number of the resource Category that best fits the function classification. Accounting Auditing Bonding Exasple: 4 9 9 lthough s function may have activities which qualify it for more than one category, select inly the one category which best suits the characteristics of the function. 1 Resource Planning 6 2 Resource - Procurement 7 3Resource Allocation 8 4 Resource Maintenance- Fiscal 9 5 Resource - Administrative Services FUNCTION Accounting Auditing bonding budgeting [input Planning Collection of Student Fees Collective Bargaining bate Processing Services Cndoment Fund Management Facilities Utilisation fa c ility and Staff Housing federal Relations food Service fund 1 » Raising (oforattion Systems Nurence pveatnest Inventory leadership RESPONSE Resource Resource Resource Resource Maintenance - Property Maintenance - Staff Development Protection FUNCTION Legislative Long Range Planning Maintenance of Equipment Maintenance of Facilities Maintenance of Grounds Payroll Personnel Monagesient Policy Foneulation Protection of Persons and Property Publication Services Purchasing Real Estate Salary and Wage Determination Student Activity Fund Student Housing Student Loan Student Store-Bookstore Transportation 166 RESPONSE ------ 167 Jury of Experts That Determined Placement of Functions within Resource Categories Dr. Max Raines Professor Michigan State University Dr. Thomas E. McClung Budget Analyst Michigan Bureau of the Budget Mr. Robert Endriss Budget Analyst Michigan Bureau of the Budget Mr. Robert Chick Dean for Business Affairs Kalamazoo Valley Community College Mr. Bruce Neuman Dean for Business Affairs Lansing Community College A Tabulation of Responses Placing Functions into Broad Management Resource Categories by Jury of Experts " Percentage Response Resource Planning Campus Planning Information Systems Long-Range Planning Policy Formulation 40 100 80 Resource Procurement Collection of Student Fees Federal Relations Fund Raising Legislative Purchasing 80 100 80 80 80 Resource Allocation Budgeting Collective Bargaining Facilities Utilization Payroll Salary and Wage Determination 80 40* 80 40* 80 Resource Fiscal Maintenance Accounting 100 Resource Administrative Services Data Processing Food Service Publication Services Student Activity Fund Student Housing Student Loan Student Store-Bookstore Transportation 80 100 80 80 80 60 100 80 Resource Property Maintenance Maintenance Maintenance Maintenance Inventory of Equipment of Facilities of Grounds 100 100 100 4 0* 169 Tabulation Continued Percentage Response Resource Staff Maintenance Faculty and Staff Housing Personnel Management * 40 40* Resource Development Endowment Fund Mgt. Investment Real Estate Leadership 40* 60 60 40* Resource Protection Auditing Bonding Insurance Protection of Persons and Property * Writer cast tie-breaking vote 80 80 100 100 SELECTED BIBLIOGRAPHY SELECTED BIBLIOGRAPHY Blocker, Clyde E . ; Plummer, Robert H.; and Richardson, Richard C . , Jr. The Two-Year College: A Social Synthesis. New Jersey:Prentice-Hall, 1565. Bofferding, E. J. "What's Wrong with College Business Administration." College and University Business, XXXIV, No. 4 (April, 1963), 51-^5. Boleman, Frederick de, Jr. "Can We Prepare Better College and University Administrators?" Toward Better Preparation of College and University Adminis­ trators’! Washington, D.C.: Association for Higher Education, 1964, pp. 1-13. "Campus Unrest Spurs Insurance Hike." College and Uni­ versity Business, XLIX (September, 1970), l£. "Catalogue of Publications." College Administration Project, Department of Educational Administration, The University of Alberta. Caughey, Dale W. "A Descriptive Study of Business Managers in Certain Junior Colleges." Unpublished dissertation, Duke University, 1966. "Community College Enrollments 1970-71." A Report Pre­ pared for the Michigan Community College Associ­ ation, MCCA Research Series, Lansing, Michigan, LXXI, No. 1 (January, 1971), Appendix E. Cook, James E. "A Study to Develop Guidelines for Organization and Administration of Institutional Research in Junior Colleges." Unpublished Dissertation, University of Toledo, 1972. "Dissertations Completed." Junior College Journal, XLI, No. 1 (August-September, 15/6), 41-50. "Dissertations Completed." Junior College Journal, XLII, No. 1 (August-September, 1971), 30-54. 170 171 "Dissertations Completed— Dissertations in Progress." Junior College Journal, XXXIX, No. 1 (September, i5 5 ? y, g p - g f r ------------ DuFresne, R. A. "The Big Budget Mystery." College Management. V, No. 8 (August, 1970),23. Eells, Walter Crosby. "Junior College Doctoral Disser­ tations— Supplementary List." Junior College Journal, XXXIII, No. 1 (September, 1962), 16-19. Elmore, William. "Evolution of Responsibility in the Business Office." Positive Approaches to Busi­ ness Management, Institute of Higher Education, University o£ Florida, 1970, pp. 1-7. Fordyce, Joseph W. "The Business Manager in the Com­ munity College World." Positive Approaches to Business Management, Institute of Higher Education, University of Florida, 1970, pp. 58-63. Greene, Charles M. "Factors Influencing Financial Policy Decisions." Positive Approaches to Business Management, institute of Higher Edu­ cation, University of Florida, August, 1970, pp. 8-20. Henderson, Algo D. "Comments on Administration and Leadership." Toward Better Preparation of College and University Administrators, Associ­ ation for Higher Education, NEA, Washington, D.C., 1964. Herman, Harold W. "What's Hot in College Management?" College and University Business, XXXV, No. 6 (December, 1953), 3 1 / --------Herriott, Robert E. "Survey Research Method." State University, 1967. Florida Hungate, Thad L. Management in Higher Education. New York: Bureau of Publications, Teachers College, Columbia University, 1964. Johnson, Lamar B. "Insights from Organized Programs." Toward Better Preparation of College and Uni­ versity Administrators. Washington, b.C.: Association for Higher Education, NEA, 1964. Koos, Leonard V. The Questionnaire in Education. York: The Macmillan C o ., 1928. New I 172 Landrith, Harold F. Introduction to the Community Junior College! Danville, ill.: The Interstate Printers, Inc., 1971. Law, T. M. "An Analysis of the Duties and Responsibilities of the Chief Business Officer in Selected Colleges and Universities as a Basis for Clari­ fying Role Concepts and Relationships." Unpub­ lished Dissertation, Cornell University, 1962. Medsker, Leland L. "The Community College: Its Role and Some Issues Before It." Association of Governing Boards of Universities and Colleges, Washington, D.C., X, No. 1 (September, 1967), 11-18. Parker, Franklin. "The Community Junior College— Enfant Terrible of American Higher Education: A Bibliography of 225 Doctoral Dissertations." Junior College Journal, XXXII, No. 4 (December, ---------- Petersen, E. Fred. "Community Junior Colleges: Survey of Department of Business Affairs." Unpublished paper for course requirement. University of Hartford, Hartford, Connecticut, 1968. Phillips, Ellis L. "Insights from Organized Programs." Toward Better Preparation of College and Uni­ versity Administrators. Association for higher fcducatlon, hEA, Washington, D.C., 1964. Ponitz, David. "Relationship of the President to the Business Manager." Speech given to the Michigan Community College Business Officers Association, February 11, 1971. Raines, Max. "Junior College Student Personnel Programs-* Appraisal and Development." A Report to Carnegie Corporation, November, 1965. Richardson, Richard C.? Blocker, Clyde E.; and Bender, Louis. Governance for the Two-Year College. Englewood-cliffs, N.J.: Prentice-Hall, Inc., 1972. Robbins, Leslie F., and Nance, Paul K. "Business Manage­ ment 1965: Survey of Chief Business Officers of Colleges and Universities." Washington, D.C.: Government Printing Office, U.S. Department of Health, Education, and Welfare, Office of Edu­ cation, 1966. 173 Roueche, John E. "A Bibliography of Doctoral Disser­ tations— 1964-1966." American Association of Junior Colleges, Washington, D.C., 1967. Russel, John H . , and Ayers, Archie R. "Patterns of Administration." Junior College Journal, XXXIII, No. 9 (May , 15"55 J," 5-7. Scheps, Clarence. "The Business Manager's Role in the Bookstore." College and University Business, XXXVI, No. 6, 45-46. Schewerman, J. C. "What's Wrong with Business Manage­ ment?" College and University Business, XL, No. 5 (May, ll’te) ,’ 43-45“---- *--------Shockley, E. "Developing Practices Concerning General Obligation School Bonds and Capital Outlay Financing." Association of School Business Officials, United States and Canada, L (1964), 6 3 - 99" ---- "Statewide Community College Services in Michigan." The Michigan Community College Association, June (1971), 1-29. "Survey." College and University Business, XLVI, No. 6 (June, 1969J, 8 5 . -------------Umbeck, S. "Impediments to Good Management." College and University Journal, IX (Fall, 1970), 16-18. Walters, D. L. "How to Know Instantly What You Can Afford: Encumbrance Accounting." School Management, XIII (August, 1969), 35-36. Wattenbarger, James L. "Final Summary." Positive Approaches to Business Management. Institute or Higher Education, University of Florida, 1970, pp. 75-83. Wilson, Logan. College and University Business Adminis­ tration. Washington, D.C.: American Council on Education, 1968, Foreward VI. tab,