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University Microfilm s International 300 North Zeeb Road Ann Arbor, Michigan 48106 USA St. John's Road, Tyler s Green High Wycombe, Bucks, England HP10 8HR I 77-18,514 MAZZARA, Andrew, 1942ROLE EXPECTATIONS OF THE OFFICE OF DEAN OF OCCUPATIONAL EDUCATION IN MICHIGAN PUBLIC OOMJNITY COLLEGES AS VIEWED BY INCUMBENTS AND RELEVANT OTHERS. Michigan State University, Ph.D., 1977 Education, vocational Xerox University M icrofilm s , © C o p y r ig h t by ANDREW MAZZARA 1977 Ann Arbor, M ichigan 48106 ROLE EXPECTATIONS OF THE OFFICE OF OEAN OF OCCUPATIONAL EDUCATION IN MICHIGAN PUBLIC COMMUNITY COLLEGES AS VIEWED BY INCUMBENTS AND RELEVANT OTHERS By Andrew Mazzara A DISSERTATION Submitted to Michigan S ta te U n iv e rs ity In p a r t ia l f u l f il lm e n t o f the requirem ents f o r the degree o f DOCTOR OF PHILOSOPHY Department o f Secondary Education and Curriculum 1977 ABSTRACT ROLE EXPECTATIONS OF THE OFFICE OF DEAN OF OCCUPATIONAL EDUCATION IN MICHIGAN PUBLIC COMMUNITY COLLEGES AS VIEWED BY INCUMBENTS AND RELEVANT OTHERS By Andrew Mazzara The d e s c rip tiv e study was aimed a t te s tin g a number o f hypotheses concerning the major ro le expectations o f the O ffic e o f Dean o f Occupational Education In Michigan p ublic community colleges as viewed by re le v a n t others (Presidents and Department Heads) and ro le Incumbents (Occupational Education Deans). The o b jec tive s o f the study were to : 1. Obtain a f i r s t approximation reading o f the major ro le expectations o f the O ffic e o f Dean o f Occupational Education r e la ­ t iv e to selected a d m in is tra tiv e functions o f v o c a tio n a l-te c h n ic a l education. 2. Determine the r e la t iv e In te n s ity and p r io r it y w ith which these ro le expectations were held by Incumbents and re le v a n t others. 3. Id e n tify s ig n ific a n t d iffe re n c e s 1n the ro le expecta­ tio n s as viewed by Incumbents and re le v a n t o th ers. 4. Measure the le v e l o f consensus and dlssensus among Incumbents and re le v a n t others regarding the major ro le expectat1ons. Andrew Mazzara 5. Explore re la tio n s h ip s among respondents1 views o f the ro le exp ectatio n s and Independent v a ria b le s o f community c o lle g e s iz e , number o f f u l l- t im e a d m in is tra to rs re p o rtin g to the O ffic e o f Dean, p ro fessio n al work experience and educational le v e l o f Incumbents and re v e la n t o th e rs . A mall q u es tio n n a ire co n tain in g 103 r o le exp ectatio n s re p re ­ senting s ix major a d m in is tra tiv e fu n ctio n s was m ailed to 191 persons comprising the t o t a l population o f Michigan community c o lle g e P re s i­ den ts, Occupational Education Deans, and vo catio n al education Depart­ ment Heads. Six major a d m in is tra tiv e fu n ctio n s were represented. A one-way m u ltiv a r ia te a n a ly s is o f variance and u n iv a ria te a n a ly s is o f variance were conducted to te s t hypotheses o f d iffe re n c e s between group perceptions o f the major ro le e x p e c ta tio n s . Pearson's product-moment c o e f fic ie n t o f c o r r e la tio n was computed fo r each group on an 1tem-by-1tem basis to te s t hypotheses concerning re la tio n s h ip s among separate group perceptions o f ro le expectations and the demographic v a ria b le s o f p ro fessio n al work exp erien ce, educational le v e l, community c o lle g e s iz e , and number o f f u l l- t im e subordinate a d m in is tra to rs . L e lk 's S t a t is t ic o f O rdinal Consensus was computed f o r in d iv id u a l q u es tio n n a ire Items to te s t hypotheses concerning consensus and dlssensus w ith in each group 1n t h e ir responses to each q u es tio n n a ire Item . Selected Findings Occupational Education Deans ( r o le Incumbents) and Presidents and Department Heads (re le v a n t o th e rs ) associated 87 o f 103 ro le Andrew Mazzara expectations w ith the O ffic e o f Dean o f Occupational Education. Nearly th re e -fo u rth s (71 percent) o f higher p r io r it y ro le expecta­ tio ns were re la te d to the th ree a d m in is tra tiv e functions o f: General A dm inistration and Supervision; Planning, E v a lu atio n , and Research; and Personnel Management and Professional Development. The sm allest proportion (3 percent) o f higher p r io r it y ro le expectations was re la te d to Constituency Development. S ig n ific a n t d iffe re n c e s o f opinions regarding the p e rfo r­ mance o f ro le expectations were found most o ften between Department Heads and the o th er two respondent groups. Department Heads severely disagreed w ith Presidents and Occupational Education Deans and did not expect someone holding the O ffic e o f Dean to perform tasks re la te d to the e valu atio n o f: subordinate fa c u lty and s t a f f ; program and course content; in s tru c tio n a l m a te ria ls , equipment, and f a c i l i t i e s ; and teaching methods. Most s ig n ific a n t re la tio n s h ip s produced by the study were between the responses o f Presidents and the number o f f u ll- t im e subordinate ad m in istrato rs re p o rtin g to the O ffic e o f Dean. Strong negative re la tio n s h ip s were discovered r e la tin g to ro le expecta­ tio n s o f: using la y advisory committees, using student classroom te s t re s u lts 1n program/course e v a lu a tio n , providing subordinate s t a f f w ith student fo llo w -u p In fo rm atio n , e valu atin g c re d e n tia ls o f job a p p lic a n ts , recommending the re te n tio n o r term in atio n o f teach­ ing s t a f f , and conducting student In te re s t surveys. ACKNOWLEDGMENTS I extend my a p p re c ia tio n to my a d viso r and chairman o f the guidance committee, D r. J . F ra n k lin B o b b itt, f o r providing valu a b le a ss is ta n ce , counsel, and encouragement throughout th is study. Drs. W illia m J . K im b a ll, Max R. Raines, and Rex E. Ray, o th e r mem­ bers o f the guidance committee, were most h e lp fu l. T h e ir advice and coo perative a t t it u d e are most a p p re c ia te d . A special "thank you" 1s extended to M ichigan's community c o lle g e occupational deans, p re s id e n ts , and department heads fo r t h e ir prompt and overwhelming response to the re s e a rc h e r's requests fo r assistance 1n com pleting survey q u e s tio n n a ire s . A p preciation also to members o f the Jury o f Experts who c o n trib u te d to the development and te s tin g o f the survey q u e s tio n n a ire . I g r a t e f u lly acknowledge the c o n trib u tio n s o f D rs. 0 . Donald Meaders and James H. Nelson to my d o cto ral program, and to Dr. F re d e ric k R. Ig n ato vich f o r h is counsel on the s t a t i s t ic s used 1n the study. F in a lly , I am g ra te fu l to my w if e , D iane, and c h ild re n , M ic h e lle and Amy, f o r the s a c r ific e s and support th a t made th is study p o ss ib le . 11 TABLE OF CONTENTS Page LIST OF T A B L E S ................................................................................................. LIST OF FIGURES.............................................................. vl x Chapter I. BACKGROUND AND GENERAL DESCRIPTION OF THE STUDY . . . . In tro d u c tio n . . . . . . ............................................................. B a c k g ro u n d ............................................................................ Need f o r the S t u d y ........................................................... Purpose o f the S t u d y ................................................................ A ssum ptions..................................................................................... D e lim ita tio n s ................................................................................. D e fin itio n o f T e rm s .................................................................... T h e o r y .............................................................................................. Overview o f the S t u d y ................................................................ II. III. REVIEW OF RELATED LITERATURE 1 1 3 5 7 10 11 12 16 22 .................................................. 24 Role o f Vocational Education A dm inistrators ................. The Role o f Conmunlty and Junior College A dm inistrators ......................................................................... Gates Study ................................................... .... F ie ld in g S t u d y ............................................................................ Whitney Study ................................................................................. K e lle r Study ................................................................................. E v e rett Study ................................................................................. Summary.............................................................................................. 25 38 43 45 47 50 53 56 METHODOLOGY........................................................................................ 60 In tro d u c tio n ................................................................................. The P o p u l a t i o n ............................................................................. Preparation o f the In s tr u m e n t............................................... Data C o lle c t io n ............................................................................. Testable Hypotheses .......................... . . . . . . . . . . . Methods o f Analysis .................................................................... Summary.............................................................................................. 111 60 61 62 64 66 68 71 Chapter IV . V. Page ANALYSIS AND PRESENTATION OF DATA........................................... 72 B a c k g ro u n d ..................................................................................... Test o f H y p o th e s e s .................................................................... C h a ra c te ris tic s o f Respondents ........................................... Professional Work Experience ........................................... Levels o f E d u c a tio n ................................................................ In s titu tio n a l C h a ra c te ris tic s ........................................... General A d m in istratio n and Supervision .......................... Analysis o f D ifferences ....................................................... Analysis o f Ordinal Consensus .......................................... Analysis o f R elationships ................................................... Curriculum Development and In s tru c tio n .......................... Analysis o f D ifferences ...................................................... Analysis o f O rdinal Consensus .......................................... Analysis o f R elationships ................................. Budget and Finance Management ............................................... Analysis o f D ifferen ces ...................................................... Analysis o f Ordinal Consensus .......................................... Analysis o f R elationships .................................................. Planning, E v a lu atio n , and Research .................................. Analysis o f D ifferences ...................................................... Analysis o f Ordinal Consensus .......................................... Analysis o f R elationships .................................................. Personnel Management and Professional Development . . Analysis o f D ifferences ...................................................... Analysis o f Ordinal Consensus .......................................... Analysis o f R elationships .................................................. Constituency Development ........................................................ Analysis o f D ifferences .............................. . . . . . . Analysis o f Ordinal Consensus ......................................... Analysis o f R elationships .................................................. Summary o f Major F in d in g s ..................... General A dm inistration and Supervision ...................... Curriculum Development and In s tru c tio n ...................... Budget and Finance Management ........................................... Planning, E v a lu atio n , and Research .............................. Personnel Management and Professional Development . Constituency Development ................................................... 72 74 76 76 78 79 81 88 89 94 94 99 102 105 106 112 114 117 117 123 126 131 134 140 143 148 151 157 157 161 163 163 165 167 168 169 171 SUMMARY, CONCLUSIONS, IMPLICATIONS, AND RECOMMENDATIONS FOR FURTHER RESEARCH .............................. 173 Summary .................................. . . . . . C o n c lu s io n s ..................................................................................... Im p licatio n s ................................................................................. Aspirants to the O ffic e o f D e a n ...................................... Role Incum bents........................................................................ 173 179 182 184 185 1v Chapter Page Persons OccupyingIn te r r e la te d O ffic e s .......................... Teacher Educators ............................................................. Reconmendatlons fo r Further Research ................................ 185 185 186 APPENDICES........................................................................................................... 189 A. MICHIGAN PUBLIC COWUNITY COLLEGES........................................ 190 B. LETTER OF REQUEST AND ROSTER S H E E T ........................................ 192 C. THE JURY OF EXPERTS.......................................................................... 195 D. INSTRUCTIONS TO JURY OF EXPERTS— EVALUATION OF PRELIMINARY ROLE EXPECTATIONS ............................................... 197 E. INSTRUCTIONS TO JURY OF EXPERTS— PILOT T E S T ....................... 199 F. LETTER OF TRANSMITTAL..................................................................... 201 G. THE INSTRUMENT.................................................................................. 203 H. THE FOLLOW-UP L E T T E R ..................................................................... 210 I. ANALYSIS OF DIFFERENCES................................................................. 212 J. ORDINAL CONSENSUS INDICES ............................................................. 228 K. PEARSON PRODUCT-MOMENT CORRELATION COEFFICIENTS . . . . 232 SELECTED BIBLIOGRAPHY ..................................................................................... v 246 LIST OF TABLES Table 3.1 4.1 4 .2 4 .3 4 .4 4 .5 4 .6 4 .7 4 .8 4 .9 4.10 4.11 Page Role Incumbents and Relevant Others o f Michigan Public Community Colleges Forming Population fo r the Study . 65 Professional Work Experiences o f P resid en ts, Occupational Education Deans, and Department Heads . . 77 Level o f Post-High Education A tta in ed by P resid en ts, Occupational Education Deans, and Department Heads . . 78 Enrollment S ize o f Community Colleges Employing Respondent Groups ........................................................................... 80 Number o f F u ll-T im e A dm inistrators Reporting D ir e c tly to the O ffic e o f Dean o f Occupational Education . . . 81 Rank-Order o f Role Expectations f o r the O ffic e o f Dean o f Occupational Education R e la tiv e to General A dm in istratio n and Supervision ................................................ 82 Role Expectations f o r Which S ig n ific a n t D ifferen ces E x is t Between Separate Group Mean Scores— General A d m in istratio n and Supervision ............................................... 87 Frequency D is trib u tio n of Group Consensus and Dlssensus Indices f o r Role Expectations R e la tiv e to General A dm in istratio n and Supervision ............................................... 90 Role Expectations Possessing Group Consensus In d ic e s — General A d m in istration and Supervision .............................. 91 Rank-Order o f Role Expectations fo r the O ffic e o f Dean o f Occupational Education R e la tiv e to Curriculum Development and In s tru c tio n .................................................... 95 Role Expectations f o r Which S ig n ific a n t D ifferences E x is t Between Separate Group Mean S cores-Currlculum Development and In s tru c tio n .............................. 100 Frequency D is trib u tio n o f Group Consensus and Dlssensus Indices fo r Role Expectations R e la tiv e to Curriculum Development and In s tru c tio n .................................................... 102 v1 Page Role Expectations Possessing Group Consensus In d ic e s — Curriculum Development and In s tru c tio n .......................... 104 R elationship o f Role Expectations 1n Curriculum Development and In s tru c tio n to the Number o f F u llTime A dm inistrators Reporting to the O ffic e o f Dean— Presidents ......................................................................... 105 Rank-Order o f Role Expectations f o r the O ffic e o f Dean o f Occupational Education R e la tiv e to Budget and Finance Management ..................................................................... 107 Role Expectations fo r Which S ig n ific a n t D ifferen ces E x is t Between Separate Group Mean Scores— Budget and Finance Management ............................................................ 113 Frequency D is trib u tio n o f Group Consensus and Dlssensus Indices fo r Role Expectations R e la tiv e to Budget and Finance Management ..................................................................... 115 Role Expectations Possessing Group Consensus In d ic e s — Budget and Finance Management ........................................... 116 Rank-Order o f Role Expectations f o r the O ffic e o f Dean o f Occupational Education R e la tiv e to Planning, E valu atio n , and Research ........................................................ 118 Role Expectations fo r Which S ig n ific a n t D ifferen ces E x is t Between Separate Group Mean Scores— Planning, E v a lu atio n , and Research ........................................................ 124 Frequency D is trib u tio n o f Group Consensus and Dlssensus Indices fo r Role Expectations R e la tiv e to Planning, E valu atio n , and Research .................................................... , 127 Role Expectations Possessing Group Consensus In d lc e s -Planning, E v a lu atio n , and Research .................................. 128 R elatio n sh ip o f Role Expectations 1n Planning, E valu atio n , and Research to Years o f Experience 1n Present P o s itio n — Presidents ....................................... , 131 R elationship o f Role Expectations 1n Planning, E valu atio n , and Research to Community College S ize — P r e s id e n ts ................................ . ...................... . . . . , 132 R elationship o f Role Expectations 1n Planning, E valu atio n , and Research to the Number o f F u ll-T im e A dm inistrators Reporting to O ffic e o f Dean— Presidents . . . .............................. .... . - „ . . . . . . 133 vl 1 Table 4.25 4.26 4.27 4.28 4.29 4.30 4.31 4.32 4.33 4.34 4.35 4.36 4.37 Page Rank-Order o f Role Expectations fo r the O ffic e o f Dean o f Occupational Education R e la tiv e to Personnel Management and Professional Development ............................... Role Expectations fo r Which S ig n ific a n t D ifferen ces E x is t Between Separate Group Mean Scores— Personnel Management and P rofessional Development . . frequency D is trib u tio n o f Group Consensus and Dlssensus Indices fo r Role Expectations R e la tiv e to Personnel Management and P rofessional Development ............................... 135 141 144 Role Expectations Possessing Group Consensus In d ic e s — Personnel Management and Professional Development . . 145 R elatio n sh ip o f Role Expectations 1n Personnel Management and Professional Development to Years o f Experience 1n Present P o s itio n — Presidents . . . . 148 R elatio n sh ip o f Role Expectations 1n Personnel Management and Professional Development to Years o f Public Community College A d m in is tra tive Experience— Occupational Education Deans .............................. 149 R elatio n sh ip o f Role Expectations In Personnel Management and Professional Development to the Number o f F u ll-T im e A dm inistrators Reporting to the O ffic e o f Dean— P r e s i d e n t s ...................................... 150 Rank-Order o f Role Expectations fo r the O ffic e o f Dean o f Occupational Education R e a ltiv e to Constituency Development ............................................................ 152 Role Expectations f o r Which S ig n ific a n t D ifferen ces E x is t Between Separate Group Mean Scores— Constituency Development ............................................................ 158 Frequency D is trib u tio n o f Group Consensus and Dlssensus Indices R e la tiv e to Constituency Development .................. 159 Role Expectations Possessing Group Consensus In d ic e s — Constituency Development ............................................................ 160 R elationship o f Role Expectations 1n Constituency Develop­ ment to Years o f Public Community College A d m in is tra tiv e Experience— Occupational Education Deans .......................... 162 Summary o f Results o f Hypotheses T e s t s .................................. 164 v i 11 Table II J1 K1 K2 K3 K4 Page Analysis o f D ifferen ces Between Groups Responses to Role Expectations f o r the O ffic e o f Dean o f Occupational Education— A ll Groups .............................. . . Ordinal Consensus Indices f o r Role Expectations o f the O ffic e o f Dean o f Occupational Education ..................... 213 229 Pearson Product-Moment C o rre la tio n C o e ffic ie n ts o f R elationships Between Responses to Role Expectations and Professional Work Experience— P resid en ts, Occupational Education Deans, and Department Heads . . 233 Pearson Product-Moment C o rre la tio n C o e ffic ie n ts o f R elationships Between Responses to Role Expectations and Educational Level— P resid en ts, Occupational Education Deans, and Department Heads ................................... 240 Pearson Product-Moment C o rre la tio n C o e ffic ie n ts o f R elationships Between Responses to Role Expectations and Community College S ize — P resid en ts, Occupational Education Deans, and Department Heads ................................... 242 Pearson Product-Moment C o rre la tio n C o e ffic ie n ts o f R elationships Between Responses to Role Expectations and F u ll-T im e Subordinate A d m in is tra to rs — P resid en ts, Occupational Education Deans, and Department Heads . . 244 1x LIST OF FIGURES Figure Page 1. Getzels-Guba Nomothetic-Id1ograph1c Theory .......................... 17 2. R elatio n sh ip o f Roles W ithin the O rg an izatio n al H i e r a r c h y .......................................................................................... 20 x CHAPTER I BACKGROUND AND GENERAL DESCRIPTION OF THE STUDY In tro d u c tio n One o f the major functions o f a contemporary p u blic commu­ n ity c o lleg e 1s v o c a tio n a l-te c h n ic a l (occup ation al) education. This function 1s a major Impact c h a ra c te ris tic o f the convnunlty co lleg e 1n It s ro le as an In s tit u tio n o f higher education. Here the com­ munity co lleg e does not p a r a lle l o r I n i t i a t e the low er-d1vision function o f baccalaureate In s titu tio n s .^ Most o f the development and expansion o f community colleg e v o c a tio n a l-te c h n ic a l education has occurred since 1960. This 1s due to a combination o f fa c to rs Inclu d in g (1 ) the demands o f busi­ ness, in d u s try , and government fo r te c h n ic a lly tra in e d In d iv id u a ls ; (2) the enactment o f the Vocational Education Act o f 1963 and the Amendments o f 1968 which provide fe d e ra l assistance to post­ secondary vocational education; and (3 ) the passage o f le g is la tio n 1n many states mandating th a t community colleges o ff e r v o c a tlo n a ltechnical education. 2 Of the major community c o lleg e curriculum fun ctio n s— v o c a tio n a l-te c h n ic a l, p re p ro fe s s io n a l, and continuing education— the ^Arthur M. Cohen, A Constant V a ria b le (San Francisco: Jossey-Bass, In c ., 1971), p. 137. 2 Charles R. Monroe, P r o f ile o f the Community College (San Francisco: Jossey-Bass, In c ., 1972), pp. 178-102. 2 v o c a tio n a l-te c h n ic a l fun ction receives the most a tte n tio n from a d m in istra to rs . Community co lleg e educators expend more energy on developing and promoting th is f i e l d than the o th e rs . 3 This 1s because the s p e c ia lize d nature o f v o c a tio n a l-te c h n ic a l education req uires th a t adm in istrato rs perform d uties which are not norm ally associated with the o th er community c o lleg e curriculum fu n c tio n s . Among these a d m in is tra tiv e d uties are conducting lo cal manpower need and student In te re s t surveys, r e c r u itin g the teaching fa c u lty who possess s pecialized tech n ical tra in in g and employment experiences, s e le c t­ ing and m aintaining complex In s tru c tio n a l equipment, planning and sustaining teaching la b o ra to rie s , providing job placement services to graduates, m aintaining lia is o n w ith s ta te and regional governing/ coordinating agencies and lic e n s in g boards, conducting a program o f public r e la tio n s , and e s ta b lis h in g and m aintaining contact w ith key members o f the community. M ichigan's p ublic community col leges have responded to the demands o f v o c a tio n a l-te c h n ic a l education by e s ta b lis h in g an a d m in is tra tiv e p o sitio n responsible fo r th is curriculum fu n c tio n , usually re fe rre d to as the O ffic e o f Dean o f Occupational Education. The person occupying th is p o s itio n has considerable r e s p o n s ib ility . The Occupational Education Dean 1s charged w ith the prim ary respon­ s i b i l i t y and a c c o u n ta b ility fo r developing, promoting, s u s ta in in g , and evaluatin g the vocational and tech nical education programs and courses o f his c o lle g e . 3 Cohen, A Constant V a ria b le . 3 The Occupational Education Dean Is most c lo s e ly associated w ith the q u a lity and adequacy o f vocational and tec h n ica l In s tru c ­ tio n . The success o f programs o f In s tru c tio n 1s determ ined, 1n p a rt, by the degree to which the Dean Is able to f u l f i l l his o r her a d m in is tra tiv e r e s p o n s ib ilitie s . According to educational th e o ris ts , the o ffic e h o ld e r's success 1n meeting these re s p o n s lb lll tie s depends g re a tly upon having an app ro p riate understanding o f the management r o le . The prime In te n t o f th is study 1s to con­ tr ib u te to our understanding o f th is Im portant leadership p o s itio n . Background M ichigan's primary d e liv e ry system o f post-high v o c a tio n a ltechnical education 1s the p u b lic two-year c o lle g e . This 1s a re s u lt o f S ta te -e n ab lin g le g is la tio n which Includes v o c a tio n a ltechnical education among the major curriculum functions o f the public community c o lle g e . V o c a tio n a l-te c h n ic a l education is c ite d in the basic d e fin itio n o f the community c o lleg e w ith in M ichigan's community colleg e act: A community c o lle g e means an educational In s t it u t io n providing p rim a rily fo r a l l persons above the tw e lfth grade age le v e l and p rim a rily fo r those w ith in commuting d is ta n c e , c o lle g ia te and n o n c o lle g la te le v e l education Inclu d in g area vocat1onal- tech nlcal education programs which may r e s u lt 1n granting o f diplomas and c e r t if ic a t e s In cluding those known as associate degrees but not In clu d in g baccalaureate o r higher degrees.* 4 Michigan Community College A ct, Act 331, Public Acts o f 1966, Section 105. 4 The post-high v o c a tio n a l-te c h n ic a l education fu n c tio n o f Michigan p u b lic community colleg es Is fu r th e r encouraged through a d m in is tra tiv e p o lic y o f the Michigan S ta te Board o f Education. 5 During the 1974-75 academic y e a r, M ichigan's p u b lic commu­ n ity colleges served n ea rly 89,000 persons 1n approved vocational 6 7 and tech nical education courses and programs. * This fig u r e con­ s titu te s n e a rly 46 percent o f th e t o t a l community c o lle g e e n r o ll­ ment. I t 1s a n tic ip a te d th a t the student enrollm ent In community college v o c a tio n a l-te c h n ic a l education w i l l Increase during fu tu re academic y e a rs . Thus, the number o f students e n ro lle d 1n v o c a tio n a l- technical education 1s approaching 50 percent o f the S ta te t o t a l o f community c o lleg e enrollm ents— a percentage th a t a la rg e number o f community colleg e spokesmen seem to agree represents an optimum Q vocational-nonvocatlonal student m ix. Much o f the growth and development o f community c o lle g e v o c a tio n a l-te c h n ic a l education can be a ttr ib u te d to the leadership o f M ichigan's Occupational Education Deans. They are the c h ie f a d m in is tra tiv e o ffic e r s fo r vocatio n al and tec h n ica l In s tru c tio n and 5 Michigan Department o f Education, "The Michigan S ta te Plan fo r Vocational Education" (The Michigan S ta te Board o f Education, 1975-76), p. 2. ^Michigan Department o f Education, "Enrollments 1n Vocational Education Programs— F is ca l Year 1975" (UnduplIcated Student E n ro ll­ ment Report Prepared fo r the U.S. O ffic e o f Education, O.E. Form 346-3, November 1975), p. 1. ^Approved f o r assistance w ith fe d e ra l funds auth o rized by the Vocational Education Amendments o f 1968, P u b lic Law 90-576 and appropriated annually by the U nited States Congress. ®Monroe, P r o f ile o f the Community C o lle g e , p. 80. 5 are required to make decisions regarding the p lanning, development, implementation, o p era tio n , and e valu atio n o f community c o lle g e voca­ tio n a l and tech nical education o ffe rin g s . Need f o r the Study The e ffe c tiv e n e s s o f the Occupational Education Dean in performing his o r her a d m in is tra tiv e ro le 1s c ru c ia l to the success o f vocational and tech n ical education programs. Persons 1n le a d e r­ ship p ositio n s must know what 1s expected o f them 1n order to c arry out t h e ir tasks. F a ilu re o f the Dean to recognize the nature and scope o f his or her ro le can lead to In a p p ro p ria te behavior, con­ f l i c t , and f r u s tr a tio n . The re s u lt may be a less than adequate program o f In s tru c tio n . When the Dean knows what the d u tie s con­ s is t o f, there are more o p p o rtu n ities to lead o r guide the co lleg e toward It s vocational education o b je c tiv e s . An extremely lim ite d number o f studies have been completed which in vestig ated the d uties and r e s p o n s ib ilitie s o f the community college Occupational Education Dean. No research has been conducted 1n the S ta te o f Michigan to determine or d e fin e th is r o le . I t 1s with th is concern 1n mind th a t th is research was In it i a t e d . The study provides a composite 11st o f the major ro le expectations o f the O ffic e o f Dean o f Occupational Education regard­ ing selected elements o f v o c a tio n a l-te c h n ic a l education and seeks to determine the r e la t iv e in te n s ity w ith which these expectations are held by ro le Incumbents and re le v a n t o th e rs . F u rth e r, the study attempts to measure the degree o f re la tio n s h ip between major 6 ro le expectations and selected Independent v a ria b le s . These v a r i­ ables Include the educational and work experiences o f incumbents and re le v a n t others and the s iz e o f community c o lle g e s . It 1s a n tic ip a te d th a t the fin d in g s o f the study may a s s is t Michigan teacher education In s titu tio n s 1n developing a p p ro p ria te graduate programs f o r preparing and 1n-serv1c1ng community c o lle g e Occupa­ tio n a l Education Deans. Local community colleges can also use the fin d in g s 1n r e c r u itin g , u t i l i z i n g , and e valu atin g Occupational Education Deans. The study should be o f value to the V ocatio n al-T ech n ical Education Service o f the Michigan Department o f Education. The Vocational-Technical Education Service has recognized the Impor­ tance o f the O ffic e o f Dean o f Occupational Education, and pro­ vides annual fe d e ra l vocational education assistance to p u blic community colleges th a t have estab lish ed th is a d m in is tra tiv e p o slt1on and have employed a q u a lifie d person. g The amount o f fed e ral assistance 1s 40 percent o f the Occupational Education Dean's annual s a la ry . Deans occupying fe d e ra lly funded p o sitio n s are o b lig a te d to f u l f i l l a number o f V ocational-Technical Education Service ro le expectations In order to m aintain e l i g i b i l i t y . ^ However, these expectations have not been tested to determine t h e ir v a li d i t y and g The minimum q u a lific a tio n s required f o r e l i g i b i l i t y are contained 1n the "Guide fo r the A d m in istratio n o f Vocational and Technical Education" (Michigan Department o f Education, 1975), Section D, pp. 1 -5 . 10Ib 1 d ., p. 5. 7 completeness. The fin d in g s o f the study can be used by the V ocatio nal-T ech n ical Education Service to v a lid a te It s ro le expec­ ta tio n s o f fe d e r a lly funded p o s itio n s . Wenrlch supported the need fo r fu r th e r research 1n th e area o f a d m in is tra tio n 1 f vocational education Is to e x e rt I t s optimum Impact upon the career preparation needs o f people. Persons 1n policy-m aking and program-planning ro les must understand the func­ tio n s o f a d m in is tra tio n as they r e la te to vocational and tech nical education. He suggested the need f o r research, w ith special a p p li­ cations to vocational and tech n ical education, based upon th eo ries o f o r g a n iz a tio n .^ Purpose o f the Study Community colleges are among the in s titu tio n s established by our s ociety to c a rry out the In s tit u tio n a liz e d fu n ctio n o f edu­ c a tio n . In order to achieve t h e ir educational o b je c tiv e s , comnunlty colleges have employed persons who occupy various po sitio n s or o ffic e s . The social behavior o f persons In these po sitio n s 1s Influenced In p a rt by the expectations o f re le v a n t others w ith in the s o cial system. These expectations c o n s titu te " ro le s ” in the in s titu tio n .^ ^ R a lp h C. Wenrlch, "Review and Synthesis o f Research on the A dm inistration o f Vocational and Technical Education" (Columbus, Ohio: The Center f o r Vocational and Technical Education, Ohio S tate U n iv e rs ity , 1970), pp. 9 -2 3 . 12 Ralph C. Wenrlch and J . W illia m Wenrlch, Leadership 1n the A dm inistration o f Vocational and Technical Education (Columbus. Ohio: The M e r r ill Press, 1974), pp. 70-78. 8 The O ffic e o f Dean o f Occupational Education 1s a p o sitio n 1n th e social system o f a community c o lle g e . The ro le o f the Occupational Education Dean 1s defined by the expectations o f others occupying re le v a n t superordinate and subordinate p o s itio n s . Con­ ceivin g o f a d m in is tra tio n as a s o cial process ando f It s context as a social system, th is study 1s stru ctu red to : 1. Obtain a f i r s t approximation reading o f them ajo r ro le expectations o f the O ffic e o f Dean o f Occupational Education 1n M ichigan's p u b lic , tw o-year community colleges w ith respect to selected a d m in is tra tiv e functions o f v o c a tio n a l-te c h n ic a l education. 2. Determine the r e la t iv e In te n s ity w ith which these ro le expectations are associated w ith the O ffic e o f Dean o f Occupational Education by ro le Incumbents and re le v a n t o th e rs . 3. Determine the r e la t iv e p r io r it y o f major ro le expec­ ta tio n s . 4. Measure the le v e l o f consensus and dlssensus among ro le Incumbents and re le v a n t others regarding the major ro le expectations o f the O ffic e o f Dean o f Occupational Education. 5. Id e n tify any s ig n ific a n t d iffe re n c e s 1n the major ro le expectations o f the O ffic e o f Dean o f Occupational Education held by the ro le Incumbents and re le v a n t o th ers. 6. Explore re la tio n s h ip s between c e rta in ro le expectations o f the O ffic e o f Dean o f Occupational Education and independent v a ria b le s inclu d in g community c o lle g e s iz e , number o f f u l l- t im e subordinate a d m in is tra to rs , and the work and educational experiences o f Incumbents and re le v a n t o th ers. The purposes o f the study are re a liz e d by answering several research questions: 1. What are the major ro le expectations o f the O ffic e o f Dean o f Occupational Education 1n Michigan p u b lic com­ munity colleges as viewed by re le v a n t others (Department Heads and P residents) and Incumbents (Occupational o 9 Education Deans) w ith respect to selected a d m in is tra tiv e functions o f v o c a tio n a l-te c h n ic a l education? 2. What 1s the r e la t iv e In te n s ity w ith which the Id e n t i­ fie d major ro le expectations a re associated w ith the O ffic e o f Dean o f Occupational Education by ro le Incumbents and re le v a n t others? 3. What 1s the r e la t iv e p r io r it y o f major ro le expectations held by P resid en ts, Occupational Education Deans, and Department Heads? 4. What d iffe re n c e s e x is t among the id e n t if ie d major ro le expectations o f the O ffic e o f Dean o f Occupational Education as viewed by Department Heads, P resid en ts, and Occupational Education Deans? 5. What 1s the le v e l and p a tte rn o f consensus and dlssen­ sus among Department Heads, P resid en ts, and Occupational Education Deans regarding the Id e n t if ie d major ro le expectations o f the O ffic e o f Dean o f Occupational Education? 6. What re la tio n s h ip s e x is t among the Id e n t if ie d major ro le expectations o f the O ffic e o f Dean o f Occupational Education as viewed by Department Heads, P resid en ts, and Occupational Education Deans and the years o f experience o f respondents 1n t h e ir present o f f ic e o f position? 7. What re la tio n s h ip s e x is t among the Id e n t if ie d major ro le expectations o f the O ffic e o f Dean o f Occupational Education as viewed by Department Heads, P resid en ts, and Occupational Education Deans and the years o f o f respondents in t h e ir present community 8. What re la tio n s h ip s e x is t among the id e n tifie d major ro le expectations o f the O ffic e o f Dean o f Occupational Education as viewed by Department Heads, P resid en ts, and Occupational Education Deans and the years o f community c olleg e a d m in is tra tiv e and teaching experience o f respondents? 9. What re la tio n s h ip s e x is t among the Id e n t if ie d major ro le expectations o f the O ffic e o f Dean o f Occupational Education as viewed by Department Heads, P resid en ts, and Occupational Education Deans and the years o f p ro fe s ­ sional experience o f respondents Tn p u b lic education? 10 10. What re la tio n s h ip s e x is t among the Id e n t if ie d major ro le expectations o f the O ffic e o f Dean o f Occupational Education as viewed by Department Heads, P resid en ts, and Occupational Education Deans and the educational le v e l of respondents? 11. What re la tio n s h ip s e x is t among the Id e n tifie d major ro le expectations o f the O ffic e o f Dean o f Occupational Education as viewed by Department Heads, P resid en ts, and Occupational Education Deans and the s iz e o f the community college? 12. Whatre la tio n s h ip s e x is t among the Id e n t if ie d major ro le expectations o f the O ffic e o f Dean o f Occupational Education as viewed by Department Heads, P resid en ts, and Occupational Education Deans and the number o f f u l 1time ad m in istrato rs re p o rtin g d ir e c t ly to the O ffic e o f Dean. The research questions a re re sta te d as research hypotheses 1n Chapter I I I . Assumptions Four basic assumptions are made 1n th is study. The f i r s t assumption 1s th a t, given a 11st o f selected v o c a tio n a l-te c h n ic a l education management tasks, Presidents and Department Heads can Id e n tify th e major r o le expectations they have fo r the O ffic e o f Dean o f Occupational Education and the r e la t iv e In te n s ity o f these exp ectatio ns. The second assumption 1s t h a t , given a l i s t o f selected v o c a tio n a l-te c h n ic a l education management ta s k s . Occupa­ tio n a l Education Deans can Id e n tify the major ro le expectations they b e lie v e are a n tic ip a te d o f the o ff ic e and the r e la t iv e In te n s ity o f these expectations. The th ir d 1s th a t an acceptable degree o f s im ila r it y e xis ts between the ro le expectations fo r the O ffic e o f Dean o f Occupational Education held by the re le v a n t others and those viewed by the ro le Incumbents to perm it the use o f the same 11 questionnaire w ith each population group. The fo u rth assumption Is th a t the ro le expectations o f M ichigan's p ublic community c o lleg e Occupational Education Deans are s u f f ic ie n t ly s im ila r to secondary and other post-secondary c h ie f school a d m in istra to rs o f vocational and technical education to perm it the use o f fin d in g s o f re la te d research as a springboard to the s e le c tio n o f Items (management tasks) fo r the q u estio n n aire. D e lim ita tio n s The scope o f the study Includes only the Occupational Educa­ tio n Deans and t h e ir app ro p riate re le v a n t others c u rre n tly serving 1n M ichigan's 29 p u b lic , two-year community c o lle g e s . In a few Michigan community c o lle g e s , some vocational and tech nical In s tru c ­ tio n 1s conducted under the supervision o f other In s tru c tio n a l deans. However, the study focuses s p e c ific a lly upon the po sition s Id e n tifie d by the community c o lle g e c h ie f executives as having p r i ­ mary a u th o rity and r e s p o n s ib ility fo r developing, s u s ta in in g , evalu­ a tin g , and promoting the In s t it u t io n 's programs and courses o f vocational and tech nical education. Since the study Includes only Occupational Education Deans and t h e ir re la v a n t o th e rs , the fin d in g s o f th is study may not be generalized to p ositions th a t do not f i t the d e f in it io n of O ffic e o f Dean o f Occupational Education as used 1n th is study. This study holds constant such In terv e n in g v a ria b le s as p e rs o n a lity , degree o f In te r a c tio n , management s t y le , to ta l 12 o rg a n iza tio n a l s tru c tu re , and o th e r In flu e n c e s . Also the two groups representing re le v a n t others (Presidents and Department Heads) selected fo r study are only a p o rtio n o f the various groups w ith which the ro le Incumbent has s u b s ta n tial In te r a c tio n . The ro le expectations Id e n t if ie d by the study Include only those considered most Im portant 1n the a d m in is tra tio n o f community colleg e vocational and technical education. No attem pt was made to study a l l the ro le expectations o f the O ffic e o f Dean o f Occupa­ tio n a l Education. T h ere fo re, the study does not determine the ro le Incumbent's success 1n his or her p o s itio n w ith in the social system o f the community c o lle g e . D e fin itio n o f Terms V ocatio n al-T ech n ical Education— as defined by Public Law 90-576— Vocational or tech n ical tra in in g or r e tr a in in g which Is given in schools o r classes under p ublic supervision and control . . . and designed to prepare in d iv id u a ls f o r g a in fu l employ­ ment as sem isk illed or s k ille d workers or technicians or sub­ professionals in recognized occupations and in new and emerg­ ing occupations o r to prepare In d iv id u a ls f o r enrollm ent 1n advanced tech nical education programs, but excluding any pro­ gram to prepare In d iv id u a ls fo r employment 1n occupations . . . g e n e ra lly considered professional or which re q u ire a baccalaureate or higher d e g re e .'3 Community C ollege— . . . An educational in s tit u tio n providing p rim a rily fo r a l l persons above the tw e lfth grade age le v e l and p rim a rily fo r those w ith in commuting d is ta n c e , c o lle g ia te and n o n co lleg late le v e l education Including area vocational education programs 13 Michigan Department o f Education, "The Michigan S ta te Plan fo r Vocational Education," p. 2. 13 which may r e s u lt In grantin g o f diplomas and c e r t if ic a t e s In clu d in g those known as associate degrees but not Inclu d ing baccalaureate or higher d e g re e s .'^ S o d a ! System— An aggregation o f in d iv id u a ls and I n s t i t u ­ tio n a l organ izatio n s located In an Id e n t if ia b le geographical lo c a lit y and fun ction in g 1n various degrees o f Interdependence as a permanent organized u n it o f the social o rd er. 15 Michigan Public Community C ollege—Two-year colleges located w ith in the geographical t e r r i t o r y o f the S ta te o f Michigan; super­ vised and c o n tro lle d by lo c a lly elected boards; and e lig ib le fo r S ta te fin a n c ia l aid appropriated by the Michigan L e g is la tu re . Calendar-Year Equated Student (CYES)— A standardized method o f equating the number o f c re d its generated by a l l students e n ro lle d 1n courses during a calendar year w ith the ty p ic a l number o f c re d its one student would earn during one calendar year o f study. T h ir ty - one c re d its equate to 1 CYES fo r community colleges operating on a semester b asis, 36 fo r colleges on a trim e s te r b a s is , and 46.5 fo r colleges on a q u a rte r or term basis. Community College S iz e — Based upon the number o f 1975 Calendar-Year Equated Students (CYES) e n ro lle d 1n approved, community colleg e vocational education courses and reported to the V o c a tio n a lTechnical Education Service o f the Michigan Department o f Education fo r fed eral compliance purposes. 14 Michigan Community College A ct, Act 331, Section 105. 15 L. J. C arr, A n a ly tic a l Sociology (New York: Harper & Row, 1955), p. 167. 14 O ffic e o f Dean o f Occupational Education— The a d m in is tra tiv e p o s itio n Id e n tifie d by the c h ie f execu tive o f a Michigan p u b lic com­ munity c o lle g e as having the primary r e s p o n s ib ility and a u th o rity fo r developing, s u s ta in in g , e v a lu a tin g , and promoting the I n s t it u ­ tio n 's v o c a tio n a l-te c h n ic a l education programs and courses. In some community colleges th is o f f ic e 1s Immediately sub­ o rd in ate to the O ffic e o f C h ief Executive and the ro le Incumbent reports d ir e c t ly to the In s t it u t io n 's C h ief Executive. In o th e rs , the O ffic e o f Dean o f Occupational Education 1s separated from the O ffic e o f C hief Executive by an In term ed iate o f f ic e , u su ally e n t it le d V ic e -P re s id e n t o f In s tru c tio n . Occupational Education Dean— The person occupying the O ffic e o f Dean o f Occupational Education and Id e n tifie d 1n the 1975-76 Michigan Department o f Education D ire c to ry o f Vocational A dm inistra­ to rs as an "Occupational Dean." F u ll-T im e A d m in is tra to r—A person assigned d u ties and re s p o n s ib ilitie s norm ally associated w ith the functions o f management, excluded from teacher or nonprofessional s t a f f c o lle c tiv e bargaining u nits because o f the lo c a l c o lle c tiv e bargaining agreement o r a Michigan Employment R elations Commission r u lin g , and employed a t le a s t 32 hours per week f o r a minimum o f 40 weeks. Role— The to ta l and patterned sequence o f c o g n itiv e actions or deeds performed by a person In a given p o s itio n or o ff ic e w ith in a social system necessary to v a lid a te occupancy o f th a t p o sitio n .^ ® ^Theodore R. S arbin, "Role Theory," 1n Handbook o f Social Psychology, ed. Gardner Llndzey, 2 v o ls , (Reading, Mass.: AddlsonWesley Publishing Company, 1954), I , P a rt I I , pp. 223-232. 15 For purposes o f th is study, ro le 1s the to ta l and patterned sequence o f c o g n itiv e actions o r deeds performed by the person occupying the O ffic e o f Dean o f Occupational Education In a M ic h i­ gan p u blic community c o lle g e . Role Expectation— A c o g n itiv e a ctio n or deed a n tic ip a te d from a person occupying the O ffic e o f Dean o f Occupational Educa­ tio n by re le v a n t others 1n order to m aintain convincing, proper, and ap p ro p ria te job performance. Role Incumbent--The Occupational Education Dean. Relevant Others— Persons occupying subordinate and super­ o rd in ate ro le s which In te rlo c k w ith the r o le o f the Occupational Education Dean and form a coherent, In te r a c tiv e social u n it . In th is study the re le v a n t others are Presidents and selected Depart­ ment Heads. Department Head— a re le v a n t o th e r; an Immediate subordinate o f the Occupational Education Dean and responsible fo r the general supervision o f a c lu s te r o f re la te d v o c a tio n a l-te c h n ic a l education programs and/or courses. In some community colleges th is person 1s a lead teacher w ith a f u l l - o r p a rt-tim e teaching load. In o th e rs , he or she may be a f u ll- t im e a d m in is tra to r o f a department or d iv is io n . P res id en t—A re le v a n t o th e r; the Immediate superordinate o f the Occupational Education Dean. In some community c o lle g e s , th is person 1s the V ic e -P re s id e n t fo r In s tru c tio n . 1s the In s t it u t io n 's C h ief Executive. In o th e rs , he or she 16 C hief Executive—The c h ie f a d m in is tra tiv e o f f ic e r o f the community c o lle g e and reports d ir e c t ly to the lo c a lly elected Board o f Trustees. Theory This study Is based upon Jacob G etzels and Egon Guba's "nom othetlc-ldlographic" th eo ry, which is concerned w ith the in t e r ­ nal social system o f an o rg a n iz a tio n .17 G etzels and Guba developed the nom othetic-idiographic theory through a hypothetico-deductive an alysis o f T a lc o tt Parsons' suggestion th a t the s tru c tu re o f an o rg an iza tio n may be analyzed from th e p o in t o f view o f ro les which p a r tic ip a te in the fu n ction ing of the t o t a l o rg a n iza tio n . morphic to a d m in is tra tio n . 18 They perceived t h e ir theory as Is o ­ Thus, the theory can be used as a model fo r analyzing a d m in is tra tio n . 19 The nom othetic-idiographic theory views the social system as Involving two classes o f phenomena which are conceptually Indepen­ dent and phenomenally In te r a c tiv e . The f i r s t class o f phenomena Is the In s titu tio n s composed o f c e rta in roles and expectations aimed a t ^7Jacob W. G etzels, "A dm inistration as a Social Process," 1n A d m in is tra tive Theory in Education, ed. Andrew W» Hal pin (New York: The Macmillan Company, 196^), pp. 150-165; Egon G. Guba, "Role, P e rs o n a lity , and Social Behavior"(Columbus, Ohio: Bureau o f Educa­ tio n a l Research and S ervice, The Ohio S ta te U n iv e rs ity , September 1958). (Mimeographed.) 18 Robert S w eltze r, "An Assessment o f Two T h eo re tica l Frame­ works," 1n O rganizations and Human Behavior: Focus on Schools, ed. Fred D. Carver and Thomas J . Serg1ovann1 (New Vork: McGraw-h111 Book Company, 197 0), pp. 167-168. 17 fu lfillin g the goals o f the system. The second class o f phenomena Is the In d iv id u a ls w ith c e rta in p e rs o n a litie s and d is p o s itio n s who In h a b it the system. Itw a s G etzels and Guba's a ssertio n th a t group behavior or social a c t iv it y observed 1n the system 1s a fun ction o f two major dimensions: In s tit u tio n and ro le and e xp e ctatio n , which c o n s titu te the nomothetic o r normative dimension; and the In d iv id u a l, p e rs o n a lity , and needs-d1spos1t1on, which c o n s titu te the id lo g rap hlc 20 or personal dimension. Each element on each dimension serves as the a n a ly tic u n it fo r the element preceding 1 t; e . g . , the social system 1s established by It s In s tit u tio n s , each In s t it u t io n by I t s component ro le s , and each ro le by the expectations attached to 1 t. Thus, on the fo llo w ­ ing diagram o f the th eo ry, the primary d ire c tio n o f e ffe c ts between the elements o f each dimension 1s from l e f t to r ig h t . Nomothetic (Normative) Dimension In s tit u tioon n ------- Role Expectation Social System Observed Behavior \ In d iv id u a l — P e rs o n a lity — Need-D1sposition Idlo g rap hlc (Personal) Dimension Figure 1 .— Getzels-Guba nom othetic-idiographic theory. 20 G etzels, "A dm inistration as a Social Process," p. 152. 18 The Getzels-Guba theory conceives o f a d m in is tra tio n s tru c ­ t u r a lly as a hierarchy o f subordlnate-superordlnate re la tio n s h ip s w ith in a social system. F u n c tio n a lly , th is h ierarchy o f r e la t io n ­ ships 1s the locus fo r a llo c a tin g and In te g ra tin g ro le s and f a c i l i ­ tie s 1n order to achieve the goals o f the social system. I t Is In these re la tio n s h ip s th a t the assignment o f p o s itio n s , the provision o f f a c i l i t i e s , the o rg an izatio n o f procedures, the re g u la tio n o f 21 a c t iv it y , and the e valu atio n o f performance take p lace. Although these functions a re the r e s p o n s ib ility o f the superordinate member o f the h ie ra rc h y , each fu n ctio n becomes e ff e c t iv e only in s o fa r as 1t "takes" w ith the subordinate member. The superordinate may decide, but his decision 1s empty 1 f the subordinate does not Implement. This In terp erson al or social re la tio n s h ip 1s the cru - c1al fa c to r 1n the a d m in is tra tiv e process. 22 In s titu tio n s are agencies established to c arry out the Im perative functions o f the social system. Thus, the school 1s the In s tit u tio n estab lish ed to carry out the " In s titu tio n a liz e d " social function o f education. In the Getzels-Guba conceptual framework, the most Im portant a n a ly tic u n it o f the In s t it u t io n Is the r o le . Roles are the dynamic aspects o f the po sitio n s and o ffic e s w ith in the In s t it u t io n , and they d e fin e the behavior o f the ro le 23 incumbents. 2 l Ib 1 d ., p. 151. 22 Jacob W. G e tze ls , James M. Upham, and Roald F. Campbell, Educational A dm inistration as a Social Process (New York: Harper and Row, P u blish ers, 1968), pp. 52-78. 23 G e tze ls , "A dm inistration as a Social Process," pp. 152-153. 19 Roles are defined 1n terms o f c e rta in r e s p o n s ib ilitie s and o b lig a tio n s c a lle d " ro le e xp ectatio n s." The expectations d e fin e fo r the Incumbent what he should do or not do so long as he 1s the occupant o f the p a r tic u la r ro le In the In s t it u t io n . When the ro le incumbent puts these re s p o n s ib ilitie s In to e f f e c t , he 1s said to be 24 performing his r o le . Role expectations are o r d in a r ily form ulated before the persons who w il l serve as the ro le Incumbents are known. They are usually the "givens" In the In s t it u t io n and are not "made to order" fo r s p e c ific In d iv id u a ls . The c ru c ia l s ig n ific a n c e o f ro le expec­ ta tio n s 1s th a t they serve as b lu e p rin ts o f what should be done by 25 the ro le Incumbent. Roles were seen by G etzels and Guba as Interdependent 1n th a t each ro le derives It s meaning from o th er re la te d ro les 1n the I n s t i ­ tu tio n . A ro le is a p re s c rip tio n not only fo r the ro le Incumbent but also fo r those 1n o ther in te ra c tin g ro les w ith in the i n s t i t u ­ tio n , so th a t 1n a h ie ra rc h ic a l s e ttin g the expectations o f ro le may be the o b lig a tio n s o f a second In te rlo c k in g r o le . This q u a lity o f Interdependence fuses two or more ro les In to a coherent, In te r a c tiv e u n it and makes I t possible f o r org an izatio n s to have a c h a ra c te r26 1st1c s tru c tu re . This re la tio n s h ip 1s represented p lc t o r ia ll y In Figure 2. 24 G e tze ls , Llpham, and Campbell, Educational A d m in istration as a S o d a ! Process, pp. 61-62. 25Ib 1 d . 26Ib 1 d ., p. 63. 20 Related Roles in H ierarchy Superordinate Subordinate Figure 2 . — R elatio n sh ip o f ro les w ith in the o rg a n iza tio n a l h ie ra rc h y . G etzels and Guba recognized th a t ro les are occupied by re a l in d iv id u a ls . Each in d iv id u a l stamps the p a r tic u la r ro le he occupies w ith the unique s ty le o f his own c h a r a c te r is tic p attern o f behavior. To understand the behavior o f a person occupying a s p e c ific r o le , one must not only know the nature o f the r o le , but also the nature o f the in d iv id u a l In h a b itin g the r o le . Thus, in a d d itio n to the nomothetic aspects, the id io g ra p h ic or personal aspects o f social 27 behavior must be considered. The id io g rap h ic dimension o f the Getzels-Guba conceptual framework is analyzed in to the component elements o f p e rs o n a lity and need-d1sposit1on. P e rs o n a lity 1s defined as the "dynamic o rg an iza tio n w ith in the in d iv id u a l o f those need -d lsp o sitio n s th a t 27I b i d . , pp. 65-66. 21 govern his unique reactio ns to the environm ent." 28 N eed-dispositlons are considered " in d iv id u a l tendencies to o rie n t and a ct w ith respect to objects 1n c e rta in manners and to expect c e rta in consequences ?Q from these a c tio n s ." A given behavioral a ct was seen by G etzels and Guba as d e riv in g sim ultaneously from both the nomothetic and Id io g ra p h ic dimensions. Therefore social behavior re s u lts as the in d iv id u a l attempts to cope w ith an environment composed o f p attern s o f expec­ ta tio n s f o r his behavior 1n a way con sisten t w ith his own lndepen30 dent p a tte rn o f needs. The conceptual element o f the Getzels-Guba nom otheticid io g ra p h ic theory having d ir e c t a p p lic a b ilit y to th is study 1s the r o le . In summary* ro le 1s the basic a n a ly tic u n it o f an I n s t it u ­ tio n and defines the behavior expected o f the Incumbent. Roles specify what must be done 1n order to c a rry out the fu n ctio n o f the in s t it u t io n . They represent p o sitio n s or o ffic e s w ith in the admin­ is t r a t iv e h ierarch y o f subordinate-superordlnate re la tio n s h ip s . Roles are Interdependent and d e riv e t h e ir meaning from other r e le ­ vant ro le s 1n the a d m in is tra tiv e h ie ra rc h y . The r e s p o n s ib ilitie s o f one ro le are the o b lig a tio n s o f a second in te rlo c k in g or re le v a n t r o le . 28 G etzels* "A d m in istratio n as a Social Process," p. 154. 29 T a lc o tt Parsons and Edward A. Shi Is , Toward a General Theory o f Action (Cambridge. Mass.: Harvard U n iv. Press, 1951), p. 114. ^ G e tz e ls , "A d m in istratio n as a Social Process," p. 157. 22 The expectations c o n s titu tin g a ro le are the d u ties and o b lig a tio n s which d e lin e a te what the ro le incumbent should o r should not do under various circumstances. An incumbent's beha­ v io r is judged most e ffe c tiv e when congruent w ith the expectations o f re le v a n t others in the social system. The incumbent's a b i l i t y to perceive and a ct according to the r o le expectations o f re le v a n t others determ ines, in p a r t, convincing, proper, and ap p ro p riate job performance. The value in analyzing th is element o f the nomothetic dimen­ sion of social behavior was affirm ed by G etzels as fo llo w s : “If I know the ro le s 1n a given m ilit a r y or educational In s t it u t io n , I can make some ra th e r accurate p red ictio n s o f what the people o f these in s titu tio n s do w ithout ever observing the actu al people in v o lve d ." 31 Overview o f the Study The fo llo w in g chapters describe the methods, procedures, analyses, and review o f p rio r research employed In the conduct o f the study. Chapter I I is devoted to the review o f p e rtin e n t lit e r a t u r e re la te d to v o c a tio n a l-te c h n ic a l education and com m unity/junior colleg e a d m in is tra tio n . Research having d ir e c t a p p lic a b ilit y to th is study is reviewed 1n depth and it s c o n trib u tio n s to the research design are reported. Chapter I I I Includes a d e s c rip tio n o f the population in v e s tig a te d , the procedures follow ed 1n designing the q u estionnaire 31I b i d . , p. 154. 23 and gathering d a ta , and the a n a ly tic a l measure and s t a t i s t ic a l methods used. Chapter IV 1s a presentation o f fin d in g s from the data gathered and analyzed. Role expectations o f the O ffic e o f Dean of Occupational Education as viewed by Department Heads, P resid ents, and Occupational Education Deans are rep orted . The re s u lts o f s t a t is t ic a l te s ts fo r d iffe re n c e s and re la tio n s h ip s are summarized. In Chapter V, a summary o f the study and It s fin d in g s 1s presented, conclusions drawn from the data are o ffe re d , and Im p li­ cations f o r community colleges and fu tu re research are suggested. CHAPTER I I REVIEW OF RELATED LITERATURE A review o f the lit e r a t u r e reveals th a t a lim ite d number o f studies concerning the ro le o f community and ju n io r c o lle g e Occupational Education Deans have been conducted and rep o rted . However, many studies have been conducted regarding the d u ties and re s p o n s ib ilitie s o f a s im ila r p o sitio n In p ublic school systems. This comparable p o sitio n 1s g e n e ra lly re fe rre d to as the "lo c a l d ire c to r o f vocational education." Although the p o s itio n o f lo cal d ire c to r 1s d if fe r e n t from the p o s itio n o f community c o lleg e Occupa­ tio n a l Education Dean, there appears to be s u f f ic ie n t s im ila r it y o f roles to w arrant the review and p resentation o f re p re s e n ta tiv e studies p erta in in g to th is leadership p o s itio n . A lso, a number o f studies re la te d to the d u ties and respon­ s i b i l i t i e s o f community and ju n io r c o lleg e ad m in istrato rs have been Included 1n th is chapter. These studies were selected because: (1 ) the populations surveyed Included ad m in istra to rs o f technical and paraprofesslonal programs, and (2 ) they are re p re s e n ta tiv e o f other studies analyzing the ro le o f public tw o-year c o lle g e In s tru c ­ tio n a l deans. This chapter presents re la te d lit e r a t u r e In the fo llo w in g manner: f i r s t , a chronological review o f selected lit e r a t u r e regard­ ing the roles of vocational education and ju n io r c o lleg e 24 25 a d m in istra to rs ; and second, the 1n-depth review o f f iv e major studies p e rta in in g to the ro le o f c h ie f v o c a tio n a l-te c h n ic a l education admin­ is tr a to r s 1n p ublic two-year c o lle g e s . The f iv e studies presented here contribu ted to some exten t to the design and methodology employed 1n th is research e f f o r t . Role o f Vocational Education A d m inistrators Studies o f the roles o f c h ie f vocational education adminis­ tra to rs began to appear s h o rtly a f t e r the passage o f the f i r s t fed eral vocational education a c t— the Smlth-Hughes Act o f 1917. Federal assistance o f p ublic vocational education acted as a c a ta ly s t fo r the crea tio n o f a new p o s itio n 1n p u b lic school a d m in is tra tio n designated as the lo c a l d ire c to r o f vocational education. The posi­ tio n o f lo cal d ir e c to r was charged I n i t i a l l y w ith r e s p o n s ib ility fo r developing, sup ervisin g, and promoting lo c a l programs o f a g r ic u l­ t u r a l, homemaklng, and trad e and In d u s tria l education. However, ro le models a f t e r which the p o s itio n o f lo c a l d ir e c to r could be p at­ terned were u n a v a ila b le . Thus the d u tie s and r e s p o n s ib ilitie s o f th is emerging a d m in is tra tiv e p o s itio n provided an unexplored area fo r research. Land conducted one o f the e a r l ie r and more comprehensive studies o f c h ie f a d m in istrato rs o f vocational education.^ His nationwide survey concerned the d u ties and r e s p o n s ib ilitie s o f s ta te d ire c to rs o f vocational education, s ta te supervisors o f tra d e and ^S. L. Land, "The D u tie s , Q u a lific a tio n s , and R e s p o n s ib ili­ tie s o f D ire cto rs o f Vocational Education," In d u s tria l Arts Maqazlne 24 (October 1925): 380-383, 450-453. 26 In d u s tria l programs, and lo c al d ire c to rs o f vocational education. The d u tie s , q u a lific a tio n s , and r e s p o n s ib ilitie s o f the a d m in istra ­ t iv e p o sitio n s were gathered and analyzed. The 11st o f functions Land Id e n tifie d and categorized under "Local D ire c to r as an Execu­ tiv e " Included: (1 ) conferences w ith teach ers, (2 ) observation and in sp ectio n , (3 ) v is it a t io n , (4 ) teachers meetings, (5 ) I l l u s t r a t i v e teaching, (6 ) guidance and counseling, (7 ) ra tin g tea ch e rs , (8 ) ra tin g own su p ervisio n , (9 ) teachers records, (10) re p o rts , (11 ) purchasing and d is tr ib u t in g , (12) records, and (13) In v e n to rie s . The l i s t o f functions categorized under the "Local D ire c to r as an Organizer" Included: (1 ) organizing the course o f study; (2 ) curriculum b u ild ­ ing; (3 ) organizing new courses; (4 ) conducting surveys; (5 ) organ­ izin g m a te ria ls f o r b u lle tin s , pamphlets, and manuals; (6 ) organiza­ tio n o f o f f ic e ; (7 ) o rg an izatio n o f system o f budgets; and (8 ) In s ta llin g new equipment. L ite r a tu r e and research studies o f the succeeding three decades p rim a rily rein fo rced Land's e a r l ie r fin d in g s . Studies con­ ducted during the 1950's d id , however, produce a more d e f in it iv e d es c rip tio n o f a d m in is tra tiv e d u ties and a c t iv it i e s o f lo cal d ir e c to r s . A study conducted by Yoho was among the b e tte r designed research p ro jects o f th is perio d. 2 Yoho analyzed the basic functions performed by lo c a l d ire c to rs In operating a vocational and p ra c tic a l 2 Lewis W. Yoho, "Analysis o f Functions Performed In Operating a Local Program o f Vocational and P ra c tic a l A rts Education In Indiana" (Ph.D. d is s e rta tio n , Indiana U n iv e rs ity , 1959). 27 a rts program 1n In d ian a. In a d d itio n , he studied the p attern s and stru ctu res o f org an izatio n s which In flu e n c e fun ction s performed 1n the operation o f vocational and p ra c tic a l a rts education 1n the lo cal school systems. The study also sought to Id e n t if y the more im portant o peratio nal p ra c tic e s or a c t iv it i e s having an In flu e n c e upon the basic fu n c tio n s . Among the basic functions analyzed by Yoho were: (1 ) program development and Improvement, (2 ) program promotion, (3 ) fis c a l c o n tro l, (4 ) f a c i l i t i e s , (5 ) equipment, (6 ) su p p lies, (7 ) In te g ra tio n o f vocational education w ith t o t a l school program, (8 ) student personnel management, (9 ) general education w ith to ta l school program, (10) c o o rd in a tio n , (11) personnel management, and (12) o ff ic e management. The top vocational ad m in istra to rs from 33 communities and seven teacher tra in e r s c o n s titu te d the population fo r the study. Using the personal In te rv ie w technique, Yoho recorded the frequency and r e la t iv e importance o f a c t iv it i e s re la te d to the performance o f the basic functions as rep o rted . Yoho found th a t the a c t iv it i e s o f g re a te s t importance to the performance o f the basic functions Included, re s p e c tiv e ly , pro­ gram e v a lu a tio n ; p a r tic ip a tio n 1n professional conferences; consis­ te n t a d v e rtis in g and In te r p r e ta tio n through d ir e c t communication; recommending and adm inistering budgets; development o f guides and standards; re g u la r in v en to ries fo r e va lu atio n o f equipment; purchas­ ing and disbursement o f sup p lies; w ritin g program and course des­ c rip tio n s ; placement o f students; s t a f f m eetings, conferences, and observations; and co n s u lta tio n w ith key people 1n In d u s tria l p la n ts . 28 F ie ld research and experim entation held l i t t l e Importance 1n program development and Improvement. The enactment o f the Vocational Education Act o f 1963 and the Amendments o f 1968 again Influenced the a d m in is tra tio n o f lo cal and in term ed ia te d i s t r i c t vocational education programs. The emphasis placed on program planning and e v a lu a tio n , research and experimenta­ tio n , and personnel and leadership development by these fe d e ra l mandates 1s re fle c te d among the d u ties and r e s p o n s ib ilitie s o f vocational education ad m in istra to rs described by contemporary research. A number o f e x c e lle n t studies were conducted during the 1960's and e a rly 1970's which were Intended to d e fin e ad m in istra ­ t iv e ro le s 1n vocational and tech n ical education on the lo c a l and In term ed iate school d i s t r i c t le v e l. Edmunds In v es tig a ted the professional r e s p o n s ib ilitie s o f 3 lo c a l d ire c to rs o f vocational education in the s ta te o f Utah. He also gathered data from local d ire c to rs o f vocational education in o th er s ta te s . (2 ) Among the d uties o f d ire c to rs were: (1 ) budgeting, re p o rtin g , (3 ) program planning and e v a lu a tio n , (4 ) d ire c tin g work-study and a d u lt programs, (5 ) contacting employers and employ­ ment s e rv ic e , (6 ) recommending advisory committee appointments, (7 ) holding conferences, (8 ) conducting In -s e rv ic e tr a in in g pro­ grams, (9 ) m aintaining p ublic r e la tio n s , and (10) recommending 3 N ell A. Edmunds, "The Q u a lific a tio n s and P rofessional R e s p o n s ib ilitie s o f Vocational D ire c to rs a t the Local D is t r i c t Level in the S ta te o f Utah" (S a lt Lake C ity , Utah: Utah Research Coordi­ nating U n it fo r Vocational Education, 1967). 29 f a c i l i t y Improvement. He recommended th a t lo c a l d ir e c to r tr a in in g programs be developed and s ta te c e r t if ic a t io n c r i t e r i a be estab­ lis h e d . Stanger did an a t t lt u d ln a l study concerning the responsi­ b i l i t i e s o f the In te rm e d ia te -le v e l d ire c to r o f vocational education 1n C a lifo r n ia . 4 The purpose o f the study was to survey the a t t i ­ tudes o f selected groups o f vocational education leaders to d e te r­ mine t h e ir perceptions o f the fun ction s o f the county vocational education d ire c to r In C a lifo r n ia . These fun ctio n s were lim ite d to the service r e s p o n s ib ilitie s o f th e p o s itio n . During th is survey the p o s itio n o f d ire c to r o f vocational education 1n the o f f ic e o f the county superintendent o f schools was r e la t iv e ly new; only 26 counties were employing persons 1n th is s t a f f p o s itio n . Item an a ly ­ sis o f the combined-group ra tin g s o f 73 functions revealed a strong p attern o f consensus w ith in and among groups. Rank-order lis t in g s o f the Importance o f Items according to weighted scores revealed a preponderance o f to p -ra te d fun ction s 1n the area o f a d m in is tra tiv e and executive functions and program planning and e v a lu a tio n . Next 1n Importance were functions concerned w ith the In s tru c tio n a l pro­ gram and w ith professional and personnel Improvement. Competencies e s s e n tia l fo r the adequate performance o f lo c a l vocational education leadership ro les were In v e s tig a te d 1n 1971 by 4 Norman Robert Stanger, "An A ttltu d ln a l Survey Concerning the R e s p o n s ib ilitie s o f the In term ed iate-L evel D ire c to r o f Voca­ tio n a l Education" (Ph.D. d is s e r ta tio n , U n iv e rs ity o f C a lifo r n ia , 1967). 30 Ward. 5 A 11st o f competency Items thought to be needed fo r e ffe c ­ t iv e leadership was Id e n tifie d through the review o f lit e r a t u r e and during study o f e x is tin g leadership development programs. tency Items pertained to leadership functions such as: Compe­ (1 ) planning, (2 ) curriculum development, (3 ) p ublic r e la tio n s , (4 ) general program supervision, (5 ) personnel management, and (6 ) f a c i l i t i e s and equipment. Ward id e n tifie d a 11st o f 40 competencies which are essen­ t i a l to the adequate performance by lo c a l vocational education leaders. He also found th a t the best method o f preparing an In d i­ vidual w ith most competencies 1s a combination o f c o lleg e course work and In te rn experience. Ward suggested the 11st o f e ss en tia l competencies Id e n tifie d 1n his study serve as a base upon which to organize programs o f vocational leadership development. A 1972 study by Sundstrom used fa c to r an alysis to id e n tify and group the professional education competencies common to lo cal £ adm in istrato rs o f vocational education. W ritten questionnaires were completed by 72 a d m in is tra to rs . Using the R-techn1que, Sundstrom e xtracted seven fa c to rs from the data: In s tru c tio n — S t a ff and F a c ilit ie s Personnel— Student and S t a ff Program Development and Demonstration 5 D a rre ll L1n Ward, "Vocational Education Competencies Iden­ t i f i e d fo r Local Leaders o f Occupational Education" (Ph.D. d is s e r­ t a tio n , Oregon S ta te U n iv e rs ity , 1971). ®Lloyd Conrad Sundstrom, "A Factor Analysis o f the Profes­ sional Education Competencies o f A dm inistrators o f Vocational Educa­ tio n (Ph.D. d is s e rta tio n , Oregon S ta te U n iv e rs ity , 1972). 31 Curriculum Development and Evaluation P rofessional R e la tio n s — Organized Groups Management o f the Educational System Research Projects The highest mean-ranked item was: "Work w ith others 1n educational a d m in istra tio n to I n i t i a t e and m aintain occupational education programs." Bayne In v e s tig a te d the ro le o f lo c a l d ire c to rs o f occupa­ tio n a l education employed by p u b lic school d is t r ic t s o f I l l i n o i s . ^ The purpose o f th is study was to In v e s tig a te the amount o f agree­ ment e x is tin g among d ire c to rs o f occupational education, lo c a l super­ in ten den ts, and I l l i n o i s D iv is io n o f Vocational and Technical Edu­ cation s t a f f regarding the ro le o f occupational education d ire c to rs . S p e c ific a lly , th is study was concerned w ith the fo llo w in g : 1. Determining the s p e c ific ro le expectations 1n which there 1s agreement and disagreement among lo c a l d ir e c to rs , local superintendents, and the I l l i n o i s D iv is io n o f Vocational and Tech­ n ic a l Education S t a f f . 2. Determining the fu n c tio n a l areas 1n which the ro le expectations are agreed upon by lo c a l d ir e c to rs , lo c a l superin­ tendents, and the I l l i n o i s D iv is io n o f Vocational and Technical Education s t a f f . ^George K eith Bayne, "The Role o f the Local D ire c to r o f Occupational Education as Perceived by Superintendents, S ta te D iv isio n o f Vocational and Technical Education S t a f f and Occupational Education D irecto rs" (Ph.D. d is s e r ta tio n , Southern I l l i n o i s U niver­ s it y , 1972). 32 3. Describing how the th ree groups d i f f e r 1n ro le expec­ 4. Determining average rank ordering o r p r io r it ie s o f ro le ta tio n s . expectations as seen by the lo c a l d ir e c to r s , lo c a l superintendents, and the I l l i n o i s D iv is io n o f Vocational and Technical Education s t a f f . Q-methodology was the research procedure used 1n the study. The Q s o rt developed f o r the study consisted o f 63 items categorized In to e ig h t fu n c tio n a l areas: (1 ) a d m in is tra tiv e , (2 ) In s tru c tio n , (3 ) personnel, (4 ) program planning and development, (5 ) p u blic r e la tio n s , (6 ) research, (7 ) resources (budget and physical f a c i l i ­ t i e s ) , and (8 ) student services and a c t i v i t i e s . The Q s o rt was adm inistered to 15 lo c a l d ir e c to r s , 15 lo c a l superintendents, and 15 D iv is io n o f Vocational and Technical Education (DVTE) s t a f f mem­ bers 1n the s ta te o f I l l i n o i s . The respondents were asked to place the 63 items 1n a re cta n g u la r d is tr ib u tio n o f nine categories w ith seven cards in each category. Bayne found a high degree o f agreement between lo cal d ire c ­ tors and DVTE s t a f f . o f the 63 Item s. These two groups agreed on the ranking o f 60 Local d ire c to rs and superintendents were 1n agree­ ment on 54 o f the 63 Item s. The superintendents and DVTE s t a f f were 1n agreement on 53 o f 63 Item s. Slreno ascertained the re la tio n s h ip between the actu al and Id eal ro le o f the lo cal vocational education d ir e c to r 1n the area o vocational schools 1n M iss o u ri. Perceptions o f lo c a l vocational o P eter James S iren o , "The Role o f the Local Vocational Educa­ tio n D ire c to r In the Area Vocational Schools 1n M issouri" (Ph.D. d is ­ s e rta tio n , The U n iv e rs ity o f M iss o u ri, 1973). 33 education d ir e c to r 's ro le were obtained from r o le Incumbents, t h e ir immediate supervisors, and subordinate vocational education teach­ ers through the use o f a mall q u estio n n aire developed by the research er. The q u estionnaire contained a set o f d u tie s or ro le Inventory Items commonly associated w ith the a d m in is tra tio n o f voca­ tio n a l education. Respondents were asked to In d ic a te the frequency w ith which the lo c a l d ir e c to r performs and should perform each duty. The an alysis o f variance was used to analyze d iffe re n c e s 1n perceived ro le s . Slreno found general agreement between the lo c a l vocational education d ire c to rs and t h e ir Immediate supervisors w ith regard to the actu al r o le o f the d ir e c to r . However, he found s u b s ta n tial amounts o f disagreement between the vocational education teachers and the lo c al d ir e c to r s , and the vocational education teachers and the Immediate supervisors, regarding the actual ro le o f the d ir e c to r . Slreno also discovered th a t the actual ro le o f the d ir e c to r d iffe re d s ig n ific a n tly from th e id eal ro le as perceived by teachers and Immediate supervisors 1n over 90 percent o f th e ro le Inventory Item s. Loudermllk studied the perceptions o f lo c a l vocational d ire c to rs and high school p rin c ip a ls 1n Texas regarding the ro le o f the vocational d ir e c to r . g In a d d itio n , he analyzed areas o f agree­ ment and disagreement between the local vocational d ir e c to r and g W alter Bob Louderm llk, "Perceptions o f Vocational Adminis­ tr a to r s and High School P rin c ip a ls Regarding the Role o f the Voca­ tio n a l A dm inistrator" (Ph.D. d is s e r ta tio n , Texas A & M U n iv e rs ity , 1973). 34 high school p rin c ip a l about the d ir e c to r 's r o le . ro le fun ctio n s contained 1n the study were: Among the major (1 ) planning; (2 ) pro­ gram development; (3 ) general supervision; (4 ) p u b lic r e la tio n s ; (5 ) personnel and student supervision; and (6 ) f a c i l i t i e s * s u p p lie s , and equipment. M all qu estion n aire responses were received from 121 p airs o f vocatio nal d ire c to rs and high school p rin c ip a ls from the same Texas school d is t r ic t s and an a n a ly sis o f variance was performed. Loudermilk found th a t the ro le o f the lo cal vocational d ir e c to r was understood by both d ire c to rs and p r in c ip a ls . Both groups perceived the r o le o f the lo c a l d ir e c to r to include 55 func­ tio n s stated w ith in the q u e s tio n n a ire . I t was a lso found th a t an asso ciatio n existed between the perceived ro le o f d ire c to rs and the type o f school d i s t r i c t . Local d ire c to rs In s1ngle-h1gh-school d is t r ic t s seemed to be more concerned w ith operations o f the lo c a l vocational program, whereas d ire c to rs o f m ulti-h1gh-school d is t r ic t s showed g re a te r concern fo r o v e ra ll planning and program development. Loudermllk found l i t t l e asso ciatio n between the perceived ro le o f lo c a l d ire c to rs and the l l n e - s t a f f re la tio n s h ip s o f lo c a l school d is tr ic ts . H o lt studied the ro le o f lo cal d ire c to rs o f vocatio n al edu­ c a tio n employed by the p u b lic school d is t r ic t s o f T en n e ss ee .^ The In v e s tig a tio n sought to determine and Id e n t if y the perceptions o f ^Raymond A. H o lt, "The Role o f the D ire c to r o f Vocational Education a t the Public School D is t r i c t Level In the S ta te o f Tennessee" (Ph.D. d is s e r ta tio n , The U n iv e rs ity o f Tennessee, 1973). 35 f iv e reference groups r e la t iv e to the actu al and Id eal ro le func­ tio n s o f lo c a l d ir e c to r s . tu re and research A 11st o f fu n ction s compiled from l i t e r a ­ was organized In to major a d m in is tra tiv e c a te ­ gories and included In a m ail q u e s tio n n a ire . consisted o f: The major categories (1 ) a d m in is tra tio n and supervision* (2 ) curriculum and In s tru c tio n , (3 ) p u b lic r e la tio n s , (4 ) community In te r a c tio n , (5 ) professional a c t i v i t i e s , and (6 ) research a c t i v i t i e s . The ques­ tio n n a ire was adm inistered to 264 in d iv id u a ls comprising reference groups o f lo c a l d ir e c to r s , secondary school p rin c ip a ls , vocational teachers, vocational teacher educators, s ta te vocational education s t a f f , and superintendents o f school systems employing d ire c to rs o f vocational education. D ifferen ces between referen ce group percep­ tio n s were tes te d w ith an an a ly sis o f v arian ce. Based upon the an alysis o f d a ta , H o lt drew the fo llo w in g conclusions: 1. S ix ty -fo u r functions were lis t e d as being e s s e n tia l to the o v e ra ll ro le of the lo c a l d ir e c to r . 2. An Inconsistency 1n understanding the local d ir e c to r 's actual ro le was apparent due to a la rg e number o f s ig n ific a n t d i f ­ ferences between reference group perceptions. 3. There appeared to be a lack o f congruency between the level of actual p ra c tic e and what was considered to be d e s ira b le fo r functions 1n the categ o ries o f a d m in is tra tio n and sup ervisio n, curriculum and In s tru c tio n , community In te r a c tio n , and professional a c tiv itie s . 36 4. Local d ire c to rs were perceived to expend most o f t h e ir e ffo r ts In a d m in is tra tiv e and supervisory fun ction s and t h e ir le a s t e ff o r ts 1n functions dealin g w ith community In te ra c tio n and research. H o lt recommended th a t s ta te departments o f education and teacher education In s titu tio n s should design tr a in in g programs spe­ c i f i c a l l y fo r lo cal d ire c to rs o f vocational education. Both p re­ service and In -s e rv ic e programs were suggested. The United States O ffic e o f Education developed a problem­ solving and dec1sion-making model f o r c h ie f lo cal ad m in istra to rs responsible fo r vocational and tech n ical programs a t the post-high and high school l e v e l . ^ The purpose o f the model was to provide ad m in istrato rs w ith a system fo r determ ining s tr a te g ie s , p r i o r i t i e s , and a lte rn a tiv e s r e la t iv e to the a d m in is tra tiv e process and the management functions in the day-by-day operation o f a v o c a tio n a ltech nical program. A p r o f ile o f the tasks and fun ction s performed by lo c a l v o c a tio n a l-te c h n ic a l a d m in istra to rs 1n the dec1s1on-mak1ng process was In te g ra te d in to the systems model. functions o f the model were: (l) The major a d m in is tra tiv e p ublic r e la tio n s , (2 ) curriculum and In s tru c tio n , (3 ) student personnel, (4 ) s t a f f in g , (5 ) f a c i l i t i e s and equipment, (6 ) business management, (7 ) determ ining the community power s tru c tu re , (8 ) professional n e g o tia tio n s , (9 ) leadership development, and (10) long-range master planning. 11U.S. Department o f H e a lth , Education, and W e lfare, O ffic e o f Education, A d m in istratio n o f Occupational Education: A Suggested Guide (Washington, b'.C.: Government P rin tin g O ffic e , 1973). 37 Two Im portant studies have been done to d e fin e ad m in istra­ t iv e ro les 1n vocational education on the lo c a l school d i s t r i c t le v e l 1n Michigan. Wenrlch and S h a ffe r conducted a study In vo lvin g p rin c ip a ls o f 106 la rg e high schools 1n Michigan to determine t h e ir perceptions o f the ro les o f persons charged w ith the r e s p o n s ib ility fo r leadership 1n the development o f o ccu p atio n ally o rie n te d programs 1n high schools. 12 The purpose was to determine how they would use an a s s is ta n t who would be assigned the r e s p o n s ib ility f o r d evel­ oping programs fo r employment-bound youth. D u tie s , r e s p o n s ib ilitie s , and re la tio n s h ip s which the a s s is ta n t might be expected to assume or develop were also stu d ied . order were: (3 ) The areas o f re sp o n slb l11ty ranked In (1 ) pupil personnel, (2 ) school-community r e la tio n s , in s tru c tio n a l program, (4 ) business fu n c tio n s , and (5 ) teaching personnel. In re ac tin g to s p e c ific a d m in is tra tiv e tas ks , the p rin ­ c ip a ls ranked the fo llo w in g a c t iv it ie s highest: (1 ) lo c a tin g and organizing In s tru c tio n a l m a te ria ls , (2 ) determ ining lo cal occupa­ tio n a l education needs, and (3 ) operating a student job-placem ent program. I t was concluded th a t most p rin c ip a ls o f larg e high schools 1n Michigan were In te re s te d 1n expanding vocational or occupational programs, and they saw the need fo r an a s s is ta n t to g ive help and leadership. The a s s is ta n t should be tra in e d 1n both school ^ R alp h C. Wenrlch and Earl W. S h a ffe r, "High School P rin ­ c ip a ls ' Perceptions o f the Roles and R e s p o n s ib ilitie s o f Persons Who Would Be Charged With the R e s p o n s ib ility fo r Leadership in the Development o f O ccupationally Oriented Programs In High Schools" (Ann Arbor, Michigan: The U n iv e rs ity o f M ichigan, September 1965). 38 a d m in is tra tio n and occupational education, and should work w ith the p rin c ip a l; other school personnel; and lo c a l c iv i c , business, Indus­ t r i a l , and professional groups to Improve the high school's a b i l i t y to prepare young people fo r employment. Soule focused his study on the major r e s p o n s ib ilitie s o f vocational education d ire c to rs 1n lo c a l school d is t r i c t s o f Mich13 igan. The purposes o f his study were to determine the various a c t iv it i e s performed by d ire c to rs and t h e ir r e la t iv e degree o f importance. Soule found th a t the a c t iv it i e s performed by lo cal d ir e c ­ to rs could be contained w ith in the categ o ries o f: (1 ) goals o f vocational education, (2 ) a d m in is tra tio n , (3 ) community a c t i v i t i e s , (4 ) counseling and guidance, (5 ) professional a c t i v i t i e s , (6 ) p u b lic re la tio n s , (7 ) research, and (8 ) su p ervisio n . He recommended th a t u n iv e rs itie s and s ta te departments o f education design and o ff e r workshops f o r lo cal d ire c to rs to discuss emerging concepts o f admin­ is tr a t io n and supervision. The Role o f Community and Junior College A dm inistrators Many studies have been conducted p e rta in in g to ro le s o f com­ munity and ju n io r c o lle g e In s tru c tio n a l a d m in is tra to rs ; however, few have focused s p e c ific a lly upon the p o s itio n o f dean o f occupational or tech nical education. 13 Most e a rly research e f f o r t s combined both David Howard Soule, "The Role o f the D ire c to r o f Voca­ tio n a l Education 1n the Local School D is tr ic t s o f Michigan" (Ph.D. d is s e rta tio n , Wayne S ta te U n iv e rs ity , 1966). 39 c h ie f academic and vocational education a d m in istra to rs in to one population group. One o f the most comprehensive studies o f ju n io r c olleg e a d m in istra to rs which Included those responsible fo r vocation al 14 and technical education programs was conducted by L a n d rlth . In 1960, Lan d rlth studied various le v e ls o f p u b lic ju n io r colleg e a d m in istrato rs in Texas 1n order to determine t h e ir adminis­ t r a t iv e d u tie s . A second purpose o f the study was to determine whether the academic backgrounds and professional work experiences o f adm in istrato rs provided a good educational basis fo r ju n io r colleg e a d m in is tra tio n . Two questionnaires were submitted to each a d m in is tra to r. One contained questions dealin g w ith the assignment and a llo c a tio n of a d m in is tra tiv e d u tie s . The second included a s eries o f questions designed to obtain Inform ation on the academic backgrounds and pro­ fession al work experiences. Both questionnaires were completed by the In v e s tig a to r during p riv a te In terview s w ith each ju n io r c o lle g e o ffic ia l. One hundred tw enty-nine ad m in istra to rs In 28 Texas p ublic ju n io r colleg es were In terv ie w e d . The re s u lts were tab u lated and analyzed, and comprehensive l i s t s o f d uties fo r 11 a d m in is tra tiv e p ositions were constructed. Landrlth found th a t the d u ties common to most In te rm e d ia te le v e l a d m in is tra tiv e p o sitio n s ( e . g . , deans o f In s tr u c tio n , academic 14 Harold Fochone L a n d rlth , MA Study o f Academic Backgrounds. Professional Experiences, and A d m in is tra tiv e Duties o f Texas P ublic Junior College A dm inistrators" (Ph.D. d is s e r ta tio n . U n iv e rs ity o f Houston, 1960). 40 deans, and technical education deans) pertained to : (1 ) curriculum development. (2 ) general supervision o f In s tru c tio n . (3 ) personnel management, (4 ) budget management, (5 ) student personnel s e rv ic e s , (6 ) professional development, and (7 ) a r tic u la tio n o f In s tru c tio n w ith fo u r-y e a r colleges and u n iv e r s itie s . He also discovered th a t r e la t iv e ly few p u blic ju n io r colleges had surveyed a d m in is tra tiv e p o s itio n s , made duty analyses, or assigned d u tie s according to an organized p lan. A lso, r e la t iv e ly few ju n io r colleges had w ritte n e ith e r jo b d escrip tio n s f o r a d m in istrato rs or a d m in is tra tiv e hand­ books. Landrlth concluded th a t the s ize o f student enrollm ent and a v a ila b ilit y o f funds were p a r t ia lly responsible fo r determ ining the o rg an iza tio n al p attern s o f Texas p ublic ju n io r c o lle g e s . In 1961, LaVire id e n t if ie d the c r i t i c a l tasks o f public ju n io r colleg e a d m in istrato rs as perceived by a d m in istra to rs and compared them to the c r i t i c a l tasks id e n tifie d In a study reported by the Southern States Cooperative Program in Educational Adminis15 tr a tio n f o r Public School Superintendents. A sample o f 82 public ju n io r c o lleg e c h ie f In s tru c tio n a l adm in istrators in the nation were surveyed by means o f a mall ques­ tio n n a ire . The n atio n al p ublic ju n io r c o lleg e ad m in istrato rs id e n t i­ fie d 47 c r i t i c a l tasks fo r p u blic ju n io r c o lleg e a d m in is tra tio n , 41 o f which were common to the jo b o f p ublic school a d m in is tra tio n . Also, th e re was s u b s ta n tial agreement between a re p re s e n ta tiv e group ^ W i l l i s A lvin L a V ire , "The C r it ic a l Tasks fo r Public Junior College A dm inistrators" (Ph.D. d is s e rta tio n , The U n iv e rs ity of F lo rid a , 1961). 41 o f F lo rid a ju n io r c o lle g e c h ie f in s tru c tio n a l a d m in is tra to rs and the n atio n al group o f ad m in istra to rs on the tasks considered c r i t i c a l fo r ju n io r c o lleg e a d m in is tra tio n . The e ig h t major task areas id e n t if ie d by La V1re were: (1 ) pupil personnel, (2 ) community-school le a d e rs h ip , (3 ) s t a f f personnel management, (4 ) school p la n t management, (5 ) school tra n s p o rta tio n , (6 ) school o rg a n iza tio n and s tru c tu re , (7 ) school finance and business management, and (8 ) curriculum development and in s tru c tio n . The need to d efin e the ro le s o f community and ju n io r c o lle g e a dm in istrato rs 1n g re a te r d e t a il was discovered by Eisenbise.^® His 1963 study o f C a lifo rn ia p u b lic ju n io r colleg es compared admin­ is t r a t iv e org an izatio n s and o p eratio n al p attern s and suggested improvements 1n t h e ir o rg a n iza tio n a l s tru c tu re s . A d m in is tra tiv e jo b t i t l e s were found to vary considerably in the ju n io r colleges sur­ veyed. Although id e n tic a l jo b t i t l e s appeared 1n a l l echelons o f the a d m in is tra tiv e s tru c tu re s , the d u tie s o f persons holding these t i t l e s varied s u b s ta n tia lly w ith in and among c o lle g e s . A lso, there was gross overlapping o f c e rta in d u ties o f persons in the adm inis­ t r a t iv e s tru c tu re s re s u ltin g in general confusion and undesirable degrees o f c o n f lic t . E1senb1se found th a t a c le a r -c u t job d e s c rip ­ tio n fo r a l l employees was recommended by the a d m in istra to rs surveyed. ^ M e r lin Edwin Elsenblse, "A d m in is tra tiv e O rganization and O perational P atterns 1n J u n io r Colleges o f C a lifo rn ia " (Ph.D. d is s e rta tio n , The U n iv e rs ity o f C onnecticut, 1963). 42 However, there was l i t t l e evidence to In d ic a te th a t steps were being taken to develop precise jo b d e s c rip tio n s . Recommendations based on th is study Included: 1. Junior colleges should u t i l i z e a d m in is tra tiv e theory when e s ta b lis h in g c r i t e r i a fo r d u tie s , fu n c tio n s , and t i t l e s o f a d m in istra to rs ; and 2. V o c a tio n a l-te c h n ic a l education should be given a g re a te r degree o f emphasis. In a d d itio n to studies concerning general a d m in is tra tio n in the p u b lic , two-year c o lle g e , the 1960's and e a rly 1970's saw the beginnings o f research focused s p e c ific a lly upon the ro le o f the c h ie f v o c a tio n a l-te c h n ic a l education a d m in is tra to r in the communityju n io r c o lle g e . These studies have been few but im portant— p a r tic u la r ly those conducted by Gates, F ie ld in g , Whitney, K e lle r , and E v e re tt.^ 7 Claude L. Gates, J r . , "A Study o f the A dm inistrators o f Technical Education Programs in the Public Junior Colleges o f the United States" (Ph.D. d is s e r ta tio n , The F lo rid a S ta te U n iv e rs ity , 1964); Marvin Richard F ie ld in g , "D ire c to rs o f V o catio n al-T ech nical Education 1n the Public Jun io r Colleges 1n the United S tates" (Ph.D. d is s e r ta tio n , U n iv e rs ity o f M is s o u ri, 1966); Larry Jerome Whitney, "An Analysis o f the A d m in is tra tiv e S tru c tu re and the Role o f the C h ief Vocational-Technical Education A d m in istrato r 1n Public Junior Colleges" (Ph.D. d is s e r ta tio n , U n iv e rs ity o f M is s o u ri, 1967); Joseph Marvin K e lle r , "The Evolving Role o f the C h ief V o c atio n alTechnical A d m in istrator In Selected F lo rid a Public Community Col­ leges" (Ph.D. d is s e r ta tio n , The U n iv e rs ity o f F lo r id a , 1971); Ronald Rudolph E v e re tt, "The A d m in is tra tiv e Role o f the Occupational Education D ire c to r in the North C arolin a Community C ollege System as Perceived by Four Ro1e-Def1n1ng Groups" (Ph.D. d is s e rta tio n , North C arolina S tate U n iv e rs ity a t R aleig h , 1973). 43 Gates Study Gates conducted the f i r s t nationwide study o f c h ie f admln18 Is tr a to r s o f tech nical education. He studied the ro le s o f the adm in istrato rs o f tech n ical education programs In p u b lic ju n io r colleges 1n the United States and explored re la tio n s h ip s among selected c h a ra c te ris tic s o f such a d m in istra to rs and the types o f programs adm inistered by these In d iv id u a ls . S p e c ific a lly , the purposes o f Gates' study were to: 1. Obtain a p r o f ile o f the ro le o f a d m in is tra tiv e heads o f technical education 1n p ublic ju n io r colleges 1n the United S ta te s , 2. Id e n tify the po sitio n s 1n the a d m in is tra tiv e hierarch y held by these persons, 3. Describe the nature and scope o f the tech nical education programs, and 4. Analyze the re la tio n s h ip o f c h a ra c te ris tic s o f the adm inistrato rs to the nature and scope o f the tech nical education programs supervised by these persons. Gates d is trib u te d mall questionnaires to 85 ad m in istra to rs who met the c r i t e r i a established fo r the study. S ix ty -s ix admin­ is tr a to rs responded, representing 50 in s tit u tio n s . The re tu rn in g data were te a te d , where a p p ro p ria te , using ch1-square a n a ly s is . Gates found th a t the ty p ic a l respondent performed d u ties and had r e s p o n s ib ilitie s 1n each o f the major headings: (1 ) general ad m in istra tio n ; (2 ) teaching assignments; (3 ) student personnel 18 Gates, "A dm inistrators o f Technical Education Programs." 44 work or guidance; (4 ) research and p u b lic a tio n ; (5 ) cooperative enterp rises w ith In d u s try , business, a g r ic u ltu r e , and/or p u blic services; (6 ) n atio n al professional a c t iv it i e s ; (7 ) lo cal and s ta te professional a c t iv it i e s ; and (8 ) community p a r tic ip a tio n . The ty p ic a l a d m in is tra to r was responsible to the p re s id e n t, had the t i t l e o f e ith e r d ir e c to r o r dean, had 16 o r more fa c u lty members to supervise, and served on the academic council and the curriculum committee. Since the ty p ic a l respondent was d ir e c t ly responsible to the p resident o f his In s t it u t io n , he was on the same a d m in is tra tiv e level as the major a d m in is tra to r o f the tra n s fe r program. Gates found no s t a t is t ic a l evidence o f an asso ciatio n between respondent's undergraduate and graduate m ajors, highest degree earned, type of teaching experience, number o f years o f teaching experience, type o f a d m in is tra tiv e experience, number o f years o f a d m in is tra tiv e experience, professional experience, non-professional experience, and the scope of tech nical education program he admin­ is te r s . He concluded th a t these c h a ra c te ris tic s o f respondents had no d ir e c t In flu en ce on the type o f tech nical education program he d ire c ts . Gates made no attem pt to ascertain the perceptions o f r e le ­ vant others concerning the ro le o f a d m in istrato rs o f tech nical education. A ll respondents 1n the study were ro le Incumbents. Also th ere 1s some question regarding re p re s e n ta tiv e nature o f the respondents to the n atio n al population o f c h ie f public ju n io r c o l­ lege adm in istrato rs o f tech nical education. I t Is th is research er's 45 opinion th a t the 50 In s titu tio n s represented by the 66 respondents c o n s titu te a non-probab111ty sample o f p u b lic ju n io r c o lle g e s . Therefore p ro je c tin g the fin d in g s o f the study to the n atio n al population o f tech n ical education ad m in istra to rs should be done w ith cau tio n . Gates' research d id , however, provide a body o f Inform ation concerning the ro le o f ju n io r c o lleg e tech n ical educa­ tio n a d m in istrato rs which served as a springboard f o r s im ila r studies conducted by other In v e s tig a to rs . F ie ld in g Study The second m ajor, nationwide study o f c h ie f p u b lic ju n io r colleg e v o c a tio n a l-te c h n ic a l a d m in istrato rs was performd In 1966 by F ie ld in g . 19 1. The purposes o f his research were: To a s c e rta in the actual q u a lific a tio n s and d u tie s o f d ire c to rs and deans o f v o c a tio n a l-te c h n ic a l programs, 2. To a s c e rta in the d e s ira b le q u a lific a tio n s f o r d ir e c ­ tors and deans, and 3. To examine c e rta in aspects o f the o rg a n iza tio n a l s tru c ­ tu re as they p e rta in to the a d m in is tra tio n o f the v o c a tio n a ltech nical program. A ll the p u b lic ju n io r colleges 1n the United States lis te d 1n the 1966 Junior College D ire c to ry (which had a d ir e c to r or dean who devoted a t le a s t o n e -h a lf his or her time to the a d m in is tra tio n of the v o c a tio n a l-te c h n ic a l program) were In v ite d to p a r tic ip a te 1n the study. 19 Inform ation forms and a cover l e t t e r were sent to the F ie ld in g , "D ire c to rs o f V o cational-Technical Education." 46 c h ie f a d m in is tra tiv e o f f i c i a l o f each o f the p ublic ju n io r c o lle g e s . Of the 479 In s titu tio n s o r ig in a lly contacted, a to t a l o f 350 responded, and 235 d ire c to rs and deans were Id e n t if ie d . Of these, 162 d ire c to rs and deans (who devoted a t le a s t o n e -h a lf time to the d ire c tio n o f th e v o c a tio n a l-te c h n ic a l program) were selected fo r study. F ie ld in g used a mall question n aire fo r data c o lle c tio n and obtained Inform ation from both the c h ie f a d m in is tra tiv e o f f ic e r and the d ire c to r o r dean o f the v o c a tio n a l-te c h n ic a l program. He found th a t the a d m in is tra tiv e d u ties most fre q u e n tly performed by d ire c to rs and deans were: (1 ) working w ith advisory committees, (2 ) m aintaining contacts w ith business and In d u s try , (3) serving as a consultant in the development o f course and pro­ gram o b je c tiv e s , (4 ) a s s is tin g 1n the recruitm ent o f teach ers, (5) speaking to la y or professional groups, (6 ) o rie n tin g new teach­ e rs , and (7 ) evalu atin g outcomes o f in s tru c tio n a l programs. While th e re was some discrepancy among the opinions o f the c h ie f a d m in is tra tiv e o f f ic ia ls and d ire c to rs and deans regarding the place o f the c h ie f v o c a tio n a l-te c h n ic a l a d m in is tra to r 1n the admin­ is t r a t iv e hierarchy o f the p ublic ju n io r c o lle g e , F ie ld in g concluded th a t the dean or d ire c to r should re p o rt a t the f i r s t le v e l. F ie ld in g made no attem pt to te s t fo r s ig n ific a n t r e la t io n ­ ships between c h a ra c te ris tic s o f the respondents and t h e ir d u tie s , r e s p o n s ib ilitie s , or the types o f programs adm inistered. F u rth e r, no attem pt was made to te s t fo r s ig n ific a n t d iffe re n c e s 1n the ro le o f the c h ie f v o c a tio n a l-te c h n ic a l a d m in is tra to r as perceived by the c h ie f a d m in is tra tiv e o ffic e r s and the deans and d ir e c to r s . The 47 major value o f the study was It s c o n trib u tio n to the i n i t i a l body o f knowledge o f the ro le c h ie f ju n io r c o lle g e a d m in is tra to r o f technical education provided by Gates. Whitney Study In 1967 Whitney undertook a study s im ila r to those o f Gates and F ie ld in g . 1. 20 The major purposes o f th is study were: To id e n tify the a d m in is tra tiv e le v e ls , job t i t l e s , d u tie s , r e s p o n s ib ilitie s , and conditions o f employment o f the c h ie f v o c a tio n a l-te c h n ic a l education ad m in istra to rs in p u b lic ju n io r colleg es; 2. To Id e n tify patterns o f a d m in is tra tiv e s tru c tu re o f ju n io r colleges o ffe rin g occupational c u r r ic u la ; and 3. To a s c e rta in whether or not a s t a t i s t ic a l re la tio n s h ip e xis ts between a d m in is tra tiv e le v e ls and a d m in is tra tiv e d u ties and r e s p o n s ib ilitie s , conditions o f employment, and jo b t i t l e s o f c h ie f v o c a tio n a l-te c h n ic a l education a d m in is tra to rs . Using a sample s e le c tio n procedure s im ila r to the one employed by F ie ld in g , Whitney sent mail q uestionnaires to a l l o f the 479 pu blic ju n io r colleges lis t e d 1n the 1966 Jun io r College D ire c ­ to r y . The questionnaires were to be completed by c h ie f v o c a tio n a l- technical education a d m in is tra to rs . Of the 371 responses received from the ju n io r c o lle g e s , 255 were from c h ie f v o c a tio n a l-te c h n ic a l education a d m in is tra to rs . 20 These were used 1n the study. Whitney, MRole o f the C h ief V ocatio n al-T ech n ical Education A d m in is tra to r." 48 Among the Items in the question n aire were d es c rip tio n s o f 121 d u ties and r e s p o n s ib ilitie s o f the c h ie f v o c a tio n a l-te c h n ic a l education ad m in istrato rs grouped In to seven major a d m in is tra tiv e areas: (1 ) general a d m in is tra tio n and su p ervisio n , (2 ) business o perations, (3 ) p u b lic re la tio n s and promotional a c t i v i t i e s , (4 ) edu­ catio n al s t a f f personnel and in -s e rv ic e t r a in in g , (5 ) professional a c tiv itie s , (6 ) curriculum a d m in is tra tio n and development, and (7) student personnel serv ic es . The d u ties and re s p o n s ib ilitie s were id e n t if ie d through the review and synthesis o f e a r l ie r studies o f the ro le s o f lo c al d ire c ­ to rs , and lit e r a t u r e p e rta in in g to vocational education adm inis­ tr a tio n . W hitney's study y ie ld e d a g re a te r v a r ie ty o f fin d in g s than did those o f e ith e r Gates or F ie ld in g . Of the 121 d u ties and respon­ s i b i l i t i e s contained in the q u e s tio n n a ire , 109 were found to be functions o f the m a jo rity o f the a d m in istrato rs surveyed. Whitney also found th a t the ad m in istrato rs were working under 137 d if fe r e n t t i t l e s , predominantly containing e ith e r the word "dean" o r " d ir e c to r ." E ight a d m in is tra tiv e o rg a n iza tio n a l p at­ terns were Id e n tifie d ranging from those 1n which the c h ie f v o c a tio n a l-te c h n ic a l a d m in is tra to r and the presid en t were one and the same, to those In which the v o c a tio n a l-te c h n ic a l a d m in is tra to r was a coordinator w ith only s t a f f a u th o rity . The la rg e s t percentage o f colleges were organized so th a t the c h ie f v o c a tio n a l-te c h n ic a l a d m in istra to r reported d ir e c t ly to the president and had p a r a lle l status w ith the dean or d ire c to r o f the academic program. A 49 s t a t i s t ic a l re la tio n s h ip was found to e x is t between 24 o f the 121 duties and r e s p o n s ib ilitie s and the a d m in is tra tiv e le v e ls o f the c h ie f v o c a tio n a l-te c h n ic a l education a d m in is tra to rs . No attem pt was made by the In v e s tig a to r to a s c e rta in the perceptions o f re le v a n t others concerning the ro le o f the c h ie f v o c a tio n a l-te c h n ic a l a d m in is tra to r. were ro le incumbents. A ll respondents 1n the study F u rth e r, no attem pt was made to measure r e la ­ tionships between d u ties and r e s p o n s ib ilitie s o f the a d m in istra to rs and c h a ra c te ris tic s o f the respondents such as educational le v e l, professional work experience, and s ize o f c o lle g e . The concern regarding the re p re s e n ta tiv e nature o f the respondents to the n atio n al population o f c h ie f v o c a tio n a l-te c h n ic a l education a d m in istra to rs raised w ith the Gates study 1s also a p p lic ­ able to the Whitney study. I t 1s th is rese a rch e r's opinion th a t the 255 respondents in the survey c o n s titu te a n o n -p ro b a b ility sample o f a d m in is tra to rs . Therefore p ro je c tin g the fin d in g s o f the study to the n atio n al population o f p ublic ju n io r c o lleg e c h ie f v o c a tio n a l-te c h n ic a l education ad m in istrato rs should be done w ith cau tio n. However, th e fu r th e r expansion o f p u b lic ju n io r and com­ munity c o lle g e s , changes 1n the nature and scope o f post-secondary v o c a tio n a l-te c h n ic a l education, and the c o n tln a u lly evolving ro les o f two-year c o lleg e vocational education a d m in istra to rs have grad­ u a lly dated th is 1967 study. 50 K e lle r Study In 1971, K e lle r studied the ro le o f the c h ie f v o c a tio n a ltechnical education a d m in is tra to r in F lo rid a p u b lic community colleg es. 21 1. The purpose o f his study was to: Determine the present ro le o f the c h ie f v o c a tio n a l- technical education a d m in is tra to r in F lo rid a community colleges designated as post-secondary area vocational c e n te rs , 2. Id e n tify the c r i t i c a l tasks o f the v o c a tio n a l-te c h n ic a l education a d m in is tra to r 1n f u l f i l l i n g the goals o f occupational education 1n the in s tit u tio n s , and 3. Describe the evolving ro le o f the c h ie f v o c a tio n a l- technical education a d m in istra to r 1n F lo rid a community c o lleg e s . The In s titu tio n s selected fo r th is study included a l l o f the p ublic community colleges in F lo rid a designated as area voca­ tio n a l centers and having a f u ll- t im e equivalency student enrollm ent exceeding 400 1n occupational education. In terview s were conducted w ith the c h ie f v o c a tio n a ltechnical education a d m in is tra to r, his immediate s u p e rio r, two or more d iv is io n chairmen, and one member o f a lo cal occupational advisory committee a t each In s t it u t io n . There were th re e subareas o f major Importance d t e d w ith in the to ta l task area of general a d m in istra tio n and supervision. These th ree subareas w e r e :( l) m aintaining an In te rfa c e between the v o c a tio n a l-te c h n ic a l education d iv is io n o f the in s tit u tio n and the ^ K e l l e r , "Role o f the C h ief Vocational-Technical Adminis­ t r a t o r in Selected F lo rid a Community C olleges." 51 balance o f the c o lle g e , (2 ) long-range planning, and (3 ) m aintaining an In te rfa c e between the v o c a tio n a l-te c h n ic a l education in te re s ts o f the community c o lleg e and agencies or groups outside the I n s t i ­ tu tio n . K e lle r found th a t the c h ie f v o c a tio n a l-te c h n ic a l education adm in istrato rs did not agree on t h e ir most c r i t i c a l tasks in the area o f general a d m in is tra tio n . Coordination o f re p o rts , p o lic y development, and 1 n tra -1 n st1 tu t1o n al lia is o n were each given as the most c r i t i c a l . T h e ir immediate superiors were unanimous, however, 1n c itin g e ff e c t iv e long-range planning as the number one ta s k . These perceptions varied sharply w ith the d iv is io n chairmen, who were n e a rly unanimous 1n s ta tin g th a t providing leadership 1n new program planning, expediting d iv is io n recommendations and d iv is io n requests, and In te rp re ta tio n o f laws and le g is la tio n were the most Im portant tasks 1n t h e ir resp ective o rd er. There was a g re at d is p a r ity among the categories o f respon­ dents In the perception o f the c h ie f v o c a tio n a l-te c h n ic a l education a d m in is tra to r's present ro le In curriculum a d m in is tra tio n and develop­ ment. The c h ie f a d m in istrato rs Ind icated t h e ir present ro le was e s s e n tia lly one o f encouragement o f curriculum re-exam ination and change. T h e ir immediate s u p e rio rs , however, agreed th a t curriculum development was p rim a rily the re s p o n s ib ility o f the d iv is io n c h a ir­ men. The d iv is io n chairmen, though, were 1n agreement on a t le a s t six re s p o n s ib ilitie s o f the c h ie f v o c a tio n a l-te c h n ic a l adminis­ t r a t o r 1n the area o f curriculum development. s i b i l i t i e s were: These s ix respon­ (1 ) to I n i t i a t e and coordinate research on new 52 program needs 1n the lo c a l In d u s trie s and community a t la rg e ; (2 ) to a r t ic u la t e v o c a tio n a l-te c h n ic a l education programs w ith tech nical s o c ie tie s , s ta te lic e n s in g agencies, and in d u stry ; (3) to evalu ate program e ffe c tiv e n e s s ; (4 ) to m aintain curriculum lia is o n w ith other parts o f the c o lle g e ; (5 ) to a r t ic u la t e c o lleg e programs w ith high school programs; and (6 ) to determine new program placement among d iv is io n s . In the curriculum a d m in is tra tio n and development task area, the c h ie f a d m in is tra to r viewed the top tasks as the development o f new programs and the supervision and e valu atio n o f e x is tin g pro­ grams. None o f t h e ir Immediate superiors rated any aspect o f curriculum development as a c r i t i c a l task. The d iv is io n chairmen g e n e ra lly viewed tasks w ith in c u r r ic ­ ulum a d m in is tra tio n and development as more c r i t i c a l than the c h ie f a d m in is tra to r’ s ro le in general a d m in is tra tio n and supervision. The d iv is io n chairmen s p e c ific a lly Id e n tifie d three primary tasks o f the c h ie f v o c a tio n a l-te c h n ic a l education a d m in is tra to r 1n curriculum a d m in is tra tio n . These th ree tasks were: (1 ) providing resources fo r in s tru c tio n a l Improvement, (2 ) conducting and/or coordinating surveys to determine need and content fo r new programs, and (3 ) reviewing new and e x is tin g courses fo r content balance. Although K e lle r 's fin d in g s o f the ro le o f F lo rid a 's c h ie f v o c a tio n a l-te c h n ic a l ad m in istrato rs were s u b s ta n tia lly the same as the fin d in g s o f Gates, F ie ld in g , and Whlteney, his study was the f i r s t to Incorporate the concept o f re le v a n t o th e rs . K e lle r selected c e rta in In te r r e la te d po sitio n s a t each community co lleg e 53 and obtained the perceptions o f persons occupying these p osi­ tions concerning the ro le o f the c h ie f v o c a tio n a l-te c h n ic a l admin­ is t r a t o r . Through the In te rp re ta tio n o f elementary d e s c rip tiv e s t a t is t ic s , K e lle r was able to compare ro le perceptions between groups and Id e n tify areas o f agreement and disagreement. The design o f K e lle r 's research set the stage f o r a more complex study to be In it ia t e d by E v e re tt. 22 E v e re tt Study E v e re tt conducted a 1973 study o f the ro le o f the c h ie f v o c a tio n a l-te c h n ic a l education ad m in istra to rs 1n p ublic community colleges and tech n ical In s t it u t e s . Like K e lle r , E v e rett confined his In v e s tig a tio n to a d m in istrato rs o f one s ta te . In th is In stan ce, the In v e s tig a tio n focused upon the c h ie f v o c a tio n a l-te c h n ic a l edu­ cation a d m in istrato rs or "occupational education d ire c to rs " o f North C a ro lin a . He also incorporated concepts from G etzels and Guba's o rg a n iza tio n a l theory In which roles are seen as Interdepen­ dent and d e riv in g t h e ir meaning from o ther re la te d ro le s in the In s t it u t io n . E v e re tt, th e re fo re , obtained the perceptions o f re le va n t others concerning the ro le o f North C arolina occupational education d ire c to rs . The o b jectives o f E v e re tt's study were to: 1. Develop an Id e a l a d m in is tra tiv e ro le model fo r the occupational education d ir e c to r 1n the North C arolina community colleg e system, 22 E v e re tt, "Role o f the Occupational Education D ire c to r in North C arolina Community College System." 54 2. Determine the degree o f consensus between the occupa­ tio n a l education d ire c to r and each o th er r o le -d e fin in g group reg ard ­ ing the expected and actual ro le behaviors o f the occupational education d ir e c to r in the system, 3. Determine the re la tio n s h ip s between s iz e o f In s t it u t io n and perception o f ro le d e fln e rs concerning expected occupational education d ire c to r ro le behavior, and 4. Id e n tify the re la tio n s h ip s between o ther selected in s tit u tio n a l and personal v a ria b le s and ro le consensus among occu­ pation al education d ire c to rs regarding expected ro le behavior. The fo u r ro le -d e fin in g groups were occupational education d ire c to rs , presidents o f In s tit u tio n s , d ire c to rs o f student per­ sonnel, and department chairmen. The s ix a d m in is tra tiv e fu n c tio n a l areas assigned to the occupational education d ire c to r were: (1) c re a tin g , (2 ) planning, (3 ) o rg a n izin g , (4 ) m o tiv a tin g , (5 ) com­ munications, and (6) c o n tr o llin g . F ifte e n o f the 56 tech nical in s titu te s and community colleges 1n the system were randomly selected to p a r tic ip a te in the study. The sample consisted o f 15 p re s id e n ts , 15 occupational education d ire c to rs , 15 d ire c to rs o f student personnel, and 15 department chairmen fo r a to ta l o f 60 respondents. M all questionnaires were sent requesting personal and In s tit u tio n a l data and responses to 48 tasks th a t had been c a r e fu lly selected to d e p ic t the fu n c tio n a l c ateg o rie s . Each respondent was asked to In d ic a te the degree o f importance he or she placed upon each task fo r both expected and 55 actual ro le behaviors. The re tu rn in g data were tested using an analysis o f v arian c e. E v e re tt found consensus among the ro le d e fln e rs regarding expected occupational education d ir e c to r ro le b ehavior. However, a lack o f consensus was found among occupational education d ire c to rs and department chairmen regarding the actu al occupational education d ire c to r ro le behavior. This d iffe re n c e was s ig n ific a n t in the planning, o rg a n izin g , and communicating fu n c tio n s . E v e re tt con­ cluded th a t occupational education d ire c to rs were not In volving department chairmen s u f f ic ie n t ly in these a d m in is tra tiv e fu n c tio n s . The a n tic ip a te d re la tio n s h ip among s iz e o f In s t it u t io n s , work experience, type o f degree, re p o rtin g procedure, and consensus on expected occupational education d ire c to r ro le behavior m a te ria l­ ized only in the case o f the re p o rtin g procedure. Those occupational education d ire c to rs re p o rtin g d ir e c t ly to the p resid en t had s i g n i f i ­ c a n tly higher mean scores than those re p o rtin g to a dean. This d i f ­ ference was traced to the c re a tin g and organizing fu n c tio n s . Those occupational education d ire c to rs who reported to a dean showed s ig ­ n if ic a n t ly lower mean scores 1n both the c re a tin g and organizing functions than those re p o rtin g to a p re s id e n t. One c r itic is m which can be made o f the E v e re tt study 1s the s t a t is t ic a l procedure used to determine the degree o f consensus between the occupational education d ire c to rs and o th er ro le -d e fin in g groups. The procedure employed by the In v e s tig a to r was as fo llo w s : Mean scores o f p re s id e n ts , D ire c to rs o f Student Personnel, and department chairmen were then compared w ith the OEDs' mean score to determ ine 1 f any s ig n ific a n t d iffe re n c e 56 existed between the re s p e ctiv e scores. A lack o f s ig ­ n if ic a n t d iffe re n c e s In d icated consensus. The d iffe re n c e between mean scores Is not an app ro p riate s t a t is t ic a l procedure fo r determ ining consensus. Mean scores o fte n do not r e f l e c t uniform (re c ta n g u la r) or b 1 -p o la r d is trib u tio n s of responses w ith in and between groups across an ordered-response scale. E v e re tt's research did demonstrate, however, th a t o rg an i­ za tio n a l theory could be used successfu lly in constructing an accurate d es c rip tio n o f the ro le o f a v o c a tio n a l-te c h n ic a l adminis­ t r a t o r w ith in the complex social system o f a community c o lle g e . Summary Richardson d ire c te d a conference on occupational education In the tw o-year c o l l e g e . D u r i n g the conference, F. Parker W ilb e r, a two-year college p re sid e n t, presented a paper on "Occupational Education and A d m in is tra tio n ," in which he described the ro le o f deans o f occupational education in com m unity-junior c o lle g e s . His d es c rip tio n o f the d u ties and r e s p o n s ib ilitie s o f th is leadership p o sitio n 1s compatible w ith many o f the fin d in g s and conclusions o f Gates, F ie ld in g , Whitney, K e lle r , and E v e re tt and e f f e c t iv e ly sum­ marizes the lit e r a t u r e presented in th is ch ap ter. The d u tie s o f 23Ib 1 d ., p. 62. 24 Richard C. Richardson, J r . e t a l . , "Emphasis— Occupational Education 1n the Two-Year C o lle g e ," Addresses and Recommendations Presented a t a Conference Sponsored by the Midwest Technical Educa­ tio n Center and the American Association o f Junior C olleges, S t. Louis, May 12-14, 1966 (Washington, O .C .: American Association of Junior C olleges, 1966). 57 the O ffic e o f Dean o f Occupational Education formulated by W ilber were: 1. S electio n and recommendation of professional s t a f f , In c lu d ­ ing teachers; the o rg an iza tio n o f professional p re -s e rv ic e and In -s e rv ic e tr a in in g . 2. D ire c tio n and supervision o f the to ta l tech nical program Including currlculum s f o r f u ll- t im e o r p a rt-tim e students; also fo r adults undergoing tra in in g or r e tr a in in g . 3. Continuous production, e valu atio n and re v is io n o f courses to meet rap id changes 1n the colleg e program or fo r cur­ rlculums under co n sid eratio n . 4. In it ia t i n g community occupational surveys and studies to keep the program r e fle c tin g the employment changes and job standards. 5. Working co o p e rativ ely w ith advisory groups In the In te r e s t o f coordinating the c o lle g e programs w ith the lo cal com­ munity o r reg io nal area. 6. C u ltiv a tin g the fin a n c ia l assistan ce, community support, and public acceptance fo r the r e la t iv e ly la rg e r costs o f operating occupational programs. 7. Conducting and encouraging close re la tio n s h ip s between many types o f In te re s te d community groups and leaders who should be informed and cooperating. 8. A c tiv e ly engaging in a r tic u la tin g the co lleg e occupational program w ith other d iv is io n s and beyond the co lleg e w ith feeder high schools and supporting d i s t r i c t s . 25 Other s p e c ific d u ties lis te d by W ilber which he believed to be more executive in ch aracter were: 1. Determine and plan fo r the purchase, In s ta lla tio n and main­ tenance o f equipment and storage, c o n tro l, and d is tr ib u tio n o f consumable sup p lies. 2. Prepare budgets and make e q u ita b le d is tr ib u tio n o f funds to the various programs and services. 3. Develop and re v is e in s tru c tio n a l m a te ria ls fo r diverse programs. 4. Set up re g u latio n s and procedures fo r the o rd e rly placement o f occupational graduates and th e ir fo llo w -u p 1n employ­ ment. 26 25Ib 1 d ., pp. 23-24. 26Ib 1 d ., p. 24. 58 The d u tie s , r e s p o n s ib ilitie s , c r i t i c a l tasks, basic com­ petencies, e t c . , Id e n t if ie d 1n the preceding research studies and lit e r a t u r e served as one o f the bases f o r the development o f the i n i t i a l s e t o f ro le expectations fo r the O ffic e o f Dean o f Occupa­ tio n a l Education used 1n the research e f f o r t . F u rth e r, the research and lit e r a t u r e In d icated th a t ro le expectations f o r any c h ie f v o c a tio n a l-te c h n ic a l education a d m in is tra tiv e p o sitio n s in colleges or lo c a l school d is t r ic t s can be successfu lly subsumed in to the follow in g major a d m in is tra tiv e fu n ctio n s: 1. General A d m in istratio n and Supervision 2. Curriculum Development and In s tru c tio n 3. Budget and Finance Management 4. Planning, E v a lu atio n , and Research 5. Personnel Management and Professional Development 6. Constituency Development These major a d m in is tra tiv e functions were employed 1n the design o f the survey question n aire as a means o f c a te g o rizin g ro le expectations. No studies were conducted s p e c ific a lly to d e fin e the ro le expectations o f the O ffic e o f Dean o f Occupational Education in Michigan community c o lle g e s . F u rth e r, researchers who conducted national studies o f community and ju n io r c o lle g e v o c a tio n a ltechnical a d m in istrato rs used questionable sampling techniques 1n obtaining t h e ir re p re s e n ta tiv e group o f survey respondents. There­ fo re , th ere 1s s u b s ta n tial doubt whether the fin d in g s o f these 59 studies can be gen eralized s u f f ic ie n t ly to Include Michigan admin­ is t r a t iv e p o s itio n s . This doubt encouraged th is researcher to pursue th is In v e s tig a tio n . CHAPTER I I I METHODOLOGY In tro d u c tio n The o b je c tiv e s o f th is d e s c rip tiv e study were to : 1. Obtain a f i r s t approximation reading o f the major ro le expectations o f the O ffic e o f Dean o f Occupational Education. 2. Determine the r e la t iv e In te n s ity and p r io r it y w ith which these ro le expectations are viewed by ro le incumbents and re le v a n t o th e rs . 3. Measure the le v e l o f consensus and dissensus among incumbents and re le v a n t others regarding the major ro le expec­ ta tio n s . 4. Id e n tify any d iffe re n c e s in the ro le expectations as viewed by Incumbents and re le v a n t o th e rs , and 5. Explore re la tio n s h ip s among the ro le expectations and Independent v a ria b le s o f community c o lleg e s iz e , number o f f u l l ­ time subordinate ad m in istrato rs re p o rtin g to the O ffic e o f Dean, professional work experience, and the educational le v e l o f Incum­ bents and re le v a n t o th ers. A d e s c rip tiv e approach was employed 1n gathering Inform a­ tio n p e rta in in g to the ro le perceptions and demographic c h a ra c te r­ is tic s o f persons w ith in the study. A mall qu estion n aire was form ulated, containing c e rta in dependent v a ria b le s o f selected 61 a d m in is tra tiv e behavior and was adm inistered to the to t a l population o f Michigan community c o lleg e vocational education Department Heads, Occupational Education Deans, and P resid en ts. The m all question­ n aire also requested data re la te d to the educational le v e l and pro­ fessional work experience o f survey respondents. This chapter contains a discussion o f the means by which the data were obtained and analyzed. The arrangement o f topics g e n e ra lly corresponds to the sequence 1n which research a c t iv it i e s were performed. The Population The Occupational Education Deans selected fo r the study were those persons lis te d as an "Occupational Dean" 1n the 1975-76 Michigan Department o f Education D ire c to ry o f Vocational Adminis­ tra to rs . In accordance w ith the d e lim ita tio n statement found e a r l ie r , each o f these in d iv id u a ls occupied the a d m in is tra tiv e o ff ic e id e n tifie d by the community c o lle g e c h ie f executive as having p r i ­ mary a u th o rity and re s p o n s ib llity fo r developing, s u s ta in in g , e v a lu a tin g , and promoting the In s t it u t io n 's programs and courses o f vocational and tech nical education. The to t a l population o f M ichigan's p u blic community c o lle g e Occupational Education Deans was 31 persons. This count includes both the Center Campus and South Campus Occupational Education Deans o f Macomb County Community C ollege, and also the two Occupational Education Deans o f Lansing Community College (Dean o f Applied A rts and Sciences and Dean o f Business). See Appendix A fo r a 11st o f Michigan p ublic community colleges represented 1n the study. 62 P rio r to conducting the study, each Occupational Education Dean was asked to submit to the In v e s tig a to r the names and t i t l e s o f his Immediate superordinate (P re s id e n t) and subordinates (D epart­ ment Heads). See Appendix B f o r l e t t e r o f request. A ppropriate d e fin itio n s o f President and Department Heads accompanied the Inves­ t ig a t o r 's request 1n order to assure the Id e n t if ic a t io n o f proper re le va n t o th e rs . The persons Id e n t if ie d by the 31 Occupational Education Deans c o n s titu te d the t o t a l population o f Presidents (29 persons) and Department Heads (131 persons). A ll Occupational Education Deans and t h e ir Presidents and Department Heads were Included 1n the study. P reparation o f the Instrum ent Role expectations can be studied e f f e c t iv e ly by means o f questionnaires.^ This form o f In q u iry was used since i t is among the more e f f i c i e n t methods o f o b tain in g in form atio n from the t a r ­ get population groups. The q u estio n n aire was devised by the In v e s tig a to r through means o f a th re e -s te p process. The f i r s t step was to develop a 11st o f 122 te n ta tiv e ro le expectations o f the O ffic e o f Dean o f Occupational Education r e la t iv e to the s ix a d m in is tra tiv e functions o f: (1 ) General A d m in istratio n and Supervision; (2 ) Curriculum Development and In s tru c tio n ; (4) (3 ) Budget and Finance Management; Planning, E v a lu atio n , and Research; (5 ) Personnel Management and Professional Development; and (6 ) Constituency Development. ^Sarbln, "Role Theory," p. 227. This was 63 accomplished by review ing ap p ro p riate l i t e r a t u r e , analyzing re la te d research, and in te rv ie w in g p ra c titio n e rs In the f i e l d o f educational ad m in istra tio n and vocational education. The ro le expectations were stated In terms o f actions or deeds and organized In to major adminis­ t r a t iv e functions f o r fu r th e r development. The second step was to submit the proposed ro le expectations to a Jury o f Experts in Michigan p ublic community c o lle g e voca­ tio n a l and tech nical education. The Jury o f Experts included e ig h t former Michigan community c o lleg e P resid en ts, Occupational Educa­ tio n Deans, and Department Heads, and a n atio n al a u th o rity on voca­ tio n a l education a d m in is tra tio n . Members o f the Jury were asked to judge only the appropriateness o f the ro le exp ectatio n s. See Appendices C and D. Upon the recommendation o f the Jury o f Experts, 50 o f the te n ta tiv e ro le expectations were r e w r itte n , 26 were elim in ated or combined as necessary, and 3 new ro le expectations were added. The revised set o f ro le expectations was organized in to q u estionnaire form and a L ik e r t scale was added to help respondents ra te the r e la ­ t iv e in te n s ity w ith which they associated in d iv id u a l ro le expecta­ tions w ith the O ffic e o f Dean o f Occupational Education. The scale perm itted respondents to s e le c t one o f f iv e response options ranging from stro n g ly agree to stro n g ly d is a g re e . In s tru c tio n s were also Included d ire c tin g respondents to s e le c t the options which most c lo se ly represented t h e ir opinion o f the e x te n t to which someone occupying the O ffic e o f Dean o f Occupational Education should p er­ form each ro le exp e ctatio n . A series o f open-ended questions was 64 also added, enabling the c o lle c tio n o f demographic data concerning the educational le v e l and p rofessional work experience o f respondents. The th ir d and f in a l step was to f i e l d te s t the question­ n a ire and I t s component Items w ith the Jury o f Experts. During the f ie l d t e s t , members o f the Jury were asked to complete the questionnaire according to the In s tru c tio n s and to make recommen­ dations as to the e ffe c tiv e n e s s o f the proposed research in s tr u ­ ment. See Appendix E f o r In s tru c tio n s to the Jury o f Experts— P ilo t T es t. Needed a lte r a tio n s o r re v is io n s to the q u estio n n aire Indicated by the f i e l d te s t were made p r io r to It s use in the study. The Jury o f Experts also evaluated the q u estio n n aire as to It s face v a li d i t y and s u i t a b i l i t y to the population groups 1n the study and found I t acceptable. Data C o lle c tio n A q u estionnaire and a cover l e t t e r o f explanation were mailed to each p a r tic ip a n t. See Appendices F and G. In the cover l e t t e r o f e x p la n a tio n , a two-week re tu rn date was requested. A s elf-ad dressed , stamped envelope was enclosed to encourage the return o f the q u es tio n n a ire . A lim ite d attem pt to m aintain anony­ mity o f respondents was undertaken. Each q u estio n n aire was coded 1n order to id e n t if y the respondent, his p o s itio n or o f f ic e , and his employing community c o lle g e . fa c to rs : This decision was based on two (1 ) to provide control o f the study and to a id 1n fo llo w - up o f unanswered requests, and (2 ) to a llo w grouping o f responses 65 by p o sitio n o r o f f ic e . However, demographic data and the responses to In d iv id u a l ro le expectations are not reported on a basis which would Id e n tify respondents or t h e ir In s t it u t io n s . One week a ft e r the e x p ira tio n o f the o rig in a l re tu rn d a te , a fo llo w -u p le t t e r w ith a fresh Instrument was m ailed to non-respondents requesting them to re tu rn the completed q u estion n aire w ith in the next two weeks. See Appendix H. I f th is procedure f a ile d to obtain a re tu rn , the In v e s tig a to r contacted each non-respondent by telephone to confirm In te n tio n s to complete th e qu estion n aire and re tu rn 1t by m a ll. The I n i t i a l m ailin g y ie ld e d a re tu rn o f 73 percent. Subse­ quent follow -up attempts secured a d d itio n a l re tu rn s , brin g in g the to ta l o f responses to 88 percent. Table 3 . 1 . — Role Incumbents and re le v a n t others o f Michigan public community colleges forming population f o r the study. Number Contacted Number Responding Percent Responding Presidents 29 27 93 Occupational Education Deans 31 31 100 131 111 85 191 169 88 Group Department Heads T o tal Questionnaires were returned to the researcher during the course o f a five-w eek p erio d . Upon re c e ip t o f the completed ques­ tio n n a ire s , the s ize o f the community c o lle g e and number o f f u l l- t im e 66 adm inistrators were added to the Instrum ent. The code recorded on each questionnaire perm itted the researcher to Id e n t if y the respon­ dent's employing community c o lle g e . The numbers o f 1975 Calendar- Year Equated Students (CYES) e n ro lle d 1n approved v o c a tio n a ltechnical education courses and the number o f f u ll- t im e subordinate adm inistrators re p o rtin g to the O ffic e o f Dean o f Occupational Education were entered in to special spaces provided on the questio n n a lre . 2 The 1975 CYES and subordinate a d m in is tra to r 1 Inform a­ tio n was obtained from the V o catio n al-T ech n ical Education Service o f the Michigan Department o f Education. T estable Hypotheses The n u ll hypotheses tested In th is study were: : No d iffe re n c e s e x is t among the separate group mean scores o f P resid en ts, Occupational Education Deans, and Department Heads regarding the performance o f ro le expectations o f the O ffic e o f Dean o f Occupational Education r e la t iv e to selected a d m in is tra tiv e functions o f v o c a tio n a l-te c h n ic a l education. consensus e x is ts among the separate group responses of P residents, Occupational Education Deans, or Department Heads regarding the performance o f ro le expectations o f the O ffic e o f Dean o f Occupational Education r e la t iv e to selected a d m in is tra tiv e functions o f v o c a tio n a l-te c h n ic a l education. No 2 Michigan Department o f Education, "Vocational Reimburse­ ment Report fo r Public Community and Jun io r C olleges— F is ca l Year 1976," The Vocational-Technical Education S e rv ic e , MDE Form No. VE-4563B, June 7 , 1976. 3 Michigan Department o f Education, "A p p licatio n fo r Voca­ tio n a l Education A d m in istratio n Reimbursement— F iscal Year 1976," The V ocational-Technical Education S e rv ic e , MDE Form No. VE-4003, May 1975. 67 H~: No dlssensus e x is ts among the separate group responses o f P resid en ts, Occupational Education Deans, o r Department Heads regarding the performace o f ro le expectations o f the O ffic e o f Dean o f Occupational Education r e la t iv e to selected a d m in is tra tiv e fun ction s o f v o c a tio n a l-te c h n ic a l education. H-: No re la tio n s h ip s e x is t among the separate group responses o f P resid en ts, Occupational Education beans, and department Heads regarding the performance o f ro le expectations o f the O ffic e o f Dean o f Occupational Education r e la t iv e to selected a d m in is tra tiv e functions o f v o c a tio n a l-te c h n ic a l education and the number o f years o f experience In one's present p o s itio n . H5: No re la tio n s h ip s e x is t among the separate group responses o f P resid en ts, Occupational Education Deans, and bepartment Heads regarding the performance o f ro le expectations o f the O ffic e o f Dean o f Occupational Education r e la t iv e to selected a d m in is tra tiv e functions o f v o c a tio n a l-te c h n ic a l education and the number o f years o f experience 1n one's present community c o lle g e / Hgt No re la tio n s h ip s e x is t among the separate group responses o f P resid en ts, Occupational Education Deans, and Department Heads regarding the performance o f ro le expectations o f the O ffic e o f Dean o f Occupational Education r e la t iv e to selected a d m in is tra tiv e functions o f v o c a tio n a l-te c h n ic a l education and the number o f years o f teaching experience 1n p u blic community c o lle g e education. Wj\ No re la tio n s h ip s e x is t among the separate group responses o f P resid en ts, Occupational Education Deans, and Department Heads regarding the performance o f ro le expectations o f the O ffic e o f Dean o f Occupational Education r e la t iv e to selected a d m in is tra tiv e fun ction s o f v o c a tio n a l-te c h n ic a l education and the number o f years o f a d m in is tra tiv e experience 1n p u b lic community c o lleg e education. H«: No re la tio n s h ip s e x is t among the separate group responses o f P resid en ts, Occupational Education Deans, and bepartment Heads regarding the performance o f ro le expectations o f the O ffic e o f Dean o f Occupational Education r e la t iv e to selected a d m in is tra tiv e functions o f v o c a tio n a l-te c h n ic a l education and one's le v e l o f education* Hg : No re la tio n s h ip s e x is t among the separate group responses o f P resid en ts, Occupational Education Deans, and bepartment Heads regarding the performance o f ro le expectations o f the O ffic e o f Dean o f Occupational Education r e la t iv e to selected a d m in is tra tiv e functions o f v o c a tio n a l-te c h n ic a l education and the s iz e o f the p u b lic community c o lle g e . 68 H10# No re la tio n s h ip s e x is t among the separate group responses o f P resid en ts, Occupational Education Deans, and bepartment Heads regarding the performance o f r o le expectations o f the O ffic e o f Dean o f Occupational Education r e la t iv e to selected a d m in is tra tiv e fun ction s o f v o c a tio n a l-te c h n ic a l education and the number o f f u l l - t i m e a d m in is tra to rs re p o rtin g to the O ffic e o f Dean. Methods o f A nalysis In order to te s t hypotheses re la te d to s ig n ific a n t d i f f e r ­ ences 1n ro le expectations among the th re e groups, a one-way m u lti­ v a ria te analysis o f variance (MANOVA) was employed. The m u ltiv a r ia te approach analyzed the nature o f d iffe re n c e s among P res id en ts, Occu­ pation al Education Deans, and Department Heads regarding the ro le expectations o f the O ffic e o f Dean o f Occupational Education. An experimental alpha le v e l o f .01 was estab lish ed fo r re je c tio n o f the n u ll hypothesis o f no s ig n ific a n t d iffe re n c e s between group response means. I f the n u ll hypothesis was re je c te d , a u n iv a ria te a n alysis o f variance (ANOVA) was conducted as a post hoc measure on an 1tem-by-1tem b asis. Those u n lv a rla te s which proved s ig n ific a n t were reanalyzed using the ScheffS method to determ ine where the d iffe re n c e s la y . In order to te s t hypotheses re la te d to consensus o r dlssensus fo r ro le expectations w ith in groups, L e lk 's S t a t is t ic o f O rdinal 4 Consensus was employed. L e lk 's S t a t is t ic o f O rdinal Consensus was computed to determine the le v e l o f consensus o r dlssensus w ith in 4 Robert K. L e lk , "A Measure o f O rdinal Consensus," P a c ific S ociolo g ical Review 9 (F a ll 1966): 8 6 -9 0 . 69 each group 1n t h e ir responses to In d iv id u a l Item s. L e lk 's S t a t is t ic produces an Index which may vary In value from .00 to 1 .0 0 . Given an Item scale o f f iv e p o in ts , the higher ( .7 0 , .8 0 , .9 0 ) the Index, the g re a te r the c lu s te rin g o f responses 1n fewer categ o ries adjacent to one ano th er. T h e re fo re , high consensus In d ic a te s th a t the respon­ ses c lu s te r on one o r only a few o f the scale points adjacent to one another. An Index o f approxim ately .50 In d ic a te s th a t the responses d is tr ib u te across the scale points w ith an approxim ately uniform (re c ta n g u la r) d is tr ib u tio n . The lower ( .1 0 , .2 0 , .3 0 ) the Index, the lower the consensus (a c tu a lly a case o f dlssensus or b l-p o la r s p l i t ) , and th e re fo re the c lu s te rin g o f responses on a few scale points separated from one another (a U-shaped d is tr ib u tio n ).® L e lk 's S t a t is t ic o f O rdinal Consensus Is derived through the fo llo w in g procedure: 1. Compute the cum ulative r e la t iv e frequency d is tr ib u t io n , F-f, o f ordered scale responses by a group to In d iv id u a l q u estio n n aire 1terns. 2. C alcu la te the d ep a rtu re, d j , o f the cum ulative r e la t iv e frequency value from the value o f 1.00 fo r each o f the ordered scale responses, sym b o lically expressed as: 5 F rederick R. Ignatovich and Mustafa Aydln, "Role Expecta­ tio n s and Performance o f Turkish School P rin c ip a ls — Em pirical Find­ ings and Comparative Im p lic a tio n s ," paper presented a t the American Educational Research A ssociation Annual M eeting, Chicago, I l l i n o i s , A p ril 15, 1975, pp. 8 -9 . 70 F1 I f Fi 5 .50 d (o r) 1 f 1 - Fj otherwise 3. Compute the o rd in al d is p e rs io n , D, o f group responses to In d iv id u a l q u estio n n aire Items: D = 2 £ d{ rm - 1 where m equals the to ta l number o f ordered scale responses. 4. C a lc u la te the measure o f o rd in al consensus (o r dlssen­ sus) among the group concerning In d iv id u a l q u estio n n aire Items: O rdinal Consensus * 1 - D Viewed 1n th is way, L e lk 's Index 1s an e ff e c t iv e d e s c rip tiv e s t a t is t ic f o r determ ining the le v e l and d is tin g u is h in g p attern s o f consensus and dlssensus w ith in a group responding to question n aire Items. A d e s c rip tiv e comparison and c o n tra s t was then used by the researcher to observe the p attern s o f consensus o r dlssensus among groups regarding responses to q u estion n aire Item s. Tests o f hypotheses concerning re la tio n s h ip s between r o le expectations and Independent v a ria b le s such as educational le v e l, work experience, and community c o lle g e s iz e were provided through the computations o f Pearson's product-moment c o e ffic ie n t o f c o r re la ­ tio n ( r ) fo r each group on an 1tem-by-1tem b asis. Pearson's product- moment c o e ffic ie n t was used to determine the existence o f strong p o s itiv e or strong negative re la tio n s h ip s between In d iv id u a l ro le expectations and the Independent v a ria b le s selected fo r the study. 71 Summary The d e s c rip tiv e study was aimed a t te s tin g a number o f hypotheses concerning the major ro le expectations o f the O ffic e o f Dean o f Occupational Education 1n Michigan p ublic community c o l­ leges as viewed by P residents, Department Heads, and Occupational Education Deans. A question n aire was developed and tested w ith the assistance of a Jury o f Experts 1n Michigan community c o lleg e admin­ is tr a t io n and v o c a tio n a l-te c h n ic a l education. The questionnaire was mailed to 191 persons comprising the to t a l population o f the three groups Id e n t if ie d . An o v e ra ll response ra te o f 88 percent was obtained. Data were analyzed using app ro p riate s t a t is t ic a l procedures. A one-way m u ltiv a ria te analysis o f variance and u n iv a ria te analysis of variance were conducted 1n order to te s t hypotheses concerning d iffe re n c e s between groups in t h e ir perceptions o f the major ro le expectations. Pearson's product-moment c o e ffic ie n t o f c o rre la tio n was computed to te s t hypotheses concerning re la tio n s h ip s between each group's perception o f ro le expectations and the Independent v a riab le s o f professional work experience, educational le v e l, and community c o lleg e s iz e . L e lk 's S t a t is t ic o f Ordinal Consensus was computed f o r In d iv id u a l questionnaire items 1n order to te s t hypotheses concerning consensus and dlssensus w ith in each group 1n the response to the p a r tic u la r Item . The analyses o f the re s u lts o f the study are presented in the fo llo w in g chapter. CHAPTER IV ANALYSIS AND PRESENTATION OF DATA The purpose o f th is chapter 1s to re p o rt: (1 ) d e s c rip tiv e data r e la t iv e to the respondents and the In s titu tio n s they re p re ­ sent; (2 ) the opinions o f r o le Incumbents (Occupational Education Deans) and re le v a n t others (P residents and Department Heads) regarding the ro le expectations examined 1n th e study; and (3 ) the re s u lts o f n u ll hypothesis te s ts o f group d iffe re n c e s , group con­ sensus, and re la tio n s h ip s on In d iv id u a l ro le exp ectatio n s. Background Among the primary o b je c tiv e s o f th is study was to o b tain a f i r s t approximation o f the major r o le expectations o f the O ffic e o f Dean o f Occupational Education w ith respect to selected adminis­ t r a t iv e functions o f vocational education. In order to achieve th is o b je c tiv e , a qu estion n aire containing 103 ro le expectations re p re ­ senting s ix major a d m in is tra tiv e functions was mailed to 191 persons c o n s titu tin g the to t a l population o f Michigan community c o lleg e P residents, Occupational Education Deans, and Department Heads. N in e ty -th re e percent (27) o f the P resid en ts, 100 percent (31 ) o f the Occupational Education Deans, and 85 percent (111) o f the Department Heads returned usable q u estio n n aires. Each expectation stated a c o g n itiv e actio n o r deed which could reasonably be 72 73 performed by someone occupying the O ffic e o f Dean o f Occupational Education. The s ix major a d m in is tra tiv e functions represented by the ro le expectations were: (1 ) General A d m in istratio n and Super­ v is io n ; (2 ) Curriculum Development and In s tru c tio n ; (3 ) Budget and Finance Management; (4 ) Planning, E v a lu atio n , and Research; (5 ) Personnel Management and Professional Development; and (6 ) Con­ stitu en cy Development. Respondents were asked to In d ic a te the exten t to which they agreed or disagreed th a t someone occupying the O ffic e o f Dean o f Occupational Education (o r e q u iv a le n t t i t l e ) should perform each o f the given ro le exp ectatio n s. The fo llo w in g L lk e r t scale was used to measure the In te n s ity o f respondents' opinions and to compute group mean scores fo r each expectation: Strongly Agree ............................. 5 A g r e e .................................................. 4 Undecided Disagree ....................................... 3 .................................... 2 Strongly Disagree ........................ 1 Mean scores o f In d iv id u a l ro le expectations were used to Id e n tify those w ith in the q u estion n aire set associated w ith the O ffic e o f Dean o f Occupational Education. A fix e d mean score o f 3 .7 0 was established to d is c rim in a te among ro le exp ectatio n s. Role expec­ ta tio n s w ith a mean score equaling or exceeding the fix e d mean o f 3.70 were judged to be associated w ith the O ffic e o f Dean o f Occupational Education. Expectations w ith a mean score less than the fix e d mean were considered not associated w ith the O ffic e o f Dean. 74 To produce a s in g le set o f r o le expectations fo r the O ffic e of Oean o f Occupational Education, the separate group mean scores o f Presidents, Occupational Education Deans, and Department Heads were summed and divided by t h e ir number producing a combined-group mean score fo r each exp ectatio n . In d iv id u a l ro le expectations w ith a combined-group mean score equaling o r exceeding the fix e d mean o f 3.70 c o n s titu ted the s in g le , combined-group o f expectations asso­ ciated w ith the O ffic e o f Dean o f Occupational Education. A ll Items w ith in the e n tir e set o f ro le expectations were ranked from 1 to 103 fo r separate groups (P re s id e n ts , Occu­ pational Education Deans, and Department Heads) and combined groups according to the descending order o f mean scores. Rank ordering o f a ll Items was used to e s ta b lis h the r e la t iv e p r io r it y o f r o le expec­ ta tio n s w ith in each fu n c tio n and w ith in the e n tir e s e t. rank fo r a l l expectations In each groupw as52. The median Role expectations having a rank equaling o r exceeding the median were considered higher p r io r it y exp ectatio n s. Role expectations having a rank less than the median o f 52 were considered lower p r io r it y exp e ctatio n s. In order to categ o rize higher and lower p r io r it y r o le expectations in the combined-group s e t, the median rank o f 52 was also employed. Test o f Hypotheses The fo llo w in g n u ll hypotheses were also tested using the s t a t is t ic a l methods o f analyses described 1n Chapter I I I : H ,: No d iffe re n c e s e x is t among the separate group mean scores o f P resid en ts, Occupational Education Deans, and bepartment Heads regarding the performance o f ro le expectations o f the O ffic e o f Dean o f Occupational Education r e la t iv e to selected a d m in is tra tiv e functions o f v o c a tio n a l-te c h n ic a l education. 75 H«: No consensus e x is ts among the separate group responses o f Presidents, Occupational Education Deans, or Department Heads regarding the performance o f ro le expectations o f the O ffic e o f Dean o f Occupational Education r e la tiv e to selected a d m in is tra tiv e functions o f v o c a tio n a l-te c h n ic a l education. H3 : No dlssensus e x is ts among the separate group responses o f Presidents, Occupational Education Deans, or Department Heads regarding the performance o f ro le expectations o f the O ffic e o f Dean of Occupational Education r e la tiv e to selected a d m in is tra tiv e functions o f v o c a tio n a l-te c h n ic a l education. H,: No re la tio n s h ip s e x is t among the separate group responses o f P residents, Occupational Education Deans, and bepartment Heads regarding the performance o f ro le expectations o f the O ffic e o f Dean o f Occupational Education r e la tiv e to selected a d m in is tra tiv e functions o f v o c a tio n a l-te c h n ic a l education and the number o f years o f experience 1n one's present p o s itio n . Hgt No re la tio n s h ip s e x is t among the separate group responses o f Presidents, Occupational Education beans, and bepartment Heads regarding the performance o f ro le expectations o f the O ffic e of Dean o f Occupational Education r e la tiv e to selected a d m in is tra tiv e functions o f v o c a tio n a l-te c h n ic a l education and the number o f years o f experience 1n one’ s present community c o lle g e . Hg: No re la tio n s h ip s e x is t among the separate group responses o f P residents, Occupational Education beans, and Department Heads regarding the performance o f ro le expectations o f the O ffic e o f Dean o f Occupational Education r e la t iv e to selected a d m in is tra tiv e functions o f v o c a tio n a l-te c h n ic a l education and the number o f years o f teaching experience In public community college education. H^: No re la tio n s h ip s e x is t among the separate group responses o f P residents, Occupational Education beans, and Department Heads regarding the performance o f ro le expectations o f the O ffic e o f Dean o f Occupational Education r e la tiv e to selected a d m in is tra tiv e functions o f v o c a tio n a l-te c h n ic a l education and the number o f years o f a d m in is tra tiv e experience 1n public community college education. H«: No re la tio n s h ip s e x is t among the separate group responses o f Presidents, Occupational Education beans, and bepartment Heads regarding the performance o f ro le expectations o f the O ffic e o f Dean o f Occupational Education r e la t iv e to selected a d m in is tra tiv e functions o f v o c a tio n a l-te c h n ic a l education and one's le v e l o f education. 76 Hg: No re la tio n s h ip s e x is t among the separate group responses o f P resid en ts, Occupational Education Deans, and Department Heads regarding the performance o f ro le expectations o f the O ffic e o f Dean o f Occupational Education r e la t iv e to selected a d m in is tra tiv e functions o f v o c a tio n a l-te c h n ic a l education and the s iz e o f the p ublic community c o lle g e . H-.Q*. No re la tio n s h ip s e x is t among the separate group responses o f P resid en ts, Occupational Education Deans, and Department Heads regarding the performance o f ro le expectations o f the O ffic e o f Dean o f Occupational Education r e la t iv e to selected a d m in is tra tiv e functions o f v o c a tio n a l-te c h n ic a l education and the number o f f u ll- t im e a d m in istra to rs re p o rtin g to the O ffic e o f Dean. The hypothesis o f d iffe re n c e s (H-j) Mas tested fo r group p airs on an 1tem-by-1tem basis a t the .01 le v e l o f s ig n ific a n c e . Hypotheses o f consensus and dlssensus (H2 and H^) were tested f o r each group on an 1tem-by-1tem basis a t the o rd in al consensus Indices of t .75 (consensus) and 5 .25 (dlssensus). Hypotheses o f r e la tio n ­ ships (H^-H^q) were tested on an 1tem-by-1tem basis fo r each group by computing the c o rre la tio n c o e ffic ie n ts . C o e ffic ie n ts o f .50 or g re ater w ith a le v e l o f s ig n ific a n c e exceeding .01 In d ic ated the presence o f a strong p o s itiv e re la tio n s h ip . C o e ffic ie n ts o f - .5 0 or less w ith a le v e l o f s ig n ific a n c e exceeding .01 In d ic ated the presence o f a strong negative re la tio n s h ip . The s t a t i s t ic a l analyses o f data concerning the n u ll hypotheses are presented 1n subsequent discussions o f ro le expectations fo r each o f the s ix functions o f v o c a tio n a l-te c h n ic a l education. C h a ra c te ris tic s o f Respondents Professional Work Experience Respondents In the study were asked to provide c e rta in inform ation regarding the nature and exten t o f t h e ir professional 77 work experiences. The data were c o lle c te d through a separate sec­ tio n o f the survey q u estio n n aire (see Appendix G) and used to te s t the hypotheses o f re la tio n s h ip s stated e a r l i e r . Table 4.1 shows the average years o f experience by selected work experience categ o ries as reported by each respondent group. Table 4 . 1 . — Professional work experiences o f P re s id e n ts , Occupational Education Deans, and Department Heads. Years o f Experience Work Experience Category Presidents Mean S.D .a Deans Mean S.D. Present jo b p o sitio n 6.37 4 .2 0 5 .7 0 4.12 6 .5 3 5.51 Present conmunlty c o lleg e 9 .25 6 .3 8 8 .2 6 4.91 8.29 6 .0 5 Community c o lleg e teaching 4 .0 3 3 .4 0 4.22 2.69 7.28 6 .7 8 Community c o lle g e admin­ is tr a t io n 9.03 4 .5 0 8 .3 5 4.28 5.19 3.11 Professional assignments 1n p u blic education 21.27 6.17 10.41 9.62 14.06 10.61 Dept. Heads Mean S.D. aS.D. ■ standard d e v ia tio n . A ll three groups averaged n e a rly the same number o f years experience In t h e ir job p o s itio n and present community c o lle g e . D ifferences 1n length o f experience between groups f o r these two work experience categ o ries were less than a y e a r. Department Heads, how­ e ve r, s u b s ta n tia lly exceeded Presidents and Occupational Education Deans in community c o lle g e teaching experience. Department Heads 78 averaged over seven years o f teaching experience compared to appro xi­ m ately fo u r years f o r the o th er respondent groups. Presidents possessed g re a te r experience in the categories o f community c o lle g e a d m in is tra tio n and p u b lic education than did the other groups. Presidents were follow ed c lo s e ly by Occupational Education Deans. In both In stan ces, d iffe re n c e s 1n group averages were under a y e a r. Department Heads, however, had s u b s ta n tia lly less a d m in is tra tiv e and p ublic education experience than P resid en ts. Levels o f Education Inform ation concerning the educational le v e ls o f respondents was also gathered. Table 4 .2 contains data showing the number o f respondents by c e rta in le v e ls o f post-high education. Table 4 . 2 . — Level o f post-high education a tta in e d by P resid en ts, Occupational Education Deans, and Department Heads. Respondent Group Level o f Education None Presidents No. % Deans No. * Dept. Heads No. i 0 0 1 l 0 0 0 9 8 0 0 0 0 3 3 0 4 0 4 0 13 12 11 Masters degree More than masters degree but less than doctoral degree 0 1 22 20 11 41 22 71 41 Doctoral degree 15 55 5 16 46 18 27 100 31 100 111 100 Less than bachelors degree 0 0 Bachelors degree More than bachelors but less than masters degree T otals 0 16 79 The most common le ve l o f education among Presidents was the doctoral degree* w ith 55 percent o f the group providing th a t response. N1nety-s1x percent o f the Presidents beyond the masters degree. had continued t h e ir education Seventy-one percent o f the Occupational Education Deans had pursued post-masters work; however* r e la t iv e ly few (16 percent) the Deans had earned a doctoral degree. Only 13 percent o f had term inated t h e ir post-high education a t the masters degree le v e l. T h ree-fo u rths o f the Department Heads had engaged In post-graduate work. The g re a te s t percentage o f Department Head responses was 1n the post-masters category. tio n a l Education Deans* Department Heads had S im ila r to the Occupa­ 16 percent o f t h e ir group a t the doctoral degree le v e l. In s tit u tio n a l C h a ra c te ris tic s Inform ation regarding the vocational education student enrollm ent s iz e o f Michigan p u blic community colleges was obtained from records o f the Michigan Department o f Education.^ Table 4 .3 d isplays the 1975 Calendar Year Equated Student enrollm ents 1n the In s titu tio n s employing the th ree respondent groups. A b1modal d is tr ib u tio n o f vocational education student enrollm ent e x is ts w ith in Michigan community c o lle g e s . (55 percent) o f vocational education enrollm ent f e l l 401-800 and the 2001+ s iz e c a te g o rie s . tio n o f enrollm ents f e l l Over h a lf In to the A r e la t iv e ly even d is tr ib u ­ in th e remaining fou r s iz e c a te g o rie s . ^Michigan Department o f Education, “Vocational Reimbursement Report f o r P u b lic Community and Junior C olleges." 80 Table 4 . 3 . — Enrollment s iz e o f community colleges employing respondent groups. 1975 CYES Enrollm ent Community Colleges Nunbe(. percent 400 or less 4 14 401- 800 9 31 801-1200 4 14 1201-1600 4 14 1601-2000 2001 or more 1 3 7 24 29 100 T o tal Mean s iz e » 1287 CYES Standard d e v ia tio n * 993 CYES The number o f f u l l- t im e ad m in istra to rs re p o rtin g to each O ffic e o f Dean o f Occupational Education was also obtained from 7 Michigan Department o f Education Records. Table 4 .4 contains data showing the numbers o f f u ll- t im e a d m in istra to rs re p o rtin g d ir e c t ly to the ro le Incumbents p a r tic ip a tin g 1n th is study. Most (48 percent) persons occupying the O ffic e o f Dean o f Occupational Education a d m in is tra to rs . bents had th ree to f iv e f u l l- t im e subordinate Over o n e -th ird (39 percent) o f the ro le Incum­ had two or less f u ll- t im e subordinate a d m in is tra to rs . fou r O ffic e s o f Dean (13 percent) Only had s ix o r more subordinate a d m in istra to rs . 2 Michigan Department o f Education, "A p p lic atio n f o r Vocational Education A d m in istratio n Reimbursement." 81 Table 4 . 4 . — Number o f f u l l- t im e ad m in istra to rs re p o rtin g d ir e c t ly to the O ffic e o f Dean o f Occupational Education. Number o f F u ll-T im e A dm inistrators O ffic e o f Dean Number Percent 2 or less 3 to 5 12 39 15 48 6 or more 4 13 31 100 T o tal Mean * 3.19 f u ll- t im e a d m in istrato rs Standard d e v ia tio n = 2.07 f u l l- t im e a d m in is tra to rs General A d m in istratio n and Supervision The a d m in is tra tiv e fu n ctio n o f General A d m in istratio n and Supervision was c o n s titu te d o f 19 ro le expectations addressing d u ties and r e s p o n s ib ilitie s re la te d to : e s ta b lis h in g an in s t it u t io n a l philosophy and o b je c tiv e s regarding vocational education; m aintaining communication w ith others w ith in the c o lle g e o rg a n iz a tio n ; advising occupants o f other o ffic e s on Issues r e la tin g to vocational educa­ tio n ; and preparing re p o rts , schedules, proposals, and o th e r docu­ ments required by the c o lleg e and/or S ta te and fe d e ra l agencies. See Table 4 .5 . Eighteen o f the 19 r o le expectations representing the General A d m in istratio n and Supervision fu n c tio n equaled or exceeded the fix e d combined-group mean score o f 3 .7 0 and were thereby associated w ith the O ffic e o f Dean o f Occupational Education. Preparing classroom and la b o ra to ry schedules (17 ) was the only expectation possessing a combined-group mean score below the fix e d mean. Department Heads Table 4.5.--Rank-order of role expectations for the Office of Dean of Occupational Education relative to General Administration and Supervision. Item No. 1. 2. 3. 4. 5. Role Expectation Provide leadership in forming the college philosophy of vocationaltechnical education. Combined Groups Hean Ra(||( 4.87 Establish broad institutional objectives for vocationaltechnical education. 4.55 Advise higher-echelon administra­ tors on policy matters regarding vocational-technicaleducation. 4.79 Inform higher-echelon administra­ tors of recommendations and sug­ gestions made by subordinate staff members. Interpret the potential effect of proposed State or federal legis­ lation on college vocationaltechnical offerings for higherechelon administrators and subordinate staff members. 1 8 Presidents Mean Rank 4.81 1 Deans Hean Rank 4.96 1 Dept. Heads Mean Rank 4.82 1 4.51 14 4.64 17 4.50 5 2 4*74 2 4.93 2 4.71 2 4.39 19 4.22 48 4.45 39 4.52 4 4.64 6 4.70 4 4.80 5 4.41 10 Table 4.5.—Continued. Item tr ni r * Role Expectation N0* 6. 7. 8. 9. 10. 11. 12. Combined Groups — Mean Rank Presidents Deans Dept. Heads Mean Rank Mean Rank Mean Rank Prepare periodic status reports on vocational-technical education for higher-echelon administrators and subordinate staff members. 4.45 16 4.62 6 4.48 36 4.24 21 Identify major problems or obsta­ cles which hinder achievement of the institutional objectives for vocational-technical education. 4.73a 3 4.74 2 4.90 4 4.56 3 Promote unity between vocationaltechnical and academic faculty. 4.48 11 4.51 14 4.58 23 4.36 14 Serve on general college curricu­ lum committees, administrative councils, and institutional policy boards. 4.65 5 4.70 4 4.77 6 4.49 7 Maintain interdepartmental or divisional communication through bulletins, memos, and supervisory staff meetings. 4.47 13 4.48 22 4.51 29 4.41 10 Prepare reports required by State or federal agencies regarding college vocational-technicalofferings. 4.34 26 4.51 14 4.32 53 4.20 24 Write proposals for State or fed­ eral reimbursement of vocationaltechnical courses and projects. 4.11 60 4.29 39 4.12 65 3.90 52 Table 4.5.—Continued. i -i Item No. 13. 14. 15. 16. 17. 18. 19. i i j — j. Combined Groups Role Expectation Presidents Deans Mean Rank Mean Rank Mean Rank Dept. Heads Mean Rank Make periodic presentations con­ cerning vocational-technical offerings to the college govern­ ing board at the request of chief administrative officer. 4.53 10 4.51 14 4.70 13 4.38 12 Attend high-level administrative staff meetings. 4.68a 4 4.62 6 4.93 2 4.50 5 Attend college governing board meetings. 3.90 73 3.70 92 4.12 65 3.89 54 Conduct vocational-technical faculty meetings periodically. 4.23 44 4.25 42 4.38 47 4.07 39 Prepare classroom and laboratory schedules for vocationaltechnical courses. 3.3$*,b 100 3.74 89 3.67b 95 Administer an inspection system of instructional equipment and facilities to insure safe opera­ tion and compliance with State fire , safety, and health codes. 3.86a 79 4.22 48 3.87 84 3.51b 86 Establish policy on classroom or laboratory accidents in keeping with overall college policies and procedures. 3.95 69 4.22 48 3.93 79 3.70 70 differences at the .01 alpha level. ^Expectations not associated with Office of Dean. 2.75b 103 85 did not associate the p rep aratio n o f schedules w ith the r o le o f some* one occupying the O ffic e o f Dean and were p rim a rily responsible fo r the comblned-group mean score f a l l i n g below the fix e d mean. Fourteen o f the ro le expectations associated w ith the O ffic e o f Dean were ranked higher p r io r it y by the combined groups. The three highest p r io r it y expectations pertained to aspects o f leadership such as: forming an in s t it u t io n a l philosophy o f voca­ tio n a l education ( 1 ) , advising higher-echelon ad m in istrato rs on vocational education p o lic y ( 3 ) , and Id e n t if y major obstacles h in ­ dering achievement o f In s tit u tio n a l vocational education objec­ tiv e s ( 7 ) . P resid en ts, Deans, and Department Heads were uniform 1n th e ir separate group rankings o f Items 1 and 3 . A ll th ree groups ranked these ro le expectations one and two, re s p e c tiv e ly . The four lower p r io r it y expectations as ranked by the combined groups were: adm inistering a s a fe ty Inspection o f In s tru c tio n a l equipment and fa c ilitie s (1 8 ), atten d in g governing board meetings ( 1 5 ), e s ta b lis h ­ ing p o lic y on classroom and la b o ra to ry accidents ( 1 9 ), and w ritin g proposals (1 2 ). Analysis o f separate group scores showed Presidents a sso ciat­ ing a l l 19 ro le expectations w ith the O ffic e o f Dean o f Occupational Education. Presidents also considered 17 o f the expectations to be higher p r io r it y . were: The P resid en ts' two lower p r io r it y expectations attending governing board meetings ( 1 5 ), and preparing c la s s ­ room and la b o rato ry schedules ( 1 7 ). Occupational Education Deans associated 17o f the 19 ro le expectations w ith the O ffic e o f Dean. Preparing classroom and 86 lab oratory schedules (17) was the only item excluded by Deans. The Deans also considered 13 o f t h e ir 18 associated expectations to be higher p r io r it y . The f iv e lower p r io r it y ro le expectations as viewed by Deans were: preparing S ta te or fe d e ra l rep o rts ( 1 1 ), w ritin g proposals (1 2 ), atten d in g governing board meetings ( 1 5 ) , adm inistering a s a fe ty Inspection system o f In s tru c tio n a l equipment and f a c i l i t i e s ( 1 8 ), and e s ta b lis h in g p o lic y on classroom o r lab o ra­ to ry accidents (1 9 ). Department Heads associated 17 o f the 19 ro le expectations w ith the O ffic e o f Dean. ment Heads were: The two expectations excluded by Depart­ preparing classroom and la b o ra to ry schedules ( 1 7 ) , and adm inistering a s a fe ty Inspectio n system o f In s tru c tio n a l equip­ ment and f a c i l i t i e s (1 8 ). Department Heads considered 14 o f the 17 expectations associated by t h e ir group w ith the O ffic e o f Dean to be higher p r io r it y . were: The th ree expectations viewed lower p r io r it y w ritin g proposals ( 1 2 ), atten d in g governing board meetings (1 5 ), and e s ta b lis h in g p o lic y 1n classroom or la b o ra to ry a c c i­ dents (1 9 ). P resid en ts, Deans, and Department Heads were 1n r e la t iv e agreement regarding the exten t to which someone occupying the O ffic e of Dean o f Occupational Education should perform 14 o f the 19 ro le expectations re la tin g to General A d m in istratio n and S upervision. S ig n ific a n t d iffe re n c e s were found between separate group mean scores fo r expectations 5, 7 , 14, 17, and 18 s u f f ic ie n t to r e je c t the n u ll hypothesis o f d iffe re n c e s (H -j). 1s presented 1n Table 4 .6 . The post hoc a n a ly sis o f d iffe re n c e s Table 4.6.—Role expectations for which significant differences exist between separate group mean scores—General Administration and Supervision. Presidents (91) Mean Deans (92) Mean 5. Interpret the potential effect of proposed State or federal legislation on college vocationaltechnical offerings for higherechelon administrators and sub­ ordinate staff members. 4.70 4.80 4.41 .002 7. Identify major problems or obstacles which hinder achieve­ ment of the institutional objec­ tives for vocational-technical education. 4.74 4.90 4.56 .002 4.62 4.93 4.50 .002 3.74 3.67 2.75 .000 4.22 3.87 3.51 .007 JJ01” Role Expectation 14. Attend high-level administrative staff meetings. 17. Prepare classroom and laboratory schedules for vocational-technical courses. 18. Administer an inspection system of instructional equipment and facilities to insure safe oper­ ation and compliance with State fire , safety, and health codes. Dept. Heads (93> Mean P Post-Hoc Results 9 1=92* 9 r 93* 92>93 9 r 92 ’ 9r 93 ’ 92>93 9r 92* 9r 93* 92>93 91=92* 9 1>93* 92>93 9f 92* 91>93* 92=93 68 Analysis o f D ifferences Data were analyzed to te s t the hypothesis o f d ifferen ces (H |) between the opinions o f Presidents, Occupational Education Deans, and Department Heads regarding the performance o f ro le expectations fo r the O ffic e o f Dean o f Occupational Education. Table 4 .6 contains fiv e ro le expectations w ith in the function o f General Adm inistration and Supervision fo r which there were s ig n ific a n t d ifferen ces between separate group mean scores. In three Instances (Items 5, 7, and 1 4 ), d ifferen ces were between the responses o f Occupational Education Deans and Department Heads. Deans werestronger 1n t h e ir opinions regarding the p e rfo r­ mance o f these expectations than Department Heads. Both groups, however, associated the three ro le expectations w ith the O ffic e o f Dean and ranked the items among th e ir higher p r io r it y expectations (see Table 4 .5 ) . The one Item in which the g re a te s t amount o f disagreement existed d e a ltw ith preparing classroom and laboratory schedules fo r vocatio n al-tech n ical courses (1 7 ). Department Heads disagreed w ith both Presidents and Deans on the extent to which th is expectation should be performed. Contrary to the opinions o f Presidents and Deans, Department Heads did not associate preparing course schedules with the O ffic e o f Dean. These d iffe re n c e s 1n group opinions may r e fle c t a b e lie f by Department Heads th a t expectations re la te d to preparing course schedules are more c lo se ly associated w ith t h e ir a d m in istra tive ro le . 89 Another Item w ith which a la rg e amount o f disagreement existed p ertained to adm inistering a s a fe ty Inspection system o f In s tru c ­ tio n a l equipment and f a c i l i t i e s (1 8 ). In th is in stan ce. Presidents and Department Heads held co n trary opinions regarding the p e rfo r­ mance o f th is exp e ctatio n . Presidents associated th is ro le expec­ ta tio n w ith the O ffic e o f Dean and ranked the Item among t h e ir higher p r io r it y exp ectatio n s. In c o n tra s t, Department Heads f a ile d to associate the r o le expectation w ith the O ffic e o f Dean. Analysis o f Ordinal Consensus Hypotheses re la te d to consensus (H2 ) and dlssensus (H^) were tested by computing the o rd in a l consensus index fo r each ro le expectation by separate groups. A frequency d is tr ib u tio n o f o rd in al consensus indices was constructed fo r each o f th e s ix major v o c a tio n a l-te c h n ic a l education fun ction s 1n the study. The f r e ­ quency d is tr ib u tio n s in d icated the le v e l and p a tte rn o f consensus Indices fo r ro le expectations w ith in each fu n c tio n . Inspection o f Table 4 .7 In d ic a te s th a t Indices f o r ro le expectations r e la t iv e to General A d m in istratio n as viewed by P resid ents, Occupational Education Deans, and Department Heads g e n e ra lly f e l l 1n the consensus category w ith some Indices In the n eu tra l category (n e ith e r consensus nor dlssensus). hypothesis o f consensus (H2 ) was thereby re je c te d . The n u ll None o f the th ree groups was 1n dlssensus regarding any o f the ro le exp ectatio n s. T herefore, the study f a ile d to r e je c t the n u ll hypothesis o f d ls ­ sensus (H ^). 90 Table 4 . 7 . — Frequency d is tr ib u tio n o f group consensus and dlssensus Indices f o r ro le expectations r e la t iv e to General A d m in istratio n and Supervision. Role Expectations Category Presidents Consensus (.7 5 0 -1 .0 0 0 ) Neutral (.2 5 1 -.7 4 9 ) Deans Dept. Heads 11 10 7 8 9 12 19 19 19 Dlssensus (.0 0 0 -.2 5 0 ) N = The general p a tte rn between two groups. Presidents and Occupational Education Deans, In d ic ated s im ila r p attern s o f o rd in al consensus Indices w ith 58 percent (P re sid e n ts ) and 53 percent (Deans) o f t h e ir Indices 1n the consensus category. Department Heads had a d if fe r e n t p a tte rn o f o rd in al consensus in d ic es — more in the n eu tral category and fewer 1n the consensus category. Only 37 percent o f Department Heads’ Indices were 1n the consensus category. Table 4 .8 d isplays the Items w ith in the fu n ctio n o f General A dm in istratio n and Supervision f o r which one or more groups were 1n consensus regarding the e x te n t someone occupying the O ffic e o f Dean o f Occupational Education should perform the given ro le exp e ctatio n . The separate group mean scores are Included and represent the In te n ­ s it y o f respondent group opinions. In f iv e In stan ces, a l l th re e groups possessed consensus indices f o r the same ro le e xp e ctatio n . P res id en ts, Occupational Education Deans, and Department Heads were 1n consensus regarding the Table 4.8.—Role expectations possessing group consensus indices—General Administration and Supervision. Item No. 1. 2. 3. 4. 5. 6. 7. Presidents Deans Dept. Heads Mean Index Mean Index Mean Index Provide leadership in forming the college phil­ osophy of vocational-technical education. 4.81 .908 4.96 .984 4.82 .915 Establish broad institutional objectives for vocational-technical education. 4.51 .760 4.64 .822 4.50 .753 Advise higher-echelon administrators on policy matters regarding vocational-technical education. 4.74 .871 4.93 .968 4.71 .856 4.52 .762 4.24 .762 4.56 .789 Role Expectation Inform higher-echelon administrators of recom­ mendations and suggestions made by subordinate staff members. Interpret the potential effect of proposed State or federal legislation on college vocational-technical offerings for higherechelon administrators and subordinate staff members. 4.70 .852 Prepare periodic status reports on vocationaltechnical education for higher-echelon admin­ istrators and subordinate staff members. 4.62 .815 Identify major problems or obstacles which hinder achievement of the institutional objec­ tives for vocational-technical education. 4.74 .871 4.80 4.90 .902 .952 Table 4.8.—Continued. Item No. 8. 9. 10. 11. 13. 14. Role Expectation Promote unity between vocational-technical and academic faculty. Serve on general college curriculum cownittees, administrative councils, and institutional policy boards. Maintain interdepartmental or divisional com­ munication through bulletins, memos, and supervisory staff meetings. Presidents Deans Dept. Heads Mean Index Mean Index Mean Index 4.51 4.58 4.70 % — .760 .852 — 4.77 .790 .887 4.51 .758 Prepare reports required by State or federal agencies regarding college vocational-technical offerings. 4.51 .760 Make periodic presentations concerning vocational-technical offerings to the college governing board at the request of chief administrative officer. 4.51 .760 4.70 .855 Attend high-level administrative staff meetings. 4.62 .815 4.93 .968 4.50 .753 93 performance o f: providing lead ership 1n forming the c o lleg e v o c a tio n a l-te c h n ic a l education philosophy ( 1 ) , e s ta b lis h in g I n s t i ­ tu tio n a l vocational education o b je c tiv e s ( 2 ) , advising h ig h erechelon a d m in istrato rs on v o c a tio n a l-te c h n ic a l education p o lic y ( 3 ) , Id e n tify in g major problems which hinder achievement o f I n s t i ­ tu tio n a l o b je c tiv e s fo r v o c a tio n a l-te c h n ic a l education ( 7 ) , and attending h ig h -le v e l a d m in is tra tiv e s t a f f meetings (1 4 ). In f iv e other In stances, two o f the th ree groups possessed consensus Indices fo r the same ro le exp e ctatio n . Presidents and Deans were 1n consensus regarding the performance o f: In te rp re tin g p o te n tia l e ffe c ts o f proposed le g is la tio n on c o lle g e o ffe rin g s ( 5 ) , promoting u n ity between vocational and academic fa c u lty ( 8 ) , serving on general curriculum committees and a d m in is tra tiv e coun­ c ils ( 9 ) , and making p erio d ic presentations to the c o lleg e govern­ ing board (1 3 ). Presidents and Department Heads shared consensus p erta in in g to preparing status reports fo r higher-echelon adminis­ tra to rs and subordinate s t a f f members ( 6 ) . In the remaining Instances (Item s 4 , 10, and 1 1 ), only one o f the th ree groups possessed an Index representing consensus. I t should be noted th a t the 11 ro le expectations associated w ith the consensus category were also ranked among the higher p r io r it y expectations o f each group (see Table 4 . 5 ) . F u rth e r, the mean scores o f Presidents and Deans fo r these expectations ranged between 4 .9 6 and 4 .5 1 , In d ic a tin g both groups s tro n g ly agreed th a t the ro le expectations 1n the consensus category should be performed by someone occupying the O ffic e o f Dean. Mean scores o f Department 94 Heads ranged between 4 .8 2 and 4 .5 2 fo r fou r expectations (Item s l t 3, 4 , and 7 ) , In d ic a tin g strong agreement. Department Heads' mean scores f o r the remaining expectations (Item s 2, 6 , and 14) ranged between 4 .5 0 and 4 .2 4 , representing moderately strong agreement. Analysis o f R elationships S t a t is t ic a l te s ts d id not produce c o rre la tio n c o e ffic ie n ts In d ic a tin g strong p o s itiv e or strong negative re la tio n s h ip s between separate group responses to each Item w ith in th is fu n ctio n and the demographic v a ria b le s o f professional work experience, educational le v e l, community c o lle g e s iz e , and the number o f f u l l- t im e subordi­ nate a d m in is tra to rs . T h erefo re, the study f a ile d to r e je c t the n u ll hypotheses o f re la tio n s h ip s (H^ ■Hio } fo r the ro le expectations con­ s tit u tin g the fu n ction o f General A d m in istratio n and Supervision. Curriculum Development and In s tru c tio n The a d m in is tra tiv e fu n ctio n o f Curriculum Development and In s tru c tio n was composed o f 13 ro le expectations addressing d u ties and re s p o n s ib ilitie s re la te d to : organizing f a c u lty , la y , and student curriculum committees; providing fa c u lty w ith curriculum development and In s tru c tio n a l resources; reviewing In s tru c tio n a l m a te ria ls ; and promoting special In s tru c tio n a l a c t i v i t i e s . See Table 4 .9 . Eleven o f the 13 ro le expectations w ith in the Curriculum Development and In s tru c tio n group mean score o f 3 .7 0 . fu n ction exceeded the fix e d combined- The two expectations possessing a combined-group mean score less than the fix e d mean were: In vo lving Table 4.9.—Rank-order of role expectations for the Office of Dean of Occupational Education relative to Curriculum Development and Instruction. Item ni r Role Expectation 20. Develop vocational-technical curriculum policy. 21. Organize faculty curriculum conmittees composed of representatives of the various vocational-technical divisions or departments. Combined Groups ---------------------Mean Rank >a 4.32" 3.90 31 74 Presidents -------------Mean Rank Deans -------------Mean Rank Dept. Heads ---------------Mean Rank 4.18 4.77 6 4.02 43 75 . 3.6C 74 4.03 54 67 4.03 22. Review courses* course outlines* and instructional materials. . 4.21 47 4.62 6 4.32 53 3.69 71 23. Organize lay advisory committees composed of industrial* business, labor, and health service represen­ tatives to assist the college in identifying new vocational-technical program and course needs. 4.29 35 4.55 10 4.61 20 3.72 68 24. Utilize lay advisory committees in formulating program and course instructional objectives. 4.23 43 4.44 27 4.45 39 3.81 65 25. Utilize lay advisory committees to make reconmendations to adminis­ tration and faculty on both program content and instructional equipment. 4.25 40 4.40 28 4.51 29 3.85 62 Table 4.9.—Continued. Item No. Combined Groups Role Expectation Presidents Deans Mean Rank Mean Rank Mean Rank 26. Provide vocational-technical edu­ cation consultants to assist staff in program development. 4.00 63 4.07 65 4.06 27. Involve lay advisory committee members in student placement. 3.65b 90 3.70 92 28. Solicit the suggestions of students in developing or revising vocationaltechnical programs or courses. 3.96* 68 4.14 29. Present proposed vocational-technical programs and courses to the general curriculum comnittee. 3.98* 67 30. Promote cooperative vocational edu­ cation and other forms of on-the-job learning experiences. 4.35 31. Participate in developing standards for the selection of vocationaltechnical students. 3.77 32. Establish vocational-technical student organizations such as The Distributive Education Club of America (DECA), The VocationalIndustrial Club of America (VICA), etc. 3.08b 102 Dept. Heads Mean Rank 71 3.87 56 3.74 94 3.53b 82 59 4.09 70 3.63b 75 4.51 14 3.83 86 3.59b 77 24 4.40 28 4.51 29 4.13 31 86 3.92 81 3.87 84 3.53b 82 differences at the .01 alpha level. ^Expectations not associated with Office of Dean. 3.29b 100 3.16b 101 2.79b 102 97 lay advisory committee members 1n student placement ( 2 7 ), and estab­ lis h in g v o c a tio n a l-te c h n ic a l student o rg an izatio n s ( 3 2 ). Department Heads did not associate In v o lvin g o f la y advisory committee members In student placement w ith the O ffic e o f Dean. Department Heads, th e re fo re , were p rim a rily responsible fo r the combined-group mean score fo r th is Item f a ll in g below the fix e d mean. A ll th ree groups f a ile d to associate the e s ta b lIs h ln g student o rg an iza tio n (32) w ith the O ffic e o f Dean. Six o f the ro le expectations associated w ith the O ffic e o f Dean were ranked higher p r io r it y by the combined groups. p r io r it y expectations were: Higher developing curriculum p o lic y ( 2 0 ), reviewing course o u tlin e s and In s tru c tio n a l m a te ria ls ( 2 2 ), o rg an iz­ ing la y advisory committees to Id e n t if y needed programs and courses (2 3 ), u t i l i z i n g la y advisory committees 1n form u latin g program/ course o b je c tiv e s ( 2 4 ), u t i l i z i n g advisory committees to make recom­ mendations on program content and equipment ( 2 5 ), and promoting cooperative vocational education ( 3 0 ). ta tio n s involved: Lower p r io r it y ro le expec­ o rganizing curriculum committees ( 2 1 ) , providing consultants to a s s is t c o lle g e s t a f f 1n program development ( 2 6 ), s o lic itin g the suggestions o f students ( 2 8 ), presenting proposed v o c a tio n a l-te c h n ic a l programs to general curriculum committees ( 2 9 ), and developing standards fo r the s e le c tio n o f v o c a tio n a l-te c h n ic a l students (3 1 ). Analysis o f separate group scores revealed Presidents asso­ c ia tin g 12 o f the 13 ro le expectations w ith the O ffic e o f Dean o f Occupational Education. E stab lis h in g v o c a tio n a l-te c h n ic a l student 98 organizations (32) was the only expectation 1n th is fu n ctio n excluded by Presidents. Presidents also viewed 6 o f 12 associated expectations to be o f higher p r io r it y . The th ree highest p r io r it y expectations were: reviewing course o u tlin e s and In s tru c tio n a l m a te ria ls ( 2 2 ), organizing la y advisory committees ( 2 3 ), and presenting proposed v o c a tio n a l-te c h n ic a l programs to general curriculum committees (2 9 ). The two lowest p r io r it y ro le expectations as viewed by the Presidents were: In vo lvin g la y advisory committee members 1n student placement (2 7 ), and developing standards f o r the s e le c tio n o f v o c a tlo n a ltechnlcal students (3 1 ). Occupational Education Deans associated 12 o f the 13 ro le expectations w ith the O ffic e o f Dean. Deans agreed w ith Presidents and excluded the e s ta b lis h ln g o f v o c a tio n a l-te c h n ic a l student o rgani­ zations (32) from among the ro le expectations o f the O ffic e o f Dean. Deans also viewed 5 o f the 12 associated expectations to be o f higher p r io r it y . The f iv e consisted o f : developing curriculum p o lic y ( 2 0 ), organizing and u t i l i z i n g la y advisory committees (Item s 23, 24, and 2 5 ), and promoting cooperative vocational education ( 3 0 ). The three lowest p r io r it y exp ectatio n s, 1n the opinion o f Deans, were: Involving la y advisory committee members 1n student placement (2 7 ), presenting proposed v o c a tio n a l-te c h n ic a l programs to general cur­ riculum committees (2 9 ), and developing standards fo r the s e le c tio n o f v o c a tio n a l-te c h n ic a l students (3 1 ). Department Heads associated only 6 o f the 13 ro le expecta­ tions 1n the functions o f Curriculum Development and In s tru c tio n w ith the O ffic e o f Dean. The s ix associated expectations were: developing 99 v o c a tio n a l-te c h n ic a l curriculum p o lic y ( 2 0 ) , organizing and u t i l i z i n g lay advisory committees (Item s 23, 24, and 2 5 ), providing consultants to a s s is t c o lle g e s t a f f ( 2 6 ), and promoting cooperative vocational education (3 0 ). Developing curriculum p o lic y and promoting coopera­ tiv e vocational education were the only expectations considered higher p r io r it y by Department Heads. Department Heads viewed ro le expectations re la te d to the o rg a n iza tio n and use o f la y advisory committees (Items 23, 24, and 25) as being lowest 1n p r i o r it y . P resid en ts, Deans, and Department Heads were in r e la t iv e agreement regarding the e x te n t to which someone occupying the O ffic e o f Dean o f Occupational Education should perform 6 o f the 13 ro le expectations r e la tin g to Curriculum Development and In s tru c tio n , S ig n ific a n t d iffe re n c e s were found between separate group mean scores fo r expectations 20, 22, 23, 24, 25, 28, and 29 s u f f ic ie n t to r e je c t the n u ll hypothesis o f d iffe re n c e s (H ^ ). The post-hoc an alysis o f d iffe re n c e s 1s presented in Table 4 .1 0 . Analysis o f D ifferen ces Table 4 .1 0 presents seven r o le expectations w ith in the func­ tio n o f Curriculum Development and In s tru c tio n fo r which s ig n ific a n t d iffe re n c e s existed between separate group mean scores. Three o f the expectations fo r which s ig n ific a n t d iffe re n c e s existed Involved the u t i l iz a tio n o f la y advisory committees (Item s 23, 24, and 2 5 ). In these instan ces, d iffe re n c e s were found between Department Heads and the two o ther respondent groups. Department Heads did not asso ciate the use o f la y advisory committees w ith the O ffic e o f Dean as stro n g ly as Presidents and Occupational Education Table 4.10.--Role expectations for which significant differences exist between separate group mean scores—Curriculum Development and Instruction. It At Presidents (g^) Mean Deans (g2 ) Mean Dept. Heads (g3 > Mean p Post Hoc Results 20. Develop vocational-technical curriculum policy. 4.18 4.77 4.02 .000 g ^ ^ * 9j=93* 9 3 ^ 3 22. Revi ewcourses»course outl i nes» and instructional materials. 4.62 4.32 3.69 .000 9i =92 » 9] > 93 * 92> 93 4.55 4.61 3.72 .000 gi=9o* 9i>9o» 99>9* Role Expectation 23. Organize lay advisory committees composed of industrial, business, labor, and health service represen­ tatives to assist the college in identifying newvocational-technical program and course needs. 24. Utilize lay advisory committees in formulating program and course instructional objectives. 4.44 4.45 3.81 .000 A An . K1 4,40 4,51 Q Qc 3,85 nnn „ ,00° 91"92* 91 g3* g2 g3 28. Solicit the suggestions of students in developing or reviewing vocational- 4.14 technical programs or courses. 4.09 3.63 .008 gi=g0. 9i>go» 9o>9r> 1 2 1 3 2 3 3.83 3.59 .001 g ^ ^ * 9^93* 92=93 25. Utilize lay advisory comnittees to make recommendations to administration and faculty on both program content and instructional equipment. 29. Present proposed vocational-technical programs and courses to the general curriculum comnittee. 4.51 g^go* gi>go» g9>go 101 Deans. Department Heads ranked Items 23, 2 4 , and 25 among t h e ir lower p r io r it y ro le expectations (see Table 4 . 9 ) . Th1swas1n c o n tra s t to the opinions o f Presidents and Deans, who viewed these Items among t h e ir higher p r io r it y exp ectatio n s. Two Items 1n which th ere was the most disagreement d e a lt w ith the reviewing o f course o u tlin e s and in s tru c tio n a l m a te ria ls (22) and the s o lic it in g o f suggestions o f students in developing or review ing programs or courses (2 8 ). In both In stan ces, Department Heads held opinions con trary to those o f Presidents and Occupational Educa­ tio n Deans, and did not asso ciate these expectations w ith the O ffic e of Dean. Not only did Presidents asso ciate both Items w ith the O ffic e o f Dean, but ranked ro le expectation 22 among t h e ir higher p r io r it y exp ectatio n s. The d iffe re n c e s between separate group responses to Items 22 and 28 may r e f l e c t an opinion by Department Heads th a t expectations re la te d to review ing course o u tlin e s and In s tru c tio n a l m a te ria ls , and s o lic it in g the In p u t o f students are more c lo s e ly associated w ith the ro le o f teaching fa c u lty . Another Item 1n which a larg e amount o f disagreement e x is te d Involved the presenting o f proposed v o c a tio n a l-te c h n ic a l programs and courses to the general curriculum committee ( 2 9 ). In th is In stan ce, Occupational Education Deans and Department Heads held opinions which d iffe r e d from th a t o f the P resid en ts. Item 29 w ith the O ffic e o f Dean. Department Heads d ld n o t asso ciate Occupational Education Deans asso­ c ia te d the Item w ith the O ffic e o f Dean but ranked 1 t among t h e ir lowest p r io r it y ro le exp ectatio n s. P res id en ts, however, s tro n g ly associated 102 Item 29 w ith the O ffic e o f Dean and ranked 1t among t h e ir higher p r io r ­ it y ro le exp ectatio n s. Analysis o f O rdinal Consensus Inspection o f Table 4.11 In d ic a te s th a t Indices fo r ro le expectations r e la t iv e to Curriculum Development and In s tru c tio n as viewed by each o f the th re e groups f e l l p rim a rily 1n the n eu tral category w ith some Indices 1n the consensus category. hypothesis o f consensus (H2 ) was thereby re je c te d . The n u ll None o f the groups was In dlssensus regarding any o f the ro le expectations w ith in th is a d m in is tra tiv e fu n c tio n . The study, th e re fo re , f a ile d to r e je c t the n u ll hypothesis o f dlssensus (H g). Table 4 .1 1 .— Frequency d is tr ib u tio n o f group consensus and dlssensus Indices f o r ro le expectations r e la t iv e to Curriculum Development and In s tru c tio n . Role Expectations Category Presidents Deans Dept. Heads Consensus (.7 5 0 -1 .0 0 0 ) 4 4 Neutral 9 9 13 13 13 (.2 5 1 -.7 4 9 ) Dlssensus (.0 0 0 -.2 5 0 ) N = 13 The general p attern between two groups, Presidents and Occu­ pational Education Deans, in d ic a te d the same p attern s o f o rd in al consensus Indices w ith 30 percent o f each group's Indices 1n the consensus category. Department Heads had a d if fe r e n t p a tte rn o f ordin al consensus In d ic es . were 1n the neutral category. A ll o f the Department Heads* Indices 103 Table 4.12 displays the Items w ith in the fu n c tio n o f Cur­ riculum Development and In s tru c tio n f o r which one or more groups were in consensus. performance o f: Presidents were 1n consensus concerning the reviewing course o u tlin e s and In s tru c tio n a l m a te ria ls ( 2 2 ), s o lic itin g the suggestions o f students in develop­ ing o r re v is in g programs ( 2 8 ), and presenting proposed programs and courses to the general curriculum committee ( 2 9 ). Presidents and Deans shared group consensus f o r the ro le expectation o f organizing lay advisory committees to Id e n t if y new program and course needs ( 2 3 ). Occupational Deans werealso in consensus regarding the performance o f: developing v o c a tio n a l-te c h n ic a l curriculum p o lic y ( 2 0 ), u t i l i z i n g lay advisory committees to make recommenda­ tions on program content and equipment ( 2 5 ), and promoting coopera­ tiv e vocational education ( 3 0 ). Three o f the fo u r ro le expectations associated w ith the Presidents' consensus indices w erealso ranked among t h e ir high p r io r it y expectations. Only Item 28 was ranked by Presidents among lower p r io r it y ro le exp ectatio n s. The mean scores f o r a l l fo u r expectations ranged between 4.62 and 4 .1 4 , In d ic a tin g moderately strong agreement w ith these Item s. A ll o f the Items associated w ith the Deans' consensus Indices were ranked among the group's higher p r io r it y ro le expecta­ tio n s . The mean scores fo r the expectations ranged between 4.77 and 4 .5 1 , representing strong agreement. Table 4.12.—Role expectations possessing group consensus indices—Curriculum Development and Instruction. Item No. 20. 22. 23. 25. 28. 29. 30. Role Expectation Presidents Deans Dept. Heads Mean Index Mean Index Mean Index Develop vocational-technical curriculum policy. — 4.18 .887 Review courses, course outlines, and instructional materials. 4.62 .815 — Organize lay advisory comnittees composed of industrial, business, labor, and health service representatives to assist the college in identifying new vocational-technical program and course needs. 4.55 .778 4.61 .806 4.51 .758 -- Utilize lay advisory conmittees to make recom­ mendations to administration and faculty on both program content and instructional equipment. Solicit the suggestions of students in developing or revising vocational-technical programs or courses. Present proposed vocational-technical programs and courses to the general curriculum committee. Promote cooperative vocational education and other forms of on-the-job learning experiences. 4.14 — — -- .. .815 • 4.51 .760 -- -- — 4.51 .759 -- 105 An alys is o f R elationships Strong negative re la tio n s h ip s were found between P residents' responses to fo u r ro le expectations w ith in the fu n c tio n o f Curriculum Development and In s tru c tio n and the number o f f u l l- t im e ad m in istra­ tors re p o rtin g d ir e c t ly to the O ffic e o f Dean. See Table 4 .1 3 . Table 4 .1 3 .— R elationship o f ro le expectations In Curriculum Development and In s tru c tio n to the number o f f u l l- t im e ad m in istrato rs re p o rtin g to the O ffic e o f Dean— P resid en ts. Item No. 23. 24. 25. 29. Role Expectation r P Organize la y advisory committees composed o f In d u s t r ia l, business, la b o r, and h ealth s er­ vice rep resen tatives to a s s is t the c o lle g e 1n Id e n tify in g new v o c a tio n a l-te c h n ic a l program and course needs. -.6 4 9 .001 U t i l i z e la y advisory committees 1n formu­ la tin g program and course In s tru c tio n a l o b je c tiv e s . -.6 8 9 .001 U t i l i z e la y advisory committees to make recommendations to a d m in istra tio n and fa c u lty on both program content and In s tru c tio n a l equipment. -.7 5 5 .001 Present proposed v o c a tio n a l-te c h n ic a l programs and courses to the general cur­ riculum committee. -.5 3 6 .002 In g en e ra l, as the number o f f u ll- t im e a d m in istrato rs re p o rt­ ing to the O ffic e o f Dean o f Occupational Education Increased, the less lik e ly a President was to associate the organizing and using o f lay advisory committees (Item s 23, 24, and 25) and presenting pro­ posed v o c a tio n a l-te c h n ic a l o ffe rin g s to general curriculum 106 committees (29) w ith the O ffic e o f Dean. The re la tio n s h ip s presented above were exceptional1y stro ng , as In d ic ated by the s ig n ific a n c e le v e ls , and s u f f ic ie n t to r e je c t n u ll hypothesis H^q . S t a t is t ic a l te s ts did not produce c o rre la tio n c o e ffic ie n ts In d ic a tin g strong p o s itiv e o r strong negative re la tio n s h ip s between separate group responses to o th er Items w ith in th is fun ction and the remaining demographic v a ria b le s o f professional work experience, educational le v e l, and community c o lle g e s iz e . f a ile d to r e je c t n u ll hypotheses T h erefo re, the study through Hg fo r the ro le expecta­ tions c o n s titu tin g the fun ction o f Curriculum Development and In s tru c tio n . Budget and Finance Management The th ir d fu n ctio n o f vocational education a d m in is tra tio n was represented by 15 ro le expectations addressing d u tie s and responsi­ b i l i t i e s re la te d to: conducting cost and Income analyses; p reparin g , a dm in isterin g , and m onitoring the vocational education budget; and forming professional re la tio n s h ip s w ith persons o f S ta te agencies adm inistering o r in flu e n c in g S ta te aid and fe d e ra l vocational educa­ tio n funds. See Table 4 .1 4 . Eleven o f the 15 ro le expectations w ith in the Budget and Finance Management fun ction exceeded the fix e d combined-group mean score required fo r asso ciatio n w ith the O ffic e o f Dean o f Occupa­ tio n a l Education. The fo u r ro le expectations which f a ile d to be associated w ith the O ffic e o f Dean were: requesting estim ates from vendors (4 0 ), m aintaining In s tru c tio n a l equipment In v en to ries ( 4 1 ), and e s ta b lis h in g e ff e c t iv e re la tio n s h ip s w ith key persons 1n the Table 4.14.—Rank-order of role expectations for the Office of Dean of Occupational Education relative to Budget and Finance Management. Item No. 33. 34. 35. 36. 37. 38. Combined Groups Presidents Deans Dept. Heads Mean Rank Mean Rank ExPecta^ on Mean Rank Mean Rank Obtain budget recommendations from vocational-technical staff in the various departments for budget development. 4.54 8 4.40 28 4.77 6 4.45 8 Develop the vocational-technical education budget. 4.47 14 4.40 28 4.74 11 4.27 19 Compute the cost-effectiveness ratio for vocational-technical programs and courses. 4.20 49 4.22 48 4.38 47 4.01 45 Present vocational-technical edu­ cation budget to higher-echelon administration or college govern­ ing board for approval. 4.42 17 4.25 42 4.58 23 4.44 9 Administer the total vocationaltechnical education budget. 4.26 39 4.33 36 4.41 43 4.03 40 Administer budget controls for all vocational-technical department accounts. 4.14a 54 4.18 54 4.51 29 3.72 69 Table 4.14.--Continued. Item No. 39. 40. 41. 42. 43. 44. Role Expectation Combined Groups Presidents Deans Mean Rank Mean Rank Mean Rank 3,85 4.12 3.51° 86 Dept. Heads Mean Rank Approve requisitions for supplies and equipment. 3.83 81 Request estimates from vendors before purchasing instructional supplies and equipment. 3.04b 103 3.00b 102 3.12b 102 3.00b 101 Maintain instructional equipment inventories. 3.62a,b 93 3.59b 94 4.16 64 3.11b 100 Identify potential sources and amounts of financial income to sup­ port the cost of vocational-technical programs and courses. 4.20 50 3.92 81 4.54 26 4.14 29 Prepare requests to State or federal authorities for vocational education funds. 4.30 34 4.40 28 4.25 61 4.26 20 Submit periodic reports on program and course expenditures to higherechelon administrators and general vocational-technical education staff. 4.10 61 4.11 60 4.06 71 4.12 32 86 65 Table 4 .1 4 .--Continued. Item No. 45. 46. 47. Role Expectation Combined Groups Mean Rank Presidents Deans Dept. Heads Mean Rank Mean Rank Mean Rank 4.09 34 Establish and maintain effective relationships with key persons of the Michigan Department of Management & Budget administering State aid funds. I.56?’b 95 3.07° 101 3.51 Establish and maintain effective relationships with key persons of the fiscal agencies of the State legislature in order to influence State aid legislation. l.2( f ,b 101 2.88 103 3.03d 103 3.69° 71 4.25 4.58 4.28 17 Establish and maintain effective relationships with key persons of the Michigan Department of Education administering federal vocational education funds. 4.37 23 differences at the .01 alpha level. Expectations not associated with Office of Dean. 42 99 23 110 Department o f Management and Budget and the fis c a l agencies o f the State L e g is la tu re (45 and 4 6 ). Eight o f the 11 associated ro le expectations were ranked higher p r io r it y by the combined groups. The three highest p r io r it y expec­ ta tio n s as ranked by the combined groups re la te d to budget develop­ ment and approval. These expectations were: obtain in g budget recom­ mendations from vocational education s t a f f ( 3 3 ), developing the v o c a tio n a l-te c h n ic a l education budget ( 3 4 ), and presenting the budget to higher a d m in is tra tiv e o r governing board f o r approval ( 3 6 ). Lower p r io r it y expectations (Item s 38, 39, and 44) p ertain ed to admin­ is te rin g budget c o n tro ls , approving re q u is itio n s , and subm itting periodic expenditure re p o rts . Analysis o f separate group scores showed the Presidents associating 11 o f the 15 ro le expectations w ith the O ffic e o f Dean. The four expectations excluded by Presidents (Item s 40, 41, 45, and 46) were the same as those excluded by the combined groups and reported e a r l i e r . Presidents also viewed 7 o f the 11 associated ro le expectations as higher p r io r it y . p r io r it y expectations were: The P residents' th ree highest o b tain in g budget recommendations from vocational education s t a f f ( 3 3 ), developing the v o c a tio n a ltechnical education budget ( 3 4 ), and preparing requests to S ta te or federal a u th o ritie s fo r vocational education funds (4 3 ). lowest p r io r it y ro le expectations held by Presidents were: The two approving re q u is itio n s ( 3 9 ), and id e n tify in g p o te n tia l sources o f fin a n c ia l Income (4 2 ). Ill Occupational Education Deans associated 12 o f the 15 ro le expectations w ith the O ffic e o f Dean. The three expectations excluded by Deans (Item s 40, 45, and 46) were among those excluded by the combined groups. In co n tra st to the opinions o f Presidents and Department Heads, Deans associated the m aintaining o f In s tru c ­ tio n a l equipment in v en to ries (41) w ith the O ffic e o f Dean. Deans also viewed 8 o f the 12 associated expectations as higher p r io r it y . The Deans' th ree highest p r io r it y e x p e c t a t i o n s were: o b tain in g budget recommendations from vocational education s t a f f ( 3 3 ), developing the v o c a tio n a l-te c h n ic a l education budget ( 3 4 ), present­ ing the budget to higher a d m in istra tio n or governing board fo r approval (3 6 ), and e s ta b lis h in g e ffe c tiv e re la tio n s h ip s w ith key persons o f the Department o f Education adm inistering fe d e ra l voca­ tio n a l education funds (4 7 ). Deans viewed subm itting p e rio d ic expen­ d itu re reports to higher a d m in is tra tio n (44) as being t h e ir lowest p r io r it y expectation 1n th is fu n c tio n . Department Heads associated 11 o f the 15 ro le expectations in the fu nction o f Budget and Finance Management w ith the O ffic e o f Dean. Three o f the fo u r expectations excluded by Department Heads were among those excluded by the combined groups. ta tio n Heads. A lso, the expec­ o f approving re q u is itio n s (39) was excluded by Department In co n tra st to the opinions o f Presidents and Deans, Department Heads associated the e s ta b lis h in g o f e ffe c tiv e r e la t io n ­ ships w ith key persons In the Department o f Management and Budget adm inistering S ta te a id (45) w ith the O ffic e o f Dean o f Occupational Education. Department Heads also viewed 10 o f the 11 associated ro le 112 expectations as higher p r i o r i t y . A dm inistering budget co n tro ls fo r v o c a tio n a l-te c h n ic a l department accounts (38) was the only asso­ c ia te d expectation considered lower p r io r it y by th is group. P resid en ts, Deans, and Department Heads were in r e la t iv e agreement regarding the e x te n t to which someone occupying the O ffic e o f Dean o f Occupational Education should perform 11 o f the 15 ro le expectations r e la tin g to Budget and Finance Management. S i g n i f i­ cant d iffe re n c e s were found among separate group mean scores fo r the remaining fo u r ro le exp ectatio n s— 38, 41, 45, and 46— s u f f ic ie n t to r e je c t the n u ll hypothesis o f d iffe re n c e s (H ^ ). The post-hoc analysis o f the d iffe re n c e s 1s reported in Table 4 .1 5 . Analysis o f D ifferences Table 4 .1 5 presents the fo u r ro le expectations w ith in the function o f Budget and Finance Management fo r which s ig n ific a n t d iffe re n c e s exi sted among separate group mean scores. A larg e amount o f disagreement exi sted between the opinions o f Department Heads and the o th e r two respondent groups regarding the e s ta b lis h in g and m aintaining o f e ff e c t iv e working re la tio n s h ip s with key persons o f the Michigan Department o f Management and Budget (4 5 ). Department Heads expected someone occupying the O ffic e o f Dean to f u l f i l l th is e x p e c ta tio n . Department Heads also ranked the item among t h e ir higher p r io r it y ro le expectations (see Table 4 .1 4 ). Presidents and Occupational Education Deans, however, held contrary opinions to th a t o f Department Heads and did not asso­ c ia te Item 45 w ith the O ffic e o f Dean. Table 4.15.—Role expectations for which significant differences exist between separate group mean scores—Budget and Finance Management. Presidents (9l ) Mean Deans (92) Mean Dept. Heads (93) Mean Adninister budget controls for all vocational-technical department accounts. 4.18 4.51 3.72 .001 91=g3. 92>93 41. Maintain instructional equip­ ment inventories. 3.59 4.16 3.11 .000 g1g3 45. Establish and maintain effec­ tive relationships with key persons of the Michigan Department of Management & Budget administering State aid funds. 3.07 3.51 4.09 .000 Establish and maintain effec­ tive relationships with key persons of the fiscal agencies of the State legislature in order to influence State aid legislation. 2.88 3.03 3.69 .001 Item No. 38. 46. Role Expectation P Post-Hoc Results 9i =92* 91<93* 92<93 g ^ , 9 ^ 85 . 114 Another Item w ith which larg e disagreement existed d e a lt with m aintaining In s tru c tio n a l equipment In ven tories (4 1 ). In th is Instance Occupational Education Deans disagreed w ith both P re s i­ dents and Department Heads and associated th is expectation w ith the O ffic e o f Dean. This association may be due to the Deans1 aware­ ness o f the fed eral government reg u latio n req u irin g lo cal Inven­ to rie s o f equipment purchased w ith fed eral vocational education funds. The three respondent groups d iffe r e d only 1n the in te n s ity o f th e ir opinions regarding Items 38 and 46. A ll three groups asso­ ciated Item 38 w ith the O ffic e o f Dean; however, only Occupational Deans ranked i t among t h e ir group's higher p r io r it y ro le expecta­ tio n s . None o f the respondent groups associated Item 46 w ith the O ffic e o f Dean. Analysis o f Ordinal Consensus Review o f Table 4.16 in d icates th a t Indices fo r ro le expec­ tatio n s r e la tiv e to Budget and Finance Management as viewed by each of the three groups f e l l p rim a rily 1n the neutral category, w ith some Indices in the consensus category. consensus (H2 ) was thereby re je c te d . The n u ll hypothesis o f None o f the groups was 1n d ls - sensus regarding any o f the ro le expectations w ith in th is fu n c tio n . The study, th e re fo re , fa ile d to r e je c t the n u ll hypothesis o f d1ssensus (H ^). The general p attern between two groups, Presidents and Department Heads, indicated s im ila r patterns o f o rd in al consensus 115 Indices w ith 93 percent (P resid en ts) and 100 percent (Department Heads) o f t h e ir Indices 1n the n eu tra l categ o ry. cation Deans Occupational Edu­ had a d if f e r e n t p a tte rn o f o rd in a l consensus indices w ith 67 percent o f the Indices in the consensus category. Table 4 .1 6 .— Frequency d is tr ib u tio n o f group consensus and dlssensus indices fo r ro le expectations r e la t iv e to Budget and Finance Management. Category Consensus (.7 5 0 -1 .0 0 0 ) N eutral (.2 5 1 -.7 4 9 ) Role Expectations Presidents Deans 1 6 14 9 Dept. Heads 15 Dlssensus (.0 0 0 -.2 5 0 ) 15 15 15 Table 4.17 displays the items w ith in the fun ction o f Budget and Finance Management fo r which one o r more groups were in consensus. Occupational Education Deans were in consensus regarding the performance o f: obtain in g budget recommendations from v o c a tio n a l- tech nical s t a f f ( 3 3 ) , developing the v o c a tio n a l-te c h n ic a l education budget ( 3 4 ), presenting the budget to hlgher-echelon a d m in is tra tio n fo r approval ( 3 6 ) , adm inistering budget co n tro ls ( 3 8 ) , and id e n t if y ­ ing p o te n tia l sources o f income to support the v o c a tio n a l-te c h n ic a l programs and courses ( 4 2 ). Deans and Presidents were in consensus regarding the performance o f e s ta b lis h in g and m ain tain in g e ff e c t iv e re la tio n s h ip s w ith key persons o f the Department o f Education admin­ is te rin g vocational education funds (4 7 ). Table 4.17.—Role expectations possessing group consensus indices—Budget and Finance Management. Item No. 33. 34. 38. 42. 47. Presidents Deans Dept. Heads Mean Index Mean Index Mean Index Obtain budget recomnendations from vocationaltechnical staff in the various departments for budget development. Develop the vocational-technical education budget. Present vocational-technical education budget to higher-echelon administration or college governing board for approval. Administer budget controls for all vocationaltechnical department accounts. Identify potential sources and amounts of financial income to support the cost of vocational-technical programs and courses. Establish and maintain effective relationships with key persons of the Michigan Department of Education administering federal vocational education funds. — 4.77 .887 4.74 .870 — 4.58 .790 m 4.51 .756 - 4.54 .775 4.58 .791 116 36. Role Expectations m » - - . . 4.25 v . w . .760 — tm v - 117 A ll o f the items associated w ith the Occupational Education Deans' consensus Indlcesw ereranked among the group's higher p r io r it y expectations. The mean scores fo r the expectations ranged between 4.77 and 4 .5 1 , In d ic a tin g strong agreement In the performance o f these Item s. Analysis o f R elationships S t a t is t ic a l te s ts did not produce c o r re la tio n c o e ffic ie n ts In d ic a tin g strong p o s itiv e or strong negative re la tio n s h ip s between separate group responses to each item w ith in th is fu n ctio n and the demographic v a ria b le s o f p rofessional work exp erience, educational le v e l, community c o lle g e s iz e , and the number o f f u l l- t im e subordi­ nate a d m in is tra to rs . T h e re fo re , the study fa lie d to r e je c t the n u ll hypotheses of re la tio n s h ip s fo r ro le expectations c o n s titu tin g the fu n c tio n o f Budget and Finance Management. Planning. E v a lu atio n , and Research The Planning, E v a lu a tio n , and Research fu n ctio n o f vocational education a d m in is tra tio n was c o n s titu te d o f 20 ro le expectations re la te d to: e s ta b lis h in g c r i t e r i a fo r the e v a lu a tio n o f programs and In s tru c tio n , obtaining and analyzing manpower and graduate fo llo w -up in fo rm a tio n , planning and coordinating programs and f a c i l i t i e s , and conducting and promoting s p e c ia liz e d vocational education research. See Table 4 .1 8 . Nineteen of the 20 ro le expectations 1n th is fu n c tio n exceeded the fix e d combined-group mean score and were associated w ith the O ffic e o f Dean. U t iliz in g student classroom te s t re s u lts 1n program Table 4.18.—Rank-order of role expectations for the Office of Dean of Occupational Education relative to Planning, Evaluation, and Research. I tan No. 48. 49. 50. 51. 52. 53. 54. Combined Groups Ro1e ExPectation Determine college standards and c ri­ teria for evaluating the adequacy of vocational-technical offerings. Develop and maintain an organized follow-up system on vocationaltechnical students who have either dropped out or graduated. Mean Rank 4.34 28 Presidents Deans Mean Rank Mean Rank 4.40 28 4.61 20 Dept. Heads Mean Rank 4.00 46 . 3.87 76 4.03 67 4.06 71 3.53 82 Analyze fol low-up data on both drop-outs and graduates to implement improvements in vocational-technical offerings. 4.21 46 4.40 28 4.35 50 3.89 54 Provide data from student follow-up studies to general vocationaltechnical education staff. 4.16 52 4.33 36 4.29 58 3.86 59 Utilize student classroom and lab­ oratory test results in program or course evaluation and improvement. , 3.69r*D 89 4.03 67 3.80 88 3.24 94 Obtain information pertaining to the vocational-technical offerings of other comnunity colleges for purposes of program planning. 4.21 48 4.25 42 4.29 58 4.08 37 Conduct surveys to determi ne the degree of student interest in proposed vocational-technical programs and courses. 3.98a 66 4.25 42 4.12 65 3.57° 79 h Table 4 .1 8 .--Continued. Combined Groups ltM1 No. 55. 56. 57. 58. 59. 60. 61. Ro1e ExPectation Presidents Deans Dept. Heads Mean Rank Mean Rank Mean Rank Mean Rank Prepare a written annual and longrange vocational-technical educa­ tion program plan. 4.39 20 4.55 10 4.41 43 4.20 24 Assist the local Career Education Planning District (CEPD) council to plan and coordinate high school and community college vocational and technical programs. 4.25 41 4.18 54 4.35 50 4.21 23 Plan and coordinate vocational and technical programs with other community colleges within the local region. 4.13 55 4.00 77 4.32 53 4.09 34 Assist the Department of Education in statewide planning and coordinat­ ing community college vocational and technical programs. 4.19 51 4.03 67 4.35 50 4.18 26 Encourage instructors to conduct research and/or experimentation within the classes they teach. 3.89 75 3.92 81 3.93 79 3.81 63 Formulate long-range plans for vocational-technical building expan­ sion in keeping with the college master facility plan. 4.48 12 4.55 10 4.64 17 4.24 21 Develop educational specifications for future building development. 4.32 32 4.48 22 4.54 26 3.95 49 Table 4 .1 8 .--Continued. Item No. 62. 63. 64. 65. 66. 67. Combined Groups Role Expectation Dept. Heads Presidents Deans Mean Rank Mean Rank Mean Rank Mean Rank Assist architects in developing laboratory and classroom fa c ility plans. 4.34* 27 4.33 36 4.67 14 4.02 43 Plan Comprehensive Employment and Training Act (CETA) and other spe­ cial manpower training programs. 3.91* 72 4.03 67 4.12 65 3.56b 80 Plan special vocational and tech­ nical programs for disadvantaged, handicapped, and bilingual students. 3.93* 71 3.96 79 4.32 53 3.52b 85 Plan and coordinate vocational pro­ grams with local and intermediate school districts within the college district. 4.09* 62 4.11 60 4.32 53 3.86 59 Analyze and apply labor market and employment data in program selec­ tion and development. 4.31* 33 4.37 35 4.67 14 3.90 52 Visit classrooms and laboratories and evaluate instructional methods. 3.97s 65 4.22 48 4.22 67 3.48b 88 differences at the .01 alpha level. ^Expectations not associated with Office of Dean. 121 or course eva lu atio n (52) was the only expectation in th is fu nction possessing a combined-group mean score below 3 .7 0 . Department Heads did not associate the use o f classroom te s t re s u lts In program/course e va lu atio n w ith the ro le o f someone occupying the O ffic e o f Dean, and were p rim a rily responsible fo r the score f o r th is expectation f a ll in g below the fix e d mean. Eleven o f the ro le expectations associated w ith the O ffic e o f Dean o f Occupational Education were ranked higher p r io r it y by the combined-groups. The th ree higher p r io r it y expectations w ith the la rg e s t combined-group mean scores were: form u latin g long-range plans f o r v o c a tio n a l-te c h n ic a l b u ild in g expansion ( 6 0 ) . preparing w ritte n annual and long-range v o c a tio n a l-te c h n ic a l education program plans ( 5 5 ), and a s s is tin g a rc h ite c ts 1n developing la b o ra to ry and classroom f a c i l i t y plans (6 2 ). The th ree lower p r io r it y expecta­ tio ns w ith the sm allest combined-group mean scores were: developing and m aintaining a v o c a tio n a l-te c h n ic a l student fo llo w -u p system (4 9 ), encouraging in s tru c to rs to conduct classroom research ( 5 9 ), and planning special manpower tra in in g programs (6 3 ). Analysis o f separate group scores revealed Presidents asso­ c ia tin g a l l 20 ro le expectations w ith the O ffic e o f Dean o f Occupa­ tio n a l Education. Presidents also considered 11 o f the expectations to be o f higher p r i o r i t y . Three highest p r io r it y expectations as viewed by Presidents were: preparing w ritte n annual and long-range v o c a tio n a l-te c h n ic a l education program plans ( 5 5 ), form ulating long-range plans f o r v o c a tio n a l-te c h n ic a l b u ild in g expansion (6 0 ), and developing educational s p e c ific a tio n s fo r fu tu re b u ild in g 122 development (6 1 ). The P resid en ts' th re e lowest p r io r it y expecta­ tio n s were encouraging In s tru c to rs to conduct classroom research ( 5 9 ), planning special v o c a tio n a l-te c h n ic a l programs f o r disadvantaged and handicapped students ( 6 4 ), and planning and coordinating v o c a tio n a l-te c h n ic a l programs w ith other community colleges (5 7 ). Occupational Education Deans also associated al 1 20 ro le expectations w ith the O ffic e o f Dean. expectations as higher p r io r it y . ro le expectations were: The Deans viewed nine o f the The Deans' th ree highest p r io r it y analyzing and applying lab o r market data 1n program s e le c tio n (6 6 ), a s s is tin g a rc h ite c ts 1n developing la b o rato ry and classroom f a c i l i t y plans ( 6 2 ), and form u latin g long-range plans fo r v o c a tio n a l-te c h n ic a l b u ild in g expansion (6 0 ). p r io r it y expectations as viewed by Deans were: The three lowest u t i l i z i n g student classroom te s ts 1n program/course eva lu atio n ( 5 2 ), encouraging In s tru c to rs to conduct classroom research ( 5 9 ), and developing and m aintaining a v o c a tio n a l-te c h n ic a l student fo llo w -u p system (4 9 ). In co n trast to the opinions o f Presidents and Deans, Depart­ ment Heads associated only 14 o f the 20 ro le expectations 1n the fun ction o f Planning, Evaluation and Research w ith the O ffic e o f Dean. In a d d itio n to expectation 52, Department Heads excluded: developing and m aintaining a v o c a tio n a l-te c h n ic a l student fo llo w -up system ( 4 9 ), conducting student In te r e s t surveys ( 5 4 ) , planning special manpower tra in in g programs ( 6 3 ) , planning special v o c a tio n a ltech nical programs fo r disadvantaged and handicapped students ( 6 4 ), and v is it in g classrooms and e valu atin g In s tru c tio n a l methods (6 7 ). 123 Department Heads considered 10 o f the 14 associated expecta­ tio ns to be o f higher p r i o r i t y . The th re e highest p r io r it y expec­ ta tio n s as viewed by Department Heads were: form u latin g long-range plans f o r v o c a tio n a l-te c h n ic a l b u ild in g expansion ( 6 0 ) , a s s is tin g the lo c a l Career Education Planning D is t r i c t (CEPD) Council to plan and coordinate programs ( 5 6 ) , and preparing w ritte n annual and long-range v o c a tio n a l-te c h n ic a l education program plans ( 5 5 ). The Department Heads' fo u r lower p r io r it y ro le expectations were: analyzing graduate fo llo w -u p data to Improve o ffe rin g s ( 5 0 ) , provid­ ing student fo llo w -u p data to s t a f f ( 5 1 ), encouraging in s tru c to rs to conduct classroom research ( 5 9 ), and planning and coordinating programs w ith lo c a l and in term ed ia te school d is t r ic t s ( 6 5 ). P resid en ts, Deans, and Department Heads were 1n r e la t iv e agreement regarding the e x te n t to which someone occupying the O ffic e o f Dean should perform 8 o f the 20 ro le expectations r e la tin g to Planning, E v a lu atio n , and Research. S ig n ific a n t d iffe re n c e s were found between in d iv id u a l group mean scores f o r the remaining 12 ro le expectations s u f f ic ie n t to r e je c t the n u ll hypothesis o f d i f f e r ­ ences (H .j). The post-hoc a n alysis o f d iffe re n c e s 1s presented 1n Table 4 .1 9 . Analysis o f D ifferen ces Table 4 .1 9 presents 12 ro le expectations w ith in the function o f Planning, E v a lu a tio n , and Research fo r which s ig n ific a n t d i f f e r ­ ences exis ted between separate group mean scores. Table 4.19.—Role expectations for which significant differences exist between separate group mean scores—Planning, Evaluation, and Research. Item No. 48. 49. 52. 54. 61. Role Expectation Determine college standards and criteria for evaluating the adequacy of vocational-technical offerings. Deans (92) Mean Dept. Heads ( 93 ) Mean P Post-Hoc Results A - fi1 Develop and maintain an organ­ ized follow-up system on vocational-technical students who have either dropped out or graduated. 4.03 4.06 3.53 .010 g-j-gg* 9*1^ 3 * 9 2 ^ 3 Analyze follow-up data on both drop-outs and graduates to implement improvements in vocational-technical offerings. 4.40 4.35 3.89 .003 g1=g2, g ^ , g2>g3 Utilize student classroom and laboratory test results in program or course evaluation and improvement. 4.03 3.80 3.24 .000 g1=g2, g1>g3, g2>g3 Conduct surveys to determine the degree of student interest in proposed vocational-technical programs and courses. 4.25 4.12 3.57 .001 g1-g2» g ^ , g2>g3 . .A . 3.95 .000 g ^ , g ^ , g2>g3 Develop educational specifications for future building development. V 124 50. Presidents (91) Mean Table 4.19.—Continued. 62. 63. 64. 65. 66. 67. Role Expectation Presidents (9l> Mean Deans (92> Mean Dept. Heads ( 93 ) Mean P Assist architects in develop­ ing laboratory and classroom fa c ility plans. 4.33 4.67 4.02 .000 Plan Comprehensive Employment and Training Act (CETA) and other special manpower train­ ing programs. 4.03 4.12 3.56 .002 g1>g3» 92>93 Plan special vocational and technical programs for disad­ vantaged, handicapped, and bilingual students. 3.96 4.32 3.52 .000 9r 92* 91=93* 92>93 Plan and coordinate vocational programs with local and inter­ mediate school districts within the college district. 4.11 4.32 3.86 .010 91”92* 9l ”93* 92^93 Analyze and apply labor market and employment data in program selection and development. 4.37 4.67 3.90 .000 91=92* 91>93* 92>93 Visit classrooms and labora­ tories and evaluate instruc­ tional methods. 4.22 4.22 3.48 .000 g ^ , g ^ , g2>g3 Post-Hoc Results 9r 92* 92=93* 92>93 SSL Item No. 126 D ifferences o f opinion existed between Department Heads and the other two respondent groups regarding th e performance o f r o le expectations 49, 52. 54, 63, and 67. Contrary to the opinions o f Presidents and Occupational Education Deans, Department Heads did not associate these Items w ith the O ffic e o f Dean. Although P re s i­ dents and Deans associated these Item s, they ranked them among t h e ir groups' lower p r io r it y ro le expectations (see Table 4 .1 8 ) . In three o th er Instances (5 0 , 61, and 6 6 ), the d iffe re n c e s between Department Heads and the o th e r referen ce groups were found only 1n the In te n s ity o f responses to qu estion n aire Item s. A ll three groups associated these Items w ith the O ffic e o f Dean and ranked them g en e ra lly among t h e ir higher p r io r it y ro le exp ectatio n s. Department Heads and Deans disagreed w ith the expectation o f planning special programs f o r disadvantaged, handicapped, and b i l i n ­ gual students (6 4 ). Department Heads did not associate th is expec­ ta tio n w ith the O ffic e o f Dean. Department Heads and Deans also disagreed w ith Items 48, 62, and 65. However, 1n these Instances d iffe re n c e s were found only 1n the In te n s ity o f t h e ir responses. Both groups associated these expectations w ith the O ffic e o f Dean. Analysis o f Ordinal Consensus Inspection o f Table 4 .2 0 In d ic a te s th a t Indices fo r ro le expectations r e la t iv e to Planning, E valu atio n , and Research as viewed by each o f the groups f e l l p rim a rily In the n eu tra l category w ith some Indices In the consensus category, thereby re je c tin g the n u ll hypothesis o f consensus (H2 ) . None o f the groups was 1n 127 dlssensus regarding any o f the ro le expectations w ith in th is func­ tio n . The study, th e re fo re , f a ile d to r e je c t the n u ll hypothesis o f dlssensus (H3 ) . Table 4 .2 0 .— Frequency d is tr ib u tio n o f group consensus and dlssensus Indices fo r ro le expectations r e la t iv e to Planning, E v a lu a tio n , and Research. Role Expectations Category Presidents Consensus (.7 5 0 -1 .0 0 0 ) Neutral (.2 5 1 -.7 4 9 ) Dlssensus (.0 0 0 -.2 5 0 ) Deans Dept. Heads 6 8 9 14 12 11 20 20 - N = 20 D is s im ila r p attern s o f o rd in al consensus Indices existed between the th ree groups as In d icated by the s iz a b le d iffe re n c e s 1n the proportions o f Indices f a ll in g In to the consensus category. Department Heads had the la rg e s t proportion o f Indices (45 percent) 1n the consensus category. This group was follow ed by Deans (40 percent) and Presidents (30 p e rc e n t). Table 4.21 displays the ro le expectations w ith in the fun ction o f Planning, Evaluation and Research f o r which one or more groups were 1n consensus. In fo u r Instan ces, P resid en ts, Occupational Education Deans, and Department Heads possessed consensus Indices f o r the same ro le exp ectatio n . The th ree groups w ereln consensus regarding the per­ formance o f: form ulating long-range plans fo r v o c a tio n a l-te c h n ic a l Table 4.21.—Role expectations possessing group consensus indices—Planning, Evaluation, and Research. Item No. 43. 53. 55. 56. 57. 58. 59. Role Expectatlon Presidents Deans Dept. Heads Mean Index Mean Index Mean Index Determine college standards and criteria for evaluating the adequacy of vocational-technical offerings. — — 4.61 .807 Obtain information pertaining to the vocationaltechnical offerings of other community colleges for purposes of program planning. — — 4.29 .758 4.08 .798 4,55 .778 — — 4.20 .762 Assist the local Career Education Planning Dis­ tric t (CEPD) Council to plan and coordinate high school and community college vocational and technical programs. — — 4.35 .758 Plan and coordinate vocational and technical programs with other conmunity colleges within the local region. — — — — 4.09 .766 Assist the Department of Education in statewide planning and coordinating community college vocational and technical programs. — — -- — 4.18 .807 3.92 .778 Prepare a written annual and long-range vocational-technical education program plan. Encourage instructors to conduct research and/or experimentation within the classes they teach. Table 4.21.—Continued. Item No. 60. 61. 62. 64. 65. 66. Presidents Deans Dept. Heads Mean Index Mean Index Mean Index Formulate long-range plans for vocationaltechnical building expansion in keeping with the college master fa c ility plan. 4.55 .778 4.64 .823 4,24 .807 Develop educational specifications for future building development. — — 4.54 .774 3.95 .762 Assist architects in developing laboratory and classroom fa c ility plans. 4.33 .760 4.67 .839 4.02 .789 Plan special vocational and technical programs for disadvantaged, handicapped, and bilingual students. 3.96 .797 .. Plan and coordinate vocational programs with local and intermediate school districts within the college district. 4.11 .834 4.32 .774 3.86 .753 Analyze and apply labor market and employment data in program selection and development. 4.37 .815 4.67 .839 3.90 .802 Role Expectations 130 build in g expansion ( 6 0 ), a s s is tin g a rc h ite c ts 1n developing lab o ra­ to ry and classroom f a c i l i t y plans ( 6 2 ) , planning and coordinating vocational programs w ith lo c a l and In term ed iate school d is t r ic t s (6 5 ), and analyzing and applying lab or market data 1n program s ele c ­ tio n and development (6 6 ). In three o th er Instances, two o f the th re e groups possessed consensus Indices f o r the same exp ectatio n . Presidents and Depart­ ment Heads were 1n consensus regarding the performance o f preparing w ritte n annual and long-range plans (5 5 ). Deans and Department Heads were 1n consensus regarding the task o f obtain in g Inform ation p erta in in g to the v o c a tio n a l-te c h n ic a l o ffe rin g s o f o th er colleges fo r purposes o f program planning ( 5 3 ), and developing education s p e c ific a tio n s fo r fu tu re b u ild in g development (6 1 ). In the remain­ ing Instances, only one o f the th ree groups was 1n consensus. Eight o f the nine ro le expectations associated w ith Department Heads' consensus indices were ranked by th is group among th e ir higher p r io r it y expectations (see Table 4 .1 9 ) . Only one ro le expectation (65) was ranked lower p r io r it y by Department Heads. The mean scores f o r the nine ro le expectations ranged between 4.24 and 3 .8 6 , In d ic a tin g agreement among Department Heads th a t these expectations be performed. Six o f the e ig h t ro le expectations associated w ith Occupational Education Deans' consensus Indices were ranked by Deans among t h e ir higher p r io r it y exp ectatio n s. Only ro le expectations 53 and 65wereamong lower p r io r it y expectations fo r th is group. Deans also stro n g ly agreed th a t expectations 48, 60, 61, 62, and 66 be 131 performed as In d icated by t h e ir mean score range o f 4.67 to 4 .5 4 . Occupational Education Deans1 mean scores fo r the remaining expec­ tatio n s (5 3 , 56, and 65) ranged between 4 .3 5 and 3 .8 6 , representing basic agreement. Four o f the seven ro le expectations (5 5 , 60, 62, and 66) associated w ith P resid en ts' consensus indices were ranked by th is group among t h e ir higher p r io r it y e xp e ctatio n s. F u rth e r, the Presidents stro n g ly agreed th a t expectations 55 and 60 be performed. The remaining expectations (5 9 , 62, 64, 65, and 66) had mean scores ranging from 4.37 to 3 .9 2 , In d ic a tin g basic agreement. Analysis o f R elationships Strong negative re la tio n s h ip s were found between P resid en ts' responses to two ro le expectations w ith in the fun ction o f Planning, E valuation, and Research and the years o f experience 1n t h e ir present p o s itio n . See Table 4 .2 2 . Table 4 .2 2 .— R elatio n sh ip o f ro le expectations 1n Planning, E valu atio n , and Research to years o f experience 1n present p o s itio n — P residents. Item No. 56. 58. Role Expectation r P A ssist the lo c a l Career Education Planning D is t r ic t Council to plan and coordinate high school and contnunlty c o lle g e vocational and technical programs. -.5 3 3 .002 A ssist the Department o f Education 1n s ta te ­ wide planning and coordinating community c o lle g e vocational and tech n ical programs. -.5 2 8 .002 132 In g en e ra l, as a President Increased his years o f experience 1n his present p o s itio n , the less lik e ly he was to expect someone occupying the O ffic e o f Dean to a s s is t the lo cal Career Education Planning D is t r ic t (CEPD) Council and the Michigan Department o f Education to plan and coordinate community c o lle g e v o c a tio n a ltechnical education programs. Both re la tio n s h ip s were e x c e p tio n a lly strong, as represented by the high s ig n ific a n c e le v e ls * and s u f f ic ie n t to r e je c t n u ll hypothesis H^. A strong negative re la tio n s h ip was also found between P re s i­ dents' responses to Item 49 and the s ize o f community c o lle g e . See Table 4 .2 3 . Table 4 .2 3 .— R elationship o f ro le expectations 1n Planning, E v a lu atio n , and Research to community c o lleg e s iz e — P resid en ts. 49. Role Expectation r Develop and m aintain an organized follo w -up system on v o c a tio n a l-te c h n ic a l students who have e ith e r dropped out or graduated. -.5 5 6 p .001 G e n era lly, as a community colleg e Increased It s vocational student en rollm en t, the less l i k e l y the President was to expect some­ one occupying the O ffic e o f Dean to develop and m aintain an organized follo w -up system on v o c a tio n a l-te c h n ic a l students. This re la tio n s h ip was s u f f ic ie n t to r e je c t n u ll hypothesis Hg . A d ditio n al negative re la tio n s h ip s were found between Presidents' responses to Items 51, 52, and 54 and the number o f 133 f u ll- t im e ad m in istrato rs re p o rtin g d ir e c t ly to the O ffic e o f Dean. See Table 4 .2 4 . Table 4 .2 4 .— R elatio n sh ip o f ro le expectations 1n Planning, E v a lu a tio n , and Research to the number o f f u ll- t im e a d m in istra to rs re p o rtin g to O ffic e o f Dean— P resid en ts. Role Expectation 51. 52. 54. r p Provide data from student fo llo w -u p studies to general v o c a tio n a l-te c h n ic a l education s ta ff. -.5 7 3 .001 U t i l i z e student classroom and la b o rato ry t e s t re s u lts In program or course evalua­ tio n and Improvement. -.5 1 9 .003 Conduct surveys to determ ine the degree o f student In te r e s t 1n proposed v o c a tio n a ltech nical programs and courses. -.5 8 2 .001 In g e n e ra l, as the number o f f u l l- t im e a d m in is tra to rs re p o rt­ ing to the Occupational Education Dean increased, the less l i k e l y a President was to expect someone occupying the O ffic e o f Dean to p er­ form these Item s. The re la tio n s h ip s presented above were excep­ t io n a lly stro n g , as In d ic ated by the s ig n ific a n c e le v e ls , and s u ffic ie n t to r e je c t n u ll hypothesis H ^ . S t a t is t ic a l te s ts did not produce c o rre la tio n c o e ffic ie n ts In d ic a tin g strong p o s itiv e or strong negative re la tio n s h ip s among separate group responses to o th e r Items w ith in the fu n c tio n and the remaining demographic v a ria b le s o f professional work experience and educational le v e l. T h ere fo re, the study f a ile d to r e je c t n u ll 134 hypotheses Hg, Hg, H7# and Hg f o r the ro le expectations c o n s titu tin g the fu n ctio n o f Planning. E v a lu atio n , and Research. Personnel Management and Professional Development The a d m in is tra tiv e fu n ctio n o f Personnel Management and Pro­ fessional Development was composed o f 20 ro le expectations addressing duties and re s p o n s ib ilitie s re la te d to : the re c ru itm e n t, s e le c tio n , o rie n ta tio n , development, and e valu atio n o f subordinate s t a f f ; managing s t a f f a c t iv it i e s ; and assuring proper a d m in is tra tio n o f c e rta in provisions o f the c o lleg e c o lle c tiv e bargaining agreement. See Table 4 .2 5 . Seventeen o f the 20 r o le expectations w ith in th is fu n ctio n exceeded the fix e d combi ned-group mean score req uired fo r asso ciatio n w ith the O ffic e o f Dean o f Occupational Education. ta tio n s which f a ile d to be associated were: The th ree expec­ e s ta b lis h in g procedures ..: * fo r the d is p o s itio n o f sabbatical o r special leaves o f subordinate s t a f f ( 7 8 ), assigning teaching d u tie s and teaching loads ( 7 9 ), and preparing a r tic le s fo r professional jo u rn a ls (8 4 ). Twelve o f the 17 ro le expectations associated w ith the O ffic e o f Dean were ranked higher p r io r it y by the combined groups. highest p r io r it y expectations 1n rank orderw ere: The fo u r encouraging super­ v is o ry and teaching s t a f f to p a r tic ip a te In pro fessio n al Improvement programs ( 7 7 ), encouraging supervisors and teaching fa c u lty to confer on problems and reduce the p o te n tia l o f formal grievances ( 8 0 ) , recommending re te n tio n or term in atio n o f employment o f s t a f f ( 7 6 ), and evalu atin g subordinate s t a f f (7 3 ). The th ree lowest p r io r it y Table 4.25.—Rank-order of role expectations for the Office of Dean of Occupational Education relative to Personnel Management and Professional Development. Item No. 68. 69. 70. 71. 72. 73. 74. 75. Combined Groups Role Expectation Dept. Heads Presidents Deans Mean Rank Mean Rank Mean Rank Mean Rank Operate a planned staff recruitment program. 3.87 76 3.77 87 4.03 75 3.81 63 Select subordinate vocationaltechnical supervisory and teaching staff members and make reconmendations for their employment. 4.24* 42 4.11 60 4.67 14 3.95 49 Orient new staff members to college vocational-technical programs and policies. 4.35 25 4.51 14 4.45 39 4.08 37 Develop criteria to be used in eval­ uating the performance of subordi­ nate supervisory and teaching staff. 4.26* 38 4.48 22 4.45 39 3.86 59 Evaluate the classroom performance of fu ll- and part-time vocationaltechnical instructors. 3.83* 80 4.07 65 4.03 75 3.39b 91 Evaluate subordinate vocationaltechnical supervisory staff members. 4.40* 18 4.51 14 4.61 20 4.09 34 Assist individual instructors who have a special teaching problem. 3.86 78 4.03 67 4.03 75 3.54b 81 Administer a planned instructor in-service program consisting of seminars, workshops, etc. 4.12 56 4.03 67 4.41 43 3.92 51 Table 4.25.—Continued. Combined Groups JJ®” Role Expectation 76. 77. 78. 79. 80. 81. 82. Presidents Deans Dept. Heads Mean Rank Mean Rank Mean Rank Mean Rank Recommend retention or termina­ tion of employment for vocationaltechnical supervisory or teaching staff members. 4.46a 15 4.48 22 4.77 6 4.14 29 Encourage supervisory and teaching staff members to participate in professional improvement programs. 4.58 7 4.62 6 4.74 11 4.37 13 Establish procedures for the dis­ position of sabbatical or special leaves and travel requests of sub­ ordinate supervisory or teaching staff members. 3.62b 91 3.33b 99 3.77 90 3.77 67 92 3.77 87 3.93 79 3.16b 98 Assign teaching duties and estab­ lish teaching loads. Encourage supervisors and teaching faculty to confer on problems and reduce the potential of formal grievances. 4.53a 9 4.55 10 4.77 6 4.28 17 Monitor provisions of the collec­ tive bargaining agreement or policy handbook as they pertain to vocational technical education. 4.38 21 4.48 22 4.64 17 4.03 40 Resolve administration-facultydisputes according to the grievance procedure prescribed in the Collective Bargaining Agreement or Policy Handbook. 4.12 57 4.11 60 4.38 47 3.87 56 Table 4 .2 5 .—Continued. Item No. 83. 84. 85. 86 . 87. Expectation Combined Groups Mean Rank Presidents Mean Rank Deans Mean Rank Dept. Heads Mean Rank Recommend improvements in the Collec­ tive Bargai ni ng Agreement or Pol icy Handbook to higher-echelon adminis­ trators which would extend management's influence over the administration of vocational-technical education. 4.33* 29 4.51 14 4.51 29 3.96 48 Prepare articles for professional journals and periodicals. 3.69b 88 3.74 89 3.93 79 3.41b 90 Attend local. State, and national professional meetings. 4.33 30 4.29 39 4.51 29 4.18 27 Take active part in professional organizations such as The American Association of Conmunity and Junior Colleges, The American Vocational Association, and The American Tech­ nical Education Association. 4.21 45 3.96 79 4.51 29 4.18 27 Evaluate applicants in terms of laws, State plan for vocational education, 1icensi ng/certi f ication requirements affecting vocational-technical faculty. 4.28 37 4.18 54 4.54 26 4.10 33 differences at the .01 alpha level. ^Expectations not associated with Office of Dean. 138 expectations as viewed by the combined groups were eva lu atin g the classroom performance o f In s tru c to rs ( 7 2 ) , a s s is tin g In d iv id u a l In s tru c to rs who have teaching problems ( 7 4 ), and operating a planned s t a f f recruitm en t program (6 8 ). Analysis o f separate group scores revealed the Presidents associating 19 o f the 20 ro le expectations w ith in the fu n ctio n o f Personnel Management and Professional Development w ith the O ffic e of Dean o f Occupational Education. Presidents did not expect someone occupying the O ffic e o f Dean to e s ta b lis h procedures fo r the d is p o s i­ tion o f sab b atical or special leaves o f subordinate s t a f f ( 7 8 ). The strong negative opinion o f Presidents regarding th is expecta­ tio n was responsible fo r the mean score f o r the Item f a ll in g below the fix e d mean. Presidents considered only 9 o f the 19 associated ro le expectations to be o f higher p r i o r i t y . The P resid en ts' two highest p r io r it y expectations 1n rank orderw ere: encouraging super­ visory and teaching s t a f f to p a r tic ip a te in professional Improvement programs ( 7 7 ), and encouraging supervisors and teaching fa c u lty to confer on problems and reduce the p o te n tia l o f formal grievances (8 0 ). T h e ir three lowest p r io r it y expectations were: preparing a r tic le s fo r professional jo u rn a ls ( 8 4 ), assigning teaching d u ties and teaching loads ( 7 9 ), and operating a planned s t a f f recruitm ent program (6 8 ). Occupational Education Deans associated a l l ro le expectations 1n th is fun ction w ith the O ffic e o f Dean. the expectations to be higher p r i o r i t y . p r io r it y expectations 1n rank orderw ere: Deans also viewed 14 o f The Deans' th ree highest recommending re te n tio n or 139 term in atio n o f employment o f s t a f f ( 7 6 ), encouraging supervisors and teaching fa c u lty to confer on problems and reduce the p o te n tia l o f formal grievances ( 8 0 ), and encouraging supervisory and teaching s t a f f to p a r tic ip a te In professional Improvement programs ( 7 7 ). The Deans considered e s ta b lis h in g procedures fo r the d is p o s itio n o f sabbatical or special leave o f subordinate s t a f f (78 ) to be lowest 1n p r io r it y . Department Heads associated 16 o f the 20 r o le expectations with the O ffic e o f Dean. Excluded by Department Heads were expec­ ta tio n s re q u irin g the eva lu atio n o f In s tru c to r s ' classroom p e rfo r­ mances ( 7 2 ), the assistance o f In s tru c to rs having teaching problems (7 4 ), the assignment o f teaching d u ties and teaching loads ( 7 9 ), and the preparation o f jo u rn a l a r t ic le s (8 4 ). The strong negative opinions o f Department Heads regarding expectations 79 and 84 were responsible fo r Item scores f a ll in g below the fix e d mean. Department Heads also viewed 12 of the 16 associated expectations higher p r i o r i t y . The Department Heads' two highest p r io r it y ro le expectations were: encouraging supervisory and teaching s t a f f to p a r tic ip a te 1n p ro fe s ­ sional Improvement programs ( 7 7 ), and encouraging supervisors and teaching fa c u lty to confer on problems (8 0 ). E stab lish in g procedures fo r the d is p o s itio n o f sabbatical or special leaves o f subordinate s t a f f (78) and operating a planned s t a f f recruitm en t program (68) were considered the two lowest p r io r it y ro le expectations by Department Heads. P resid en ts, Deans, and Department Heads were in r e la t iv e agreement regarding the exten t to which someone occupying the O ffic e 140 of Dean o f Occupational Education should perform 10 o f the 20 ro le expectations r e la tin g to Personnel Management and Professional Development. S ig n ific a n t d iffe re n c e s were found between the separate group mean scores fo r the remaining ro le expectations s u f f ic ie n t to re je c t the n u ll hypothesis o f d iffe re n c e s ( H j ) . The post-hoc analysis o f d iffe re n c e s 1s presented in Table 4 .2 6 . Analysis o f D ifferen ces Table 4.26 presents 10 ro le expectations w ith in the fu n ctio n of Personnel Management and Professional Development fo r which s ig ­ n ific a n t d iffe re n c e s exis ted between separate group mean scores. The one item in which the g re a te s t amount o f disagreement existed d e a lt w ith assigning teaching d u tie s and e s ta b lis h in g teach­ ing loads (7 9 ). Department Heads disagreed w ith Occupational Educa­ tio n Deans and did not b e lie v e someone occupying the O ffic e o f Dean should perform th is exp e ctatio n . This d iffe re n c e In opinion may be a t t r ib u ta b le to a b e lie f by Department Heads th a t expectations re la te d to e s ta b lis h in g teaching d u ties and loads are more c lo s e ly associated to t h e ir a d m in is tra tiv e r o le . Although Deans associated Item 79 w ith the O ffic e o f Dean, they ranked the Item among t h e ir lower p r io r it y expectations (see Table 4 .2 5 ) . Deans also d iffe r e d on Items 76, 80, and 81. Department Heads and D ifferen ces were 1n the In te n s ity o f t h e ir responses to the q u estio n n aire Item s. Both groups associated the th ree items w ith the O ffic e o f Dean and ranked them among t h e ir higher p r io r it y ro le e xp ectatio n s. Table 4.26.—Role expectations for which significant differences exist between separate group mean scores—Personnel Management and Professional Development. Item No. 69. 71. 72. 73. 76. 79. Presidents (g-j) Mean Deans (g2 ) Mean Dept. Heads ( 93 ) Mean p Select subordinate vocationaltechnical supervisory and teaching staff members and make recommendations for their employment. 4.11 4.67 3.95 .001 9^92* 9^""93» ^2^9^ Develop criteria to be used in evaluating the performance of subordinate supervisory and teaching staff, 4.48 4.45 3.86 .000 g1=g2, g1>g3» g2>g3 Evaluate the classroom perfor­ mance of fu ll- and part-time vocational-technical instruc­ tors. 4.07 4.03 3.39 .003 gj-g2« 9i ^92» ^2^3 Evaluate subordinate vocationaltechnical supervisory staff members. 4.51 4.61 4.09 .000 g1=g2, g1>g3» g2>g3 Recommend retention or termina­ tion of employment for vocationaltechnical supervisory or teaching staff members. 4.48 4.77 4.14 .000 g1=g2» g1=g3, g2>g3 Assign teaching duties and establish teaching loads. 3.77 3.93 3.16 .003 g^g^. g3=g3* g2 >g3 Role Expectation Post-Hoc Results Table 4.26.—Continued. Item No. 80. 81. 83. 86 . Role Expectation Presidents (91) Mean Deans (g2) Mean Dept. Heads (g3) Mean Post-Hoc Results Encourage supervisors and teach­ ing faculty to confer on prob­ lems and reduce the potential of formal grievances. 4 .5 5 4 .77 4 .2 8 .000 9r 92* 9r 93* Monitor provisions of the Col­ lective Bargaining Agreement or Policy Handbook as they pertain to vocational-technical educa­ tion. 4 .4 8 4.64 4.03 .002 9 3 =^ 2 * 9 1~ 9 3* Recommend improvements in the Collective Bargaining Agreement or Policy Handbook to higherechelon administrators which would extend management's influ­ ence over the administration of vocational-technical education. 4.51 4.51 3 .9 6 .001 g ^ . 9 ^ 9 3 * 9 2 >9 3 Take active part in professional organizations such as The Amer­ ican Association of Community and Junior Colleges, The Ameri­ can Vocational Association, and The American Technical Educa­ tion Association. 3.96 4.51 4 .1 8 .004 g 1 93 g 2 =g 3 143 Another Item In which a la rg e amount o f disagreement existed pertained to e v a lu a tin g the classroom performance o f v o c a tio n a ltechnical in s tru c to rs (7 2 ). In th is In stan ce, Department Heads held an opinion c o n trary to those o f Presidents and Deans, and did not associate th is exp ectatio n w ith the O ffic e o f Dean. Although P re s i­ dents and Deans associated Item 72, they ranked the item among t h e ir lower p r io r it y ro le exp ectatio n s. Department Heads also disagreed w ith Presidents and Deans on Items 71, 73, and 83. In these In stan ces, d iffe re n c e s were found only in the in te n s ity o f responses to the item s. A ll th ree groups associated the th ree items w ith the O ffic e o f Dean and ranked them p rim a rily among t h e ir high p r io r it y ro le exp ectatio n s. Occupational Education Deans disagreed w ith Presidents and Department Heads regarding the s e le c tin g o f subordinate teaching and supervisory s t a f f (6 9 ). Deans f e l t stro n g ly th a t someone occupy­ ing the O ffic e o f Dean should perform th is exp e ctatio n . Presidents and Department Heads d id n o t share the same in te n s ity o f o p inion. Occupational Education Deans also disagreed w ith Presidents regard­ ing the taking a c tiv e p a rt in professional org an izatio n s (8 6 ). Deans s tro n g ly supported the performance o f th is item and ranked i t among t h e ir higher p r io r it y ro le exp ectatio n s. Presidents f e l t less s tro n g ly about the performance o f the expectation and ranked i t among t h e ir lower p r io r it y exp ectatio n s. Analysis o f O rdinal Consensus Review o f Table 4.27 In d ic a te s th a t Indices fo r r o le expec­ ta tio n s r e la t iv e to Personnel Management and Professional Development 144 as viewed by each o f the th ree groups f e l l p rim a rily 1n the n e u tra l category w ith many indices 1n the consensus categ o ry, thereby re je c tin g the n u ll hypothesis o f consensus (H g). None o f the groups was 1n dlssensus regarding any o f the ro le expectations w ith in th is fu n c tio n . The study, th e re fo re , f a ile d to r e je c t the n u ll hypoth­ esis o f dlssensus (H g). Table 4 .2 7 .— Frequency d is tr ib u tio n o f group consensus and dlssensus Indices fo r ro le expectations r e la t iv e to Personnel Management and Professional Development. Role Expectations Category Presidents Deans Dept. Heads 9 11 5 (.2 5 1 -.7 4 9 ) 11 9 15 Dlssensus (.0 0 0 -.2 5 0 ) - - - 20 20 Consensus (.7 5 0 -1 .0 0 0 ) Neutral N = 20 D is s im ila r p atterns o f o rd in a l consensus indices existed among the th ree groups as In d ic ated by the s iz a b le d iffe re n c e s In the pro­ portions o f Indices f a ll in g In to the consensus category. Occupational Education Deans had the la rg e s t proportion o f Indices (55 percent) in the consensus category. The Deans were follow ed by Presidents (45 percent) and Department Heads (25 p e rc e n t). Table 4 .2 8 presents the ro le expectations w ith in the func­ tio n o f Personnel Management and Professional Development f o r which one or more groups were in consensus. Table 4.28.—Role expectations possessing group consensus indices—Personnel Management and Professional Development. Role Expectation 69. 70. 73. 75. 76. 77. 80. Select subordinate vocational-technical super­ visory and teaching staff members and make recomnendations for their employment. Presidents Deans Dept. Heads Mean Index Mean Index Mean Index — — 4.67 .839 Orient new staff members to college vocationaltechnical programs and policies. 4.51 .760 Evaluate subordinate vocational-technical supervisory staff members. 4.51 .760 4.61 .807 Administer a planned instructor in-service program consisting of seminars, workshops, etc. 4.03 .760 4.41 .758 — — 4.77 .887 Encourage supervisory and teaching staff members to participate in professional improvement programs, 4.62 .815 4.74 .871 4.37 .757 Encourage supervisors and teaching faculty to confer on problems and reduce the potential of formal grievances. 4.55 .778 4.77 .887 4.28 .766 Recoomend retention or termination of employ­ ment for vocational-technical supervisory or teaching staff members. Table 4.28.—Continued. Item No. 81. 83. 85. 86 . 87. Role Expectation Presidents Deans Dept. Heads Mean Index Mean Index Mean Index Monitor provisions of the Collective Bargaining Agreement or Policy Handbook as they pertain to vocational-technical education. 4.64 .823 Recommend improvements in the Collective Bar­ gaining Agreement or Policy Handbook to higherechelon administrators which would extend management's influence over the administration of vocational-technical education. 4.51 .760 4.51 .758 Attend local, State, and national professional meetings. 4.29 .778 4.51 .758 4.18 .838 Take active part in professional organizations such as The American Association of Community and Junior Colleges, The American Vocational Association, and The American Technical Educa­ tion Association. 3.96 .760 4.51 .758 4.18 .793 Evaluate applicants in terms of laws, State plan for vocational education, licensing/ certification requirements affecting vocational-technical faculty. 4.18 .760 4.54 .774 4.10 .775 147 In f iv e In stan ces, P res id en ts, Occupational Education Deans, and Department Heads possessed consensus Indices f o r the same ro le expectations. The th ree groups were In consensus regarding the performance o f expectations p e rta in in g to : encouraging supervisory and teaching s t a f f to p a r tic ip a te In p ro fessio n al development pro­ grams (7 7 ), encouraging supervisors and teaching fa c u lty to confer on problems and reduce the p o te n tia l o f formal grievances ( 8 0 ), attending professional meetings ( 8 5 ), takin g a c tiv e p a rt in p ro fe s ­ sional organizatio n s ( 8 6 ), and e v a lu a tin g a p p lican ts in terms o f c e r t if ic a t io n requirements (8 7 ). In three o th er in stan ces, Presidents and Deans possessed consensus Indices fo r the same e x p e c ta tio n . consensus regarding the performance o f: The two groups were in e valu atin g subordinate supervising s t a f f ( 7 3 ), adm inistering a planned in s tru c to r in -s e rv ic e program ( 7 5 ), and reconmending improvements in the c o l­ le c tiv e bargaining agreement (8 3 ). only one o f A ll In the remaining in stances, the th ree groups was in consensus. 11 o f the ro le expectations associated w ith Occupational Education Deans' consensus indices were ranked by th is group among th e ir higher p r io r it y expectations (see Table 4 .2 5 ) . Except fo r expectation 75, the mean scores ranged between 4.77 and 4 .5 1 , in d ic a tin g strong agreement by Deans th a t these expectations be performed. The f iv e ro le expectations associated w ith Department Heads'consensus Indices were also ranked among the p r io r it y exp ectatio n s. groups' higher The mean scores ranged between 4.37 and 4 .1 0 , 148 In d ic a tin g basic agreement w ith the performance o f the expec­ ta tio n s . Six o f the nine ro le expectations associated w ith P re s i­ dents' consensus indices were ranked higher p r io r it y . the s ix expectations (Item s 70, 73, 77, 80, and 83) F ive o f had mean scores between the range o f 4.62 and 4 .5 1 , in d ic a tin g moderately strong agreement. Analysis o f R elationships Strong negative re la tio n s h ip s were found between P resid en ts' responses to two ro le expectations w ith in the fu n c tio n o f Personnel Management and Professional Development and the number o f years o f experience in t h e ir present p o s itio n . See Table 4 .2 9 . Table 4 .2 9 .— R elatio n sh ip o f ro le expectations In Personnel Management and Professional Development to years o f experience in present p o s itio n — P res id en ts . Item No. 75. 86. Role Expectation r P Adm inister a planned in s tru c to r in -s e rv ic e program con sistin g o f seminars, workshops, e tc . -.5 2 5 .002 Take a c tiv e p a rt in professional org an iza­ tio ns such as The American A ssociation o f Community and Junior C olleges, The American Vocational A sso ciatio n , and The American Technical Education A ssociation. -.5 3 8 .002 G enerally as a President Increased the years o f experience 1n his present p o s itio n , the less 1ik e ly he was to view adm inistering a 149 planned In s tru c to r In -s e rv ic e program (75) and takin g a c tiv e p a rt In professional o rg an izatio n s (86) w ith the O ffic e o f Dean. In both Instances, s ig n ific a n t le v e ls In d ic ated e x c e p tio n a lly strong re la tio n s h ip s s u f f ic ie n t to r e je c t n u ll hypothesis H^. Strong p o s itiv e re la tio n s h ip s were found between the Occu­ pational Education Deans' responses to expectations 85 and 86 and the years o f a d m in is tra tiv e experience they had had in p u b lic commu­ n ity c o lle g e s . See Table 4 .3 0 . Table 4 .3 0 .— R elatio n sh ip o f ro le expectations In Personnel Management and Professional Development to years o f p u b lic community c o lle g e a d m in is tra tiv e experience— Occupational Education Deans. Item No. 00 • LO 00 • Role Expectation r P Attend lo c a l. S ta te , and n atio n al p ro fes­ sional meetings. .526 .001 Take a c tiv e p a rt in professional org an izatio n s such as The American Association o f Community and Junior C olleges, The American Vocational A ssociatio n , and The American Technical Educa­ tio n A ssociation. .648 .001 G enerally as a Dean Increased his years o f a d m in is tra tiv e experience 1n community c o lle g e s , the more l i k e l y he was to associate attending lo c a l, S ta te , and n atio n al p ro fessio n al meetings (85) and taking a c tiv e p a rt 1n p ro fessio n al o rg an izatio n s (86 ) w ith the O ffic e o f Dean. The strength o f the two re la tio n s h ip s should be noted. both Instances the s ig n ific a n c e le v e ls w e re .001. was thereby re je c te d . N ull hypothesis In 150 Strong negative re la tio n s h ip s were also found between P re s i­ dents' responses to two ro le expectations and th e number o f f u l l ­ time a d m in istra to rs re p o rtin g d ir e c t ly to the O ffic e o f Dean o f Occupational Education. See Table 4 .3 1 . Table 4 .3 1 .— R elatio n sh ip o f ro le expectations 1n Personnel Management and Professional Development to the number o f f u ll- t im e ad m in istra to rs re p o rtin g to O ffic e o f Dean— P resid en ts. Ro1e Expec ta t i on 76. 87. Recommend re te n tio n o r term in atio n o f employ­ ment fo r v o c a tio n a l-te c h n ic a l supervisory or teaching s t a f f members. -.5 1 1 .003 Evaluate ap p lican ts in terms o f laws, S ta te plan fo r vocational education, lic e n s in g / c e r t if ic a t io n requirements a ffe c tin g v o c a tio n a l-te c h n ic a l fa c u lty . -.6 3 2 .001 In g e n e ra l, as the number o f f u ll- t im e a d m in istra to rs re p o rt­ ing d ir e c t ly to the Occupational Education Dean increased, the less lik e ly a President was to associate recommending re te n tio n or term ina­ tio n o f subordinate s t a f f (76) and e valu atin g a p p lican ts 1n terms o f meeting c e r t if ic a t io n and lic e n s in g requirements (87) w ith the O ffic e of Dean. Both re la tio n s h ip s presented above were also e x c e p tio n a lly strong, as in d ic ated by the le v e ls o f s ig n ific a n c e , and s u f f ic ie n t to re je c t n u ll hypothesis H^Q. S t a t is t ic a l te s ts did not produce c o r re la tio n c o e ffic ie n ts in d ic a tin g strong p o s itiv e or strong negative re la tio n s h ip s among separate group responses to o ther items w ith in the fu n ctio n and the 151 remaining demographic v a ria b le s o f professional work experience, educational le v e l, and community c o lle g e s iz e . T h ere fo re, the study fa ile d to r e je c t n u ll hypotheses Hg, Hg , Hg, and Hg fo r the r o le expectations c o n s titu tin g the fu n ctio n o f Personnel Management and Professional Development. Constituency Development The Constituency Development fu n ctio n o f vocational education a d m in istra tio n was c o n s titu te d o f 16 ro le expectations addressing duties and re s p o n s ib ilitie s re la te d to : p lanning, p re p a rin g , and managing a c t iv it i e s promoting c o lle g e v o c a tio n a l-te c h n ic a l o ffe rin g s ; and e s ta b lis h in g p o s itiv e re la tio n s h ip s w ith in f lu e n t ia l c itiz e n s and re p resen tatives o f community agencies. See Table 4 .3 2 . Eleven o f 16 ro le expectations w ith in the Constituency Devel­ opment fu n ctio n exceeded the fix e d combined-group mean score o f 3.70 and were thereby associated w ith the O ffic e o f Dean o f Occupational Education. The f iv e expectations which f a ile d to be associated w ith the O ffic e o f Dean by the combined-groups were: preparing program and course brochures (8 9 ), w ritin g a r t ic le s and news releases ( 9 0 ), preparing spot announcements fo r ra d io and te le v is io n ( 9 2 ) , serving on c iv ic w e lfa re conmittees ( 9 7 ), and adm inistering a student r e c r u it ­ ment program (9 8 ). P resid en ts, Occupational Education Deans, and Department Heads held uniform opinions regarding these exp ectatio ns. In three instances (Item s 90, 92, and 9 8 ), a l l th ree groups f a ile d to associate c e rta in ro le expectations w ith the O ffic e o f Dean. the remaining two Instances (89 and 9 7 ), two o f the three groups fa ile d to associate the ro le exp ectatio n s. In Table 4.32.—Rank-order of role expectations for the Office of Dean of Occupational Education relative to Constituency Development. Item No. 88 . 89. 90. 91. 92. 93. 94. Combined Groups Role Expectation Dept. Heads Presidents Deans Mean Rank Mean Rank Mean Mean Rank Prepare vocational and technical course and program descriptions for the college catalog. 3.82* 83 3.88 85 4.41 43 3.17b 97 Prepare brochures to promote vocational-technical program and course offerings. 3.48b 97 3.48b 97 3.77 90 3.20b 96 Write articles and news releases for local newspapers to promote vocationaltechnical program and course offerings. 3.46b 98 3.51b 96 3.64b 96 3.24b 94 Appear periodically on radio and tele­ vision programs to promote college vocational-technical offerings. 3.99* 64 4.22 71 3.68b 73 Prepare spot announcements for the promotion of the vocational-technical offerings through radio and television media. 3.40b 99 3.44b 98 3,61b 97 3.14b 99 Plan exhibits and open houses to pro­ mote vocational-technical offerings. 3.78 87 4.00 77 3.77 90 3.58b 78 Utilize lay advisory committees in promotional activities. 3.93 70 4.03 67 3.90 83 3.87 56 48 4.06 Rank Table 4 .3 2 .—Continued. Item No. 95. 96. 97. 98. 99. 100. 101. Combined Groups Role Expectation Presidents Deans Mean Rank Mean Rank Mean Dept. Heads Mean Rank Actively participate and hold mem­ bership in civic clubs such as the Lions, Rotary, etc. 3.81 84 4.03 67 3.80 88 3.60b 76 Speak to major civic and profes­ sional organizations periodically. 4.16 53 4.25 42 4.22 62 4.00 47 Serve on civic welfare committees such as the Local Chapter of the National Foundation of the March of Dimes, Community Fund, etc. 3.56b 94 3.74 89 3.61b 97 3.34b 92 Administer a planned student recruitment program. 3.50b 96 3.59b 94 3.48b 100 3.44b 89 Participate in high school career days and address senior classes. 3.77a 85 4.18 54 3.83 86 3.29b 93 Keep the local Michigan Employment Security Commission personnel informed on college vocationaltechnical offerings and entrance requirements. 3.82 82 3.92 81 3.77 90 3.78 66 Establish and maintain effective working relationships with princi­ pals and counselors in the high schools within the college service area. 4.12 58 4.03 67 4.29 58 4.03 40 Rank Table 4 .3 2 .—Continued. Item No. 102. 103. Combined Groups Role Expectation Presidents Deans Mean Rank Mean Rank Mean Rank Dept. Meads Mean Rank Establish and maintain effective working relationships with key individuals representing trade, labor, management, and health ser­ vice organizations in the area served by the college. 4.38 22 4.29 39 4.48 36 4.36 14 Establish and maintain effective working relationships with State and federal manpower training agencies such as the local Compre­ hensive Employment and Training Area (CETA) Board, The Bureau of Apprenticeship and Training (BAT), Vocational Rehabilitation Service (VRS), etc. 4.29 36 4.11 60 4.48 36 4.29 16 Differences at the .01 alpha level. Expectations not associated with Office of Dean. 155 Only 2 o f the 11 ro le expectations associated w ith the O ffic e o f Dean were ranked higher p r io r it y by the combined groups. higher p r io r it y expectations were: These e s ta b lis h in g and m aintaining e ffe c tiv e working re la tio n s h ip s w ith key In d iv id u a ls representing local In d u stry (1 0 2 ), and e s ta b lis h in g and m aintaining e ff e c t iv e working re la tio n s h ip s w ith S ta te and fe d e ra l manpower tra in in g agencies (1 0 3 ). The th re e lowest p r io r it y expectations as ranked by the combined groups were: planning e x h ib its and open house a c t iv it y (9 3 ), p a r tic ip a tin g 1n high school career days ( 9 9 ), and a c tiv e ly p a r tic ip a te and hold membership in c iv ic clubs (9 5 ). A nalysis o f separate group scores showed Presidents asso­ c ia tin g 12 o f the 16 ro le expectations r e la t iv e to Constituency Devel­ opment w ith the O ffic e o f Dean. The fo u r expectations excluded by Presidents (Item s 89, 90, 92, and 98) were among those excluded by the combined groups and reported e a r l i e r . Presidents viewed 3 o f the 12 associated ro le expectations to be o f higher p r io r it y . The higher p r io r it y expectations consisted o f e s ta b lis h in g and m a in ta in ­ ing e ffe c tiv e working re la tio n s h ip s w ith key In d iv id u a ls representing local In d u stry (1 0 2 ), appearing p e r io d ic a lly on rad io and te le v is io n to promote c o lleg e programs ( 9 1 ), and speaking to major c iv ic and pro­ fessional org an izatio n s (9 6 ). T h e ir th ree lowest p r io r it y ro le expectations were serving on c iv ic w e lfa re committees ( 9 7 ), prepar­ ing course and program catalog d escrip tio n s ( 8 8 ), and keeping the local Michigan Employment S e c u rity Commission personnel informed on c o lleg e v o c a tio n a l-te c h n ic a l o ffe rin g s (1 0 0 ). 156 Occupational Education Deans also associated 12 o f the 16 ro le expectations w ith the O ffic e o f Dean. The fou r expectations excluded by Deans (Item s 90, 92, 97, and 98) were also among those excluded by the combined groups. Deans viewed 3 o f the 12 asso­ ciated ro le expectations as being o f higher p r io r it y . higher p r io r it y expectations in rank orderw ere: T h e ir three e s ta b lis h in g and m aintaining e ffe c tiv e working re la tio n s h ip s w ith S tate and fe d e ra l manpower tra in in g agencies and w ith key in d iv id u a ls representing local industry (102 and 1 03), and preparing course and program catalog d escrip tion s (8 8 ). The Deans' two lowest p r io r it y ro le expectations were preparing program and course brochures ( 8 9 ), and planning e x h ib its and open house a c t iv it i e s (9 3 ). Department Heads associated only 6 o f the 16 ro le expecta­ tions in the fun ction o f Constituency Development w ith the O ffic e of Dean (Item s 94, 96, 100, 101, 102, and 103). Of the six associated expectations, four were considered higher p r io r it y by Department Heads. The two highest p r io r it y expectations in rank order were: e s ta b lis h in g and m aintaining e ff e c t iv e working re la tio n s h ip s w ith key in d iv id u a ls representing lo c a l in d u stry (1 0 2 ), and w ith S tate and fe d e ra l manpower tr a in in g agencies (1 0 3 ). P residents, Deans, and Department Heads were 1n r e la t iv e agreement regarding the exten t to which someone occupying the O ffic e o f Dean o f Occupational Education should perform 13 o f the ro le expectations r e la t iv e to Constituency Development. S ig n ific a n t d i f ­ ferences were found among separate group mean scores fo r expectations 88, 91, and 99 s u f f ic ie n t to r e je c t the n u ll hypothesis o f 157 d iffe re n c e s (H -j). The post-hoc an a ly sis o f the d iffe re n c e s Is presented 1n Table 4 .3 3 . Analysis o f D ifferences Table 4.33 presents the th ree ro le expectations w ith in the function o f Constituency Development fo r which s ig n ific a n t d i f f e r ­ ences existed among separate group mean scores. In a l l three Instan ces, d iffe re n c e s were found between the responses of Department Heads and the o th er two respondent groups. Contrary to the opinions o f Presidents and Deans, Department Heads did not associate any o f the expectations reported 1n Table 4.33 w ith the O ffic e o f Dean o f Occupational Education. Presidents ranked the expectation o f appearing p e r io d ic a lly on ra d io and te le v is io n to promote co lleg e v o c a tio n a l-te c h n ic a l o ffe rin g s (91) among t h e ir higher p r io r it y ro le expectations and they ranked remaining items among lower p r io r it y exp ectatio n s. In c o n tra s t, Deans viewed prepar­ ing course and program catalog d es c rip tio n s (88) as being among higher p r io r it y exp ectatio n s. Analysis o f Ordinal Consensus Review o f Table 4.34 in d ic ates th a t Indices fo r ro le expec­ ta tio n s r e la t iv e to Constituency Development as viewed by each group f e l l p rim a rily In the n eu tral category, w ith some Indices In the consensus category, thereby re je c tin g the n u ll hypothesis o f con­ sensus (H ^ )• None o f the groups was 1n dlssensus regarding any o f the ro le expectations 1n th is fu n c tio n . T h erefo re, the study f a ile d to r e je c t the n u ll hypothesis o f dlssensus (H ^). Table 4.33.--Role expectations for which significant differences exist between separate group mean scores—Constituency Development. Item No. 88 . 99. Deans (92) Mean Dept. Heads (93) Mean Prepare vocational and technical course and program descriptions for the college catalog. 3.88 4.41 3.17 .000 Appear periodically on radio and television programs to pro­ mote college vocationaltechnical offerings. 4.22 4.06 3.68 .005 Participate in high school career days and address senior classes. 4.18 3.83 3.29 .000 Role Expectation P Post-Hoc Results 91S92* 91>93* 92>93 158 91. Presidents (91) Mean 9is92» 9 ^ 93 . 92>93 9 r 92’ 91>93* 92>93 159 Table 4 .3 4 .— Frequency d is tr ib u tio n o f group consensus and dlssensus indices r e la t iv e to Constituency Development. Role Expectations Presidents Deans Dept. Heads Consensus (.7 5 0 -1 .0 0 0 ) 7 5 3 N eutral 9 11 13 (.2 5 1 -.7 4 9 ) Dlssensus (.0 0 0 -.2 5 0 ) - - N = 16 16 - 16 D is s im ila r p atterns o f o rd in al consensus indices existed between the three groups as In d icated by the s iz a b le d iffe re n c e s 1n the proportion o f Indices f a ll in g In to the consensus category. Presidents had the la rg e s t proportion o f t h e ir group Indices (44 percent) 1n the consensus category. The Presidents were follow ed by Deans (31 percent) and Department Heads (19 p e rc e n t). Table 4.35 displays the ro le expectations w ith in the Public R elations fun ction fo r which one or more groups were 1n consensus. In two Instances, P resid en ts, Occupational Education Deans, and Department Heads possessed consensus Indices f o r the same ro le exp ectatio n. The three groups were 1n consensus regarding the performance o f: speaking to c iv ic and professional org an iza­ tions ( 9 6 ), and e s ta b lis h in g and m aintaining e ff e c t iv e working re la tio n s h ip s w ith key In d iv id u a ls representing lo c a l business and Industry (1 0 2 ). In two a d d itio n a l Instances, two o f the three groups possessed consensus Indices fo r the same exp ectatio n . Presidents and Deans Table 4.35.—Role expectations possessing group consensus indices—Constituency Development. Item No. 93. 94. 95. 96. 97. 99. 101. 102. 103. Role Expectation Presidents Mean Index Plan exhibits and open houses to promote vocational-technical offerings. Utilize lay advisory committees in promotional activities. m m 4.03 Deans Mean Index 3.77 .758 3.80 .775 4.22 .823 Dept. Heads Mean Index .760 Actively participate and hold membership in civic clubs such as the Lions, Rotary, etc. Speak to major civic and professional organiza­ tions periodically. 4.25 .797 Serve on civic welfare committees such as the local chapter of The National Foundation of the March of Dimes, Community Fund, etc. 3.74 .797 Participate in high school career days and address senior classes. 4.18 .760 Establish and maintain effective working relation­ ships with principals and counselors in the high schools within the college service area. 4.03 .760 4.29 .758 Establish and maintain effective working relation­ ships with key individuals representing trade, labor, management, and health service organiza­ tions in the area served by the college. 4.29 .815 4.48 .758 Establish and maintain effective working relationships with State and federal manpower training agencies such as the local Comprehensive Employment &Training Area (CETA) Board, The Bureau of Apprenticeship ATraining (BAT), Vocational Rehabilitation Service (VRS), etc. 4.11 .797 4.00 .829 4.36 .789 4.29 .775 161 were 1nconsensus regarding the performance o f e s ta b lis h in g and m aintaining e ff e c t iv e working re la tio n s h ip s w ith lo c a l high school p rin c ip a ls and counselors (1 0 1 ). Presidents and Department Heads were 1n consensus regarding the performance o f: e s ta b lis h in g and m aintaining e ff e c t iv e working re la tio n s h ip s w ith S tate and fed e ral manpower tra in in g agencies (1 0 3 ). In the remaining In stan ce, only one o f the th ree respondent groups was In consensus. Two o f the seven ro le expectations fo r which Presidents were 1n consensus (96 and 102) were ranked by th is group among t h e ir higher p r io r it y exp ectatio n s. A ll seven o f the expectations had mean scores between 4.29 and 3 .7 4 , In d ic a tin g basic agreement by Presidents th a t these expectations be performed. Only one o f the f iv e r o le expectations fo r which Occupational Education Deansw ereln consensus (102)was ranked by Deans among th e ir higher p r io r it y exp ectatio n s. The mean scores o f the f iv e ro le expectations associated w ith consensus Indices in d ic ated the Deans b a s ic a lly agreed th a t these expectations should be performed. A ll th ree o f the ro le expectations f o r which Department Heads were 1n consensus were ranked among the group's higher p r io r it y expectations. F u rth e r, the mean scores o f these expectations In d i­ cated Department Heads ' agreement w ith the Item 's performance. Analysis o f R elationships A strong p o s itiv e re la tio n s h ip was found between the Occupa­ tio n a l Education Deans1 responses to Item 103 in the fu n ction o f Constituency Development and the years o f a d m in is tra tiv e experience they had had in p ublic community c o lle g e s . See Table 4 .3 6 . 162 Table 4 .3 6 .— R elatio n sh ip o f ro le expectations in Constituency Development to years o f p ublic community c o lle g e a d m in is tra tiv e experience--0ccupat1onal Education Deans. Item No. 103. Role Expectation E stab lish and m aintain e ff e c t iv e working r e la ­ tio nsh ip s w ith S ta te and fe d e ra l manpower tra in in g agencies such as the lo c a l Comprehen­ sive Employment and T ra in in g Area CETA) Board, the Bureau o f Apprenticeship and T ra in in g (BAT), Vocational R e h a b ilita tio n Service (VRS), e tc . .501 .002 In g e n e ra l, Deans were more l i k e l y to expect someone occupy­ ing the O ffic e o f Dean to e s ta b lis h and m aintain e ff e c t iv e working re la tio n s h ip s w ith S ta te and fe d e ra l manpower tr a in in g agencies as they increased t h e ir years o f a d m in is tra tiv e experience 1n community colleg e a d m in is tra tio n . The re la tio n s h ip between the two v a ria b le s was e x c e p tio n a lly strong, as In d ic ated by the le v e l o f s ig n ific a n c e , and s u f f ic ie n t to r e je c t n u ll hypothesis H^. S t a t is t ic a l te s ts d id not produce c o rre la tio n c o e ffic ie n ts in d ic a tin g strong p o s itiv e or strong negative re la tio n s h ip s between separate group responses to other Items 1n the fu n ctio n and the remaining thesis Hi H2 H3 H4 H5 H6 «7 »8 h9 H10 General Administration and Supervision Curriculum Development and Instruction Budget and Finance Management Planning, Evaluation and Research Personnel Management and Development reject reject reject reject reject reject reject reject reject reject reject reject accept accept accept accept accept accept accept accept accept reject reject accept accept accept accept accept accept accept accept accept accept accept accept accept accept accept accept accept reject reject accept accept accept accept accept accept accept accept accept reject accept accept accept reject accept reject reject accept Constit­ uency Develop­ ment 165 (27 percent) o f the to ta l higher p r io r it y ro le , expectations asso­ ciated w ith the O ffic e o f Dean were found in the General A dm inistra­ tio n and Supervision fu n c tio n . S ig n ific a n t d iffe re n c e s existed among the group mean scores o f f iv e ro le exp ectatio n s. The strongest disagreement was between Department Heads and the o th er two respondent groups concerning the preparation o f course schedules. Department Heads did not expect someone holding the O ffic e o f Dean to prepare schedules o f courses. Department Heads also stro n g ly disagreed w ith Presidents and did not expect a Dean to a d n ln ls te r a s a fe ty Inspection system o f In s tru c ­ tio n a l equipment and f a c i l i t i e s . Presidents and Occupational Education Deans were In separate group consensus regarding the performance o f over o n e -h a lf o f the ro le expectations. Department Heads were 1n group consensus w ith over one-th1rd o f the Item s. None o f the groups was 1n dlssensus concerning the performance o f any o f the ro le exp ectatio n s. No s ig n ific a n t re la tio n s h ip s were found between the sep­ a ra te group responses to ro le expectations 1n th is fu n ctio n and the demographic v a ria b le s o f professional work experience, educational le v e l, community c o lleg e enrollm ent s iz e , and the numbers o f f u l l ­ time subordinate adm in istrato rs re p o rtin g to the O ffic e o f Dean o f Occupational Education. Curriculum Development and In s tru c tio n Eleven o f the 13 ro le expectations representing the fun ction were associated by the combined groups w ith the O ffic e o f Dean. Six 166 o f the associated ro le expectations were ranked higher p r io r it y by the three groups. The highest p r io r it y Items were: promoting coopera­ tiv e vocational education and o th er forms o f o n -th e -jo b le arn in g experiences, developing curriculum p o lic y , and organizing and u t i l i z ­ ing lay advisory committees. Only about one-tenth (11 percent) o f the to ta l higher p r io r it y ro le expectations associated w ith the O ffic e o f Dean were found 1n the Curriculum Development and In s tru c ­ tio n fu n c tio n . S ig n ific a n t d iffe re n c e s existed between th e group mean scores o f seven ro le expectations. The strongest disagreement was between Department Heads and the other two respondent groups regarding the review o f course o u tlin e s and in s tru c tio n a l m a te ria ls , and s o l i c i t ­ ing the suggestions o f students in program/course development. Department Heads did not expect a Dean to perform these tasks. Presidents and Occupational Education Deans were 1n separate group consensus regarding the performance o f approxim ately one-th1rd o f the ro le expectations. Department Heads f a ile d to be 1n consensus w ith any ro le expectation 1n th is fu n c tio n . None o f the th re e groups was in dlssensus regarding any o f the ro le exp ectatio n s. Strong negative re la tio n s h ip s were found between the responses o f Presidents to ro le expectations dealing w ith the o rg an i­ zatio n and use o f la y advisory committees, and the number o f f u l l ­ time subordinate a d m in istrato rs re p o rtin g to the O ffic e o f Dean. No re la tio n s h ip s were found between separate group responses and the remaining demographic v a ria b le s o f professional work experience, educational le v e l, and community c o lleg e enrollm ent s iz e . 167 Budget and Finance Management Eleven o f the 15 ro le expectations c o n s titu tin g th is fu n c tio n were associated by the combined groups w ith the O ffic e o f Dean. E ight o f the associated r o le expectations were ranked higher p r io r it y by the th re e groups. The highest p r io r it y expectations addressed o b ta in ­ ing budget recommendations from v o c a tio n a l-te c h n ic a l s t a f f , develop­ ing the budget, presenting the budget to higher-echelon a d m in is tra ­ tio n fo r approval, and adm in isterin g the budget. F ifte e n percent o f the to ta l higher p r io r it y ro le expectations associated w ith the O ffic e o f Dean were found w ith in the Budget and Finance Management fu n c tio n . S ig n ific a n t d iffe re n c e s existed among the group mean scores fo r fo u r ro le exp ectatio n s. The strongest disagreement was between Occupational Education Deans and the o ther two respondent groups r e la tiv e to m aintaining In s tru c tio n a l equipment In v e n to rie s . Deans associated th is expectation w ith the O ffic e o f Dean. Only A lso , Department Heads disagreed w ith the o ther groups and expected Deans to e s ta b lis h and m aintain e ffe c tiv e re la tio n s h ip s w ith key persons o f the Department o f Management and Budget. Occupational Education Deans were In group consensus regard­ ing the performance o f over one-th1rd o f the ro le e xp ectatio n s. Presidents were 1n consensus w ith only one exp e ctatio n . Heads f a ile d to be In consensus w ith any exp ectatio n s. Department None o f the groups was 1n dlssensus concerning the performance o f any o f the ro le expectations. 168 No s ig n ific a n t re la tio n s h ip s were found between the separate group responses to ro le expectations 1n th is fu n ctio n and the demo­ graphic v a ria b le s o f professional work exp erience, educational le v e l, community c o lle g e enrollm ent s iz e , and the numbers o f f u l l ­ time subordinate a d m in istra to rs re p o rtin g to the O ffic e o f Dean. Planning, E valu atio n , and Research Nineteen o f the 20 r o le expectations representing th is func­ tio n were associated by the combined groups w ith the O ffic e o f Dean. Eleven o f the associated ro le expectations were ranked higher p r io r it y by the th re e groups. The highest p r io r it y expectations d e a lt w ith preparing long-range v o c a tio n a l-te c h n ic a l programs and b u ild in g expansion plans. Nearly o n e-fo u rth (21 p ercen t) o f the to ta l higher p r io r it y ro le expectations associated w ith the O ffic e o f Dean were found w ith in the Planning, E valuation and Research fu n c tio n . S ig n ific a n t d iffe re n c e s exis ted among the group mean scores of 12 ro le expectations. In most (e ig h t) instan ces, Department Heads disagreed w ith the o th e r two respondent groups. Contrary to the opinions o f Presidents and Occupational Education Deans, Depart­ ment Heads did not associate developing and m ain tain in g student follo w -up systems, using student classroom te s t re s u lts 1n program/ course e v a lu a tio n , conducting student in te r e s t surveys, planning special manpower tr a in in g programs, and v is it in g classrooms to evaluate In s tru c tio n a l methods w ith the O ffic e o f Dean. Department Heads also disagreed w ith Occupational Education Deans and did not expect ro le Incumbents to plan special v o c a tio n a l-te c h n ic a l programs fo r the disadvantaged and handicapped students. 169 Occupational Education Deans and Department Heads were In group consensus regarding the performance o f n e a rly o n e -h a lf o f the ro le exp ectatio n s. Presidents were 1n consensus w ith n early one- th ird o f the e xp ectatio n s. None o f the groups was 1n dlssensus con­ cerning the performances o f any ro le e xp ectatio n s. Strong negative re la tio n s h ip s were found between the responses o f Presidents to expectations o f planning and coo rd in atin g community colleg e programs 1n cooperation w ith lo c a l d is t r ic t s and the Depart­ ment o f Education and the years o f experience In t h e ir present jo b p o s itio n . A strong negative re la tio n s h ip was also found between the responses o f Presidents to the e xp ectatio n o f developing and m aintaining vocatio n al student fo llo w -u p systems and the enrollm ent s ize o f community c o lle g e s . A d d itio n a l negative re la tio n s h ip s were produced between the responses o f Presidents to expectations o f conducting student in te r e s t surveys, using student classroom te s t re s u lts 1n program/course e v a lu a tio n , and providing data from student follow -up studies to f a c u lty , and the v a ria b le o f f u ll- t im e subordi­ nate ad m in istrato rs re p o rtin g to the O ffic e o f Dean. No r e la t io n ­ ships were found between groups responses and the remaining demographic v a ria b le s o f teaching and a d m in is tra tiv e experience, extent o f employment 1n present c o lle g e , and educational le v e l. Personnel Management and Professional Development Seventeen o f the 20 r o le expectations c o n s titu tin g th is fun ction were associated by the combined groups w ith the O ffic e o f Dean. Twelve o f the associated ro le expectations were ranked higher 170 p r io r it y by the th ree groups. The highest p r io r it y expectations addressed encouraging subordinate s t a f f and fa c u lty to p a r tic ip a te 1n professional Improvement programs, encouraging supervisors and fa c u lty to confer on problems to reduce formal g rievan ces, and recommending re te n tio n or term in atio n o f supervisory o r teaching s ta ff. N early o n e-fo u rth (23 p ercent) o f the t o t a l higher p r io r it y ro le expectations were found 1n Personnel Management and Professional Development fu n c tio n . S ig n ific a n t d iffe re n c e s e x is te d among group mean scores o f 10 ro le exp ectatio n s. The g re a te s t disagreement was between Department Heads and the other two respondent groups r e la t iv e to e v a lu a tin g the classroom performance o f f u l l - and p a rt-tim e v o c a tio n a l-te c h n ic a l In s tru c to rs . Department Heads did not expect someone holding the O ffic e o f Dean to perform such tasks. Presidents and Occupational Education Deans were 1n separate group consensus regarding the performance o f n e a rly o n e -h a lf o f the ro le exp ectatio n s. Department Heads were in consensus w ith only one-fourth o f the e xp e ctatio n s. None o f the th ree groups was 1n dlssensus concerning the performance o f any o f the exp ectatio n s. Strong negative re la tio n s h ip s were found between the responses o f Presidents to expectations o f ad m in isterin g a planned In s tru c to r In -s e rv ic e program, and takin g a c tiv e p a rt 1n p ro fes­ sional organ izatio n s and the years o f experience 1n t h e ir present job p o s itio n . Negative re la tio n s h ip s were also produced between P residents' responses to expectations dealin g w ith e v a lu atin g applicants and recommending the re te n tio n or te rm in atio n o f s t a f f 171 employment and the number o f f u ll- t im e subordinate a d m in istra to rs re p o rtin g to the O ffic e o f Dean. P o s itiv e re la tio n s h ip s were found between th e responses o f Occupational Education Deans to the Items o f attending lo c a l. S ta te , and n atio n al pro fessio n al meetings and taking a c tiv e p a rt 1n professional o rg a n iza tio n s , and t h e ir years o f experience 1n p u b lic community c o lle g e a d m in is tra tio n . No r e la t io n ­ ships were discovered between group responses and the other demo­ graphic v a ria b le s such as community c o lle g e s iz e , years o f teaching experience, years o f employment in present c o lle g e , and educational le v e l. Constituency Development Eleven o f the 16 ro le expectations representing th is function were associated by the combined groups w ith the O ffic e o f Dean. Only two o f the associated ro le expectations were ranked higher p r io r it y by the th re e groups. The higher p r io r it y expectations addressed e s ta b lis h in g and m aintaining e ff e c t iv e re la tio n s h ip s w ith key In d i­ viduals representing lo c a l business and In d u stry and S ta te manpower tra in in g agencies. Only 3 percent o f the to ta l higher p r io r it y ro le expectations were 1n the Constituency Development fu n c tio n . S ig n ific a n t d iffe re n c e s existed among the group mean scores o f three ro le exp ectatio n s. The g re a te s t disagreement was between Department Heads and the o th er two respondent groups r e la t iv e to preparing course and program d escrip tio n s f o r the c o lleg e c a ta lo g , and p a r tic ip a tin g 1n high school career days. Contrary to the opinions o f Presidents and Deans, Department Heads did not associate these tasks w ith the O ffic e o f Dean. 172 Presidents were in group consensus regarding the performance o f seven ro le exp ectatio n s. They were follow ed by Occupational Education Deans w ith f iv e and Department Heads w ith th re e . None o f the th ree groups was In dlssensus regarding the performance o f ro le expectatio n s. A strong p o s itiv e re la tio n s h ip was discovered between the responses o f Occupational Education Deans to the expectation o f e s tab lish in g and m aintaining e ff e c t iv e working re la tio n s h ip s w ith State and fed e ral manpower tra in in g agencies and t h e ir years o f conmunlty c o lle g e a d m in is tra tiv e experience. No re la tio n s h ip s were found among group responses and the remaining demographic v a ria b le s o f professional work experience* community c o lle g e enrollm ent s iz e , educational le v e l, and the number o f f u l l- t im e subordinate adminis­ tra to rs rep ortin g to the O ffic e o f Dean. CHAPTER V SUMMARY, CONCLUSIONS, IMPLICATIONS, AND RECOMMENDATIONS FOR FURTHER RESEARCH The purpose o f th is chapter is to present: (1 ) a summary o f the o b je c tiv e s , procedures, and major fin d in g s o f the study; (2 ) the conclusions o f the study based upon key fin d in g s ; (3 ) a discussion of the im p lica tio n s o f the study upon persons In te re s te d in and associated w ith the O ffic e o f Dean o f Occupational Education; and (4) areas o f needed research r e la t iv e to the ro le o f community college vocational education a d m in is tra to rs . Summary The d e s c rip tiv e study was aimed a t te s tin g a number o f hypotheses concerning the major ro le expectations o f the O ffic e o f Dean o f Occupational Education In Michigan p u b lic community colleges as viewed by re le v a n t others (P residents and Department Heads) and ro le incumbents (Occupational Education Deans). The o b jec tive s o f th is d e s c rip tiv e study were to: 1. Obtain a f i r s t approximation reading o f the major ro le expectations o f the O ffic e o f Dean o f Occupational Education r e la tiv e to selected a d m in is tra tiv e functions o f v o c a tio n a l-te c h n ic a l education. 174 2. Determine the r e la t iv e In te n s ity w ith which these ro le expectations are held by Incumbents and re le v a n t o th e rs . 3. Determine the r e la t iv e p r io r it y o f major ro le expec­ 4. Id e n tify any ta tio n s . viewed d iffe re n c e s in the r o le expectations as by Incumbents and re le v a n t o th e rs . 5. Measure the le v e l o f consensus and dlssensus among Incumbents and re le v a n t others regarding the major r o le expecta­ tio n s . 6. Explore re la tio n s h ip s among respondents' views o f the ro le expectations and Independent v a ria b le s o f community c o lle g e s iz e , number o f f u l l- t im e ad m in istra to rs re p o rtin g to the O ffic e o f Dean, professional work experience, and educational le v e l o f Incumbents and re le v a n t o th e rs . A mall q u estio n n aire was developed and tes te d w ith the assistance o f a Jury o f Experts in Michigan community c o lle g e adminis­ tr a tio n and v o c a tio n a l-te c h n ic a l education. The q u estio n n aire con­ ta in in g 103 ro le expectations representing s ix major a d m in is tra tiv e functions was m ailed to 191 persons comprising the t o t a l population o f Michigan cofmunlty c o lle g e P res id en ts, Occupational Education Deans, and vocational education Department Heads. The s ix major a d m in is tra tiv e fun ction s represented by the ro le expectations were (1 ) General A d m in istratio n and S upervision; (2 ) Curriculum Develop­ ment and In s tru c tio n ; (3 ) Budget and Finance Management; (4 ) Planning, E valu atio n , and Research; (5 ) Personnel Management and Professional 175 Development; and (6 ) Constituency Development. An o v e ra ll response ra te o f 88 percent was o b tained. Respondents were asked to In d ic a te the e x te n t to which they agreed or disagreed th a t someone occupying the O ffic e o f Dean o f Occupational Education (o r e q u iv a le n t t i t l e ) the given r o le exp ectatio n s. should perform each o f A L lk e r t scale was used to measure the In te n s ity o f respondents' opinions and to compute group mean scores fo r each exp e ctatio n . Mean scores o f in d iv id u a l ro le expectations were used to Id e n t if y those w ith in the q u es tio n n a ire associated w ith the O ffic e o f Dean o f Occupational Education. A ll Items were rank ordered according to mean scores. The rank order o f Items was used to e s ta b lis h the r e la t iv e p r io r it y o f ro le exp ectatio n s. Role expectations e q u a llin g o r exceeding the median rank were considered higher p r io r it y e x p e c ta tio n s . Role expectations below the median rank were considered lower p r io r it y exp e ctatio n s . Data were also analyzed using ap p ro p riate s t a t i s t ic a l pro­ cedures. A one-way m u ltiv a r ia te an a ly sis o f variance and u n iv a ria te analysis o f variance were conducted in order to t e s t hypotheses o f d iffe re n c e s a t the .01 alpha le v e l between group perceptions o f the major ro le exp ectatio n s. Pearson's product-moment c o e f fic ie n t o f c o rre la tio n was computed f o r each group on an 1tem-by-1tem basis to te s t hypotheses concerning re la tio n s h ip s among separate group per­ ceptions o f ro le expectations and the demographic v a ria b le s o f professional work experience, educational le v e l, community c o lle g e s iz e , and number o f f u l l- t im e subordinate a d m in is tra to rs . L e lk 's 176 S t a t is t ic o f O rdinal Consensus was computed f o r In d iv id u a l question­ n aire Items 1n order to te s t hypotheses concerning consensus and dlssensus w ith in each group 1n t h e ir responses to p a r tic u la r ques­ tio n n a ire Item s. Occupational Education Deans (r o le Incumbents) and P re s i­ dents and Department Heads (re le v a n t o th e rs ) associated 87 o f 103 ro le expectations w ith the O ffic e o f Dean o f Occupational Education. The 87 associated ro le expectations were d is trib u te d among each o f the s ix a d m in is tra tiv e functions o f the study. Highest p r io r it y ro le expectations r e la t iv e to General A dm inistration and Supervision as viewed by ro le incumbents and re le v a n t others d e a ltw ith : e s ta b lis h in g an In s t it u t io n a l philosophy o f v o c a tio n a l-te c h n ic a l education, Id e n tify in g problems a ffe c tin g the v o c a tio n a l-te c h n ic a l education program, atten d in g h ig h -le v e l a d m in is tra tiv e m eetings, and advising hlgher-echelon a d m in is tra tio n on v o c a tio n a l-te c h n ic a l education p o lic y . Highest p r io r it y ro le expectations r e la t iv e to Curriculum Development and In s tru c tio n Involved: promoting o n -th e -jo b work experiences fo r students, developing curriculum p o lic y , and o rg an iz­ ing and using la y advisory committees. Role expectations viewed as highest p r io r it y r e la t iv e to Budget and Finance Management d e a ltw ith form u latin g and ad m in ister­ ing the v o c a tio n a l-te c h n ic a l education budget. Role expectations viewed as highest p r io r it y r e la t iv e to Planning, E v a lu a tio n , and Research pertain ed to preparing long-range v o c a tio n a l-te c h n ic a l education program and b u ild in g expansion p lans. 177 In the fu n c tio n o f Personnel Management and Professional Development, highest p r io r it y r o le expectations were: encouraging subordinate fa c u lty and s t a f f to p a r tic ip a te 1n p rofessional Improve­ ment programs, recommending re te n tio n o r te rm in atio n o f subordinate supervisory and teaching s t a f f , and encouraging supervisors and fa c u lty to confer on problems to reduce p o te n tia l fo r formal g rie v ­ ances. Highest p r io r it y expectations r e la t iv e to Constituency Development involved e s ta b lis h in g and m ain tain in g e ff e c t iv e working re la tio n s h ip s w ith key in d iv id u a ls representing lo cal business and in d u stry , and S ta te manpower tr a in in g agencies. N early th re e -fo u rth s (71 p ercen t) o f higher p r io r it y ro le expectations were re la te d to the th ree a d m in is tra tiv e functions o f: General A d m in istratio n and Supervision; P lanning, E v a lu atio n , and Research; and Personnel Management and Professional Development. The sm allest pro p ortio n (3 p ercen t) o f higher p r io r it y ro le expec­ ta tio n s was re la te d to Constituency Development. S ig n ific a n t d iffe re n c e s o f opinions regarding the performance of ro le expectations were found most o fte n between Department Heads and the o th er two respondent groups. Department Heads severely d is ­ agreed w ith Presidents and Occupational Education Deans and did not expect someone holding the O ffic e o f Dean to perform tasks re la te d to the e v a lu a tio n o f: subordinate fa c u lty and s t a f f ; program and course content; in s tru c tio n a l m a te ria ls , equipment, and f a c i l i t i e s ; and teaching methods. 178 Functions possessing the la rg e s t proportions o f s ig n ific a n t group d iffe re n c e s were: Planning, E v a lu atio n , and Research; C u rric ­ ulum Development and In s tru c tio n ; and Personnel Management and Pro­ fessio n al Development. S ig n ific a n t d iffe re n c e s r e la t iv e to these functions were g e n e ra lly between Department Heads and both Presidents and Occupational Education Deans. The severest d iffe re n c e s 1n group opinions were re la te d to r o le expectations In the Planning, E valu atio n , and Research fu n c tio n . The fu n ctio n w ith the le a s t proportion o f s ig n ific a n t d iffe re n c e s was Constituency Development. The la rg e s t proportions o f ro le expectations possessing separate group consensus Indices were In the fun ction s o f: General A d m inistration and Supervision; Planning, E v a lu a tio n , and Research; Personnel Management and Professional Development; and Constituency Development. Department Heads lacked consensus regarding any ro le expectations re la te d to Curriculum Development and In s tr u c tio n , and Budget and Finance Management. None o f the groups was in dlssensus regarding any o f the ro le expectations In the study. Most s ig n ific a n t re la tio n s h ip s produced by the study were between the responses o f Presidents and the number o f f u ll- t im e subordinate a d m in istra to rs re p o rtin g to the O ffic e o f Dean. Strong negative re la tio n s h ip s were discovered r e la tin g to ro le expecta­ tio n s o f: using la y advisory committees, using student classroom te s t re s u lts 1n program/course e v a lu a tio n , providing subordinate s t a f f w ith student fo llo w -u p In fo rm a tio n , e va lu atin g c re d e n tia ls o f job a p p lic a n ts , recommending the re te n tio n or term in atio n o f teach­ ing s t a f f , and conducting student In te r e s t surveys. 179 Strong negative re la tio n s h ip s were also found between the responses o f Presidents to expectations o f planning and c o o rd in at­ ing comnunlty c o lleg e v o c a tio n a l-te c h n ic a l programs 1n cooperation w ith lo c a l and S tate educational agencies, and the years o f e x p e ri­ ence 1n t h e ir present jo b p o s itio n . No s ig n ific a n t re la tio n s h ip s were found among separate group responses o f P residents, Occupational Education Deans, and Depart­ ment Heads, and the v a ria b le s o f years experience 1n present c o l­ lege* years o f community c o lleg e teaching experience, years o f experience 1n p u blic education, and educational le v e l. Conclusions This study re su lte d 1n the com pilation o f a body o f ro le expectations o f the O ffic e o f Dean o f Occupational Education In Michigan p ublic community c o lle g e s . In d iv id u a ls responding to the survey q uestionnaire were employed 1n the comnunity colleges o f Michigan during the 1975-76 academic y e a r. The conclusions which fo llo w appear to be v a lid f o r the population groups studied a t th is tim e. 1. Of the s ix a d m in is tra tiv e functions stu d ie d . P resid en ts, Occupational Education Deans, and Department Heads expected someone holding the O ffic e o f Dean o f Occupational Education to give higher p r io r it y to ro le expectations r e la t iv e to : General A d m inistration and Supervision; Planning, E v a lu atio n , and Research; and Personnel Management and Professional Development. 180 2. Of the s ix a d m in is tra tiv e functions stu d ied, P resid en ts, Occupational Education Deans, and Department Heads gave lower p r io r it y to ro le expectations r e la t iv e to Constituency Development. 3. P resid en ts, Occupational Education Deans, and Department Heads m utually agreed th a t the highest p r io r it y ro le expectation o f the O ffic e o f Dean o f Occupational Education was providing leadership in e s ta b lis h in g an in s t it u t io n a l philosophy o f v o c a tio n a l-te c h n ic a l education. 4. There was more agreement between Occupational Education Deans and Presidents regarding the performance o f major ro le expec­ ta tio n s o f the O ffic e o f Dean than between Occupational Education Deans and Department Heads. 5. Department Heads had s u b s ta n tia lly d if f e r e n t opinions from both Presidents and Occupational Education Deans regarding the extent someone holding the O ffic e o f Dean o f Occupational Education should perform ro le expectations r e la t iv e to : Planning, Evalua­ tio n and Research; Curriculum Development and In s tru c tio n ; and Personnel Management and P rofessional Development. 6. Department Heads g e n e ra lly disagreed w ith Presidents and Occupational Education Deans a n d d id n o t expect someone holding the O ffic e o f Dean o f Occupational Education to perform tasks re la te d to the review , e v a lu a tio n , or inspection o f: subordinate fa c u lty and s t a f f ; program and course content; in s tru c tio n a l m a te ria ls , equipment, and f a c i l i t i e s ; and teaching methods. 7. Of the six a d m in is tra tiv e functions stu d ied , consensus among P resid en ts, Occupational Education Deans, and Department Heads 181 regarding the e x te n t o f agreement or disagreement was found most o ften w ith ro le expectations r e la t iv e to : General A d m in istratio n and Supervision; Planning, E v a lu atio n , and Research; Personnel Management and Professional Development; and Constituency Development. 8. There was no dlssensus among P resid en ts, Occupational Education Deans, and Department Heads regarding the e x te n t o f agree­ ment or disagreement w ith any o f the ro le expectations 1n the study; however, some disharmony o f opinions did appear among each group concerning expectations r e la t iv e to : Curriculum Development and In s tru c tio n , and Budget and Finance Management. 9. V ariab les o f educational le v e l, years o f community c o l­ lege teaching experience, and years o f experience 1n p u b lic education appeared to have 11 t t l e e f f e c t upon the views o f P resid en ts, Occupa­ tio n a l Education Deans, and Department Heads regarding the per­ formance o f major ro le expectations o f the O ffic e o f Dean o f Occupa­ tio n a l Education. 10. V ariab les o f years o f experience in present jo b p o s itio n , and number o f f u ll- t im e subordinate a d m in istra to rs appeared to have a s ig n ific a n t e ff e c t upon the view o f Presidents regarding the p er­ formance o f c e rta in major ro le expectations r e la t iv e to : Curriculum Development and In s tru c tio n ; Planning, E v a lu atio n , and Research; and Personnel Management and Professional Development. 11. The v a ria b le of years o f community c o lle g e a d m in is tra tiv e experience appeared to have a s ig n ific a n t e ff e c t upon the view o f Occupational Education Deans regarding the performance o f c e rta in 182 major ro le expectations r e la t iv e to Personnel Management and Pro­ fession al Development, and Constituency Development. Im p!1cations Many o f the ro le expectations analyzed 1n th is study were viewed d if f e r e n t ly by P resid en ts, Occupational Education Deans, and Department Heads. S t a t is t ic a l d iffe re n c e s were found among the views o f the groups regarding the performance o f 41 o f the 103 ro le expectations. In several o f these Instances, the groups disagreed whether the occupants o f the O ffic e o f Dean should perform c e rta in expectations. In remaining in stan ces, the groups viewed d if f e r e n t ly the r e la t iv e p r io r it y o f various r o le exp ectatio n s. The group d iffe re n c e s in ro le perceptions may be a ttr ib u te d to a t le a s t one o f the fo llo w in g reasons. F i r s t , disagreements may have In d icated th a t c e rta in ro le expectations were associated by one or more groups w ith ro les in the community c o lle g e o rg an izatio n other than the O ffic e o f Dean o f Occupational Education. P resid ents, Deans, and Department Heads may have viewed selected expectations as being more c lo s e ly associated w ith the ro les o f teaching fa c u lty or other a d m in is tra tiv e o ffic e s . A second reason fo r s t a t i s t ic a l d iffe re n c e s 1n ro le percep­ tions may have been th a t the groups saw l i t t l e re la tio n s h ip between c e rta in expectations and what they believed to be the v o c a tio n a ltech nical education mission o f Michigan community c o lle g e s . D if ­ fe re n t views regarding the tru e mission o f an o rg an iza tio n w i l l o ften r e s u lt 1n It s In h ab itan ts a sc rib in g d if f e r in g expectations to 183 a given o f f ic e or p o s itio n 1n the o rg a n iz a tio n . Thus major d i f ­ ferences w ith some expectations may have been In d ic a to rs o f major disagreements among P resid en ts, Deans, and Department Heads concern­ ing the fundamental o b je c tiv e s o f community c o lle g e v o c a tio n a ltechnical education. F in a lly , s t a t i s t ic a l group d iffe re n c e s may have In d ic ated a lack o f awareness by the groups o f the degree to which others outside an In s t it u t io n can In flu en c e one’ s r o le . The Occupational Education Deans accepted a number o f expectations th a t were re je cted by the o ther two groups. These Items were among the expectations held o f the O ffic e o f Dean by persons w ith in the Michigan Department o f Education adm in isterin g fe d e ra l vocational education funds. I t 1s apparent th a t Deans are required to s a tis fy ro le expectations o f re le v a n t others outside the c o lleg e o rg an iza­ tio n in order to s a tis fy the expectations o f others w ith in the colleg e o rg a n iza tio n . P resid en ts, Occupational Education Deans, Department Heads, and o th e r community c o lleg e personnel should be cognizant o f the suggested reasons fo r major disagreements as they In te r a c t among each o th e r. This w ill reduce the p o te n tia l f o r serious ro le con­ f l i c t , f r u s t r a tio n , and a n x ie ty among c o lle g e personnel and enhance In s tit u tio n a l e ffe c tiv e n e s s 1n achieving vocational education o b je c tiv e s . The fin d in g s o f th is study w i l l also have s p e c ific Im p li­ cations fo r a v a r ie ty o f in d iv id u a ls w ith in the educational commu­ n it y , Those who could b e n e fit most d ir e c t ly from th e study 184 Include: (1 ) persons a s p irin g to be holders o f the O ffic e o f Dean o f Occupational Education, (2 ) persons c u rre n tly holding the O ffic e o f Dean (r o le Incumbents), (3 ) persons occupying o ffic e s which In t e r r e la t e w ith the O ffic e o f Dean, and (4 ) persons employed as teacher educators. Aspirants to the O ffic e o f Dean The study may be used by persons who plan someday to occupy the O ffic e of Dean of Occupational Education. The set o f major ro le expectations presented in the study can a s s is t persons to determine whether or not they are In te re s te d in pursuing th is o f f ic e as p art of t h e ir career o b je c tiv e . A spirants can b e tte r determ ine 1 f they have the a ttitu d e s , p e rs o n a lity , or d is p o s itio n s required fo r success in th is r o le . They w il l also have some basic in d ic a to rs o f what w ill be expected o f them 1n order to lead the c o lle g e toward It s v o c a tio n a l-te c h n ic a l education o b je c tiv e s . Aspirants can also use the set o f ro le expectations to b e tte r plan t h e ir graduate program o f study. Courses can be selected which w ill provide the students w ith the knowledge and s k il ls required by th is leadership p o s itio n . Candidates fo r employment as Dean o f Occupational Education can b e tte r assess the d e s ir a b ilit y o f prospective employment posi­ tio n s . One can evalu ate the chance o f someone succeeding 1n the ro le given the study's set o f expectations and a d d itio n a l Inform ation regarding the a d m in is tra tiv e s tru c tu re , s t a f f , fin a n c ia l c o n d itio n , size o f In s t it u t io n , e t c . , o f the employing community c o lle g e . 185 Role Incumbents Role examination is among the p rin c ip a l b e n e fits o f the fin din g s to persons c u rre n tly occupying the O ffic e o f Dean o f Occu­ pational Education. Role Incumbents can use the fin d in g s to analyze areas o f ro le c o n f lic t between t h e ir o f f ic e and the p o sitio n s o f President and Department Head. Incumbents may also use the fin d in g s to assess t h e ir need f o r continued personal and professional develop­ ment. Persons Occupying In te rr e la te d OfTTces Community c o lleg e Presidents and lo cal boards o f tru stees may use the ro le expectations tested in the study to prepare more s p e c ific job d escrip tio n s o f the O ffic e o f Dean o f Occupational Education. Persons responsible fo r evalu atin g the performance of Occupational Education Deans may use the fin d in g s as an In te g ra l p a rt o f the e v a lu a tiv e c r i t e r i a . The V o catio n al-T ech n ical Education Service o f the Michigan Department o f Education may use the fin d in g s to te s t It s own expec­ ta tio n s o f fe d e r a lly funded positions fo r v a li d i t y and completeness. The V ocatio nal-T ech n ical Education Service could use the re s u lts o f the study to Id e n tify areas o f need fo r State-sponsored In -s e rv ic e education o f Occupational Education Deans. Teacher Educators Teacher educators may use the fin d in g s o f th is study to develop a curriculum fo r the p re -s e rv ic e education o f a sp ira n ts to 186 the O ffic e o f Dean o f Occupational Education. The ro le expecta­ tions produced by the study can be re sta te d In to basic competencies and used to e s ta b lis h a competency-based program o f In s tru c tio n . Also in te r d is c ip lin a r y involvement could be prescribed to develop competencies which could be b e tte r developed outside the normal d is c ip lin e boundaries o f pedagogy such as budget and finance manage­ ment, community development and p ublic r e la tio n s , c o lle c tiv e bar­ g aining, e tc . A lso, in -s e rv ic e education can be developed fo r persons p resen tly holding the O ffic e o f Dean. Special workshops, seminars, and course work could be designed to c o n trib u te to the pro fessio nal development o f r o le incumbents. Recommendations f o r Fu rth er Research The fin d in g s and conclusions suggest complementary studies o f the O ffic e o f Dean o f Occupational Education. Researchers in te re s te d in th is leadership p o s itio n can c o n trib u te to the present body o f knowledge by conducting in v e s tig a tio n s re la te d to the f o l ­ lowing areas o f need. 1. v a ria b le . A study should be made in cluding p e rs o n a lity as a The o b je c tiv e o f the study would be toward determ ining i f the ro le incumbent's p e rs o n a lity has any re la tio n s h ip to how Presidents and Department Heads perceive the ro le o f Occupational Education Deans. 2. A study in vo lvin g o ther re le v a n t others w ith in the Michigan community and ju n io r c o lle g e s o cial system, such as 187 teachers, academic deans, and student services deans, should be conducted to gain a d d itio n a l knowledge o f the ro le o f Deans o f Occupational Education. 3. The ro le o f Occupational Education Deans 1n promoting, o rg an izin g , and conducting lo c a l economic and manpower development programs should be analyzed in conjunction w ith studies o f the ro le o f p u blic tw o-year colleges 1n community resource development. 4. S im ila r studies should be conducted to determine d i f f e r ­ ences 1n the perceptions o f Michigan Department Heads representing the various vocational education c lu s te rs ( e . g . , te c h n ic a l, h e a lth , business, ap p ren ticesh ip , e t c .) regarding ro le expectations o f the O ffic e o f Dean o f Occupational Education. 5. In view o f the fin d in g s o f th is study, th ere appears to be a need to study 1n depth the ro les o f Occupational Education Deans and Department Heads w ith in the three fun ction s: (1 ) Planning, E valu ation , and Research; (2 ) Curriculum Development and In s tru c tio n ; and (3 ) Personnel Management and Professional Development. 6. The ro le o f Occupational Education Deans 1n promoting cooperative re la tio n s h ip s w ith secondary vocational education should be analyzed. Among the c r i t i c a l areas which should be studied are: (1 ) contracted secondary vocational In s tru c tio n , (2 ) j o i n t f a c i l i t y use, (3 ) area coordination o f secondary/post-secondary In s tru c tio n a l programs, and (4 ) a r tic u la tio n o f In s tru c tio n . 7. A re p lic a tio n o f the study should be conducted approxi­ mately th ree years a f t e r the enactment o f the Vocational Education 188 Amendments o f 1976 to determine the e ff e c t o f the law 's emphasis on planning and eva lu atio n upon the O ffic e o f Dean o f Occupational Education. APPENDICES APPENDIX A MICHIGAN PUBLIC COMMUNITY COLLEGES APPENDIX A MICHIGAN PUBLIC COMMUNITY COLLEGES APPENDIX B LETTER OF REQUEST AND ROSTER SHEET APPENDIX B LETTER OF REQUEST AND ROSTER SHEET MEMORANDUM TO: Michigan Occupational Education Deans FROM: Andrew Mazzara DATE: A p ril 1, 1976 This memo 1s a personal request f o r your cooperation and assistan ce. I am c u rre n tly 1n the d is s e rta tio n stage o f my doctoral program a t Michigan S tate U n iv e rs ity . My study w il l attem pt to determine the major ro le expectations o f the o f f ic e o f Dean o f Occupational Educa­ tio n 1n Michigan p u blic community colleges as viewed by re le v a n t o th ers. The study w il l re q u ire the surveying o f a l l occupational education deans and t h e ir superordinates (p re s id e n ts ) and subordinates (department heads). Since you are Id e n tifie d as an occupational education dean 1n the Department o f Education's D ire c to ry o f Vocational A d m in is tra to rs , I seek your special h elp. I need tTiename and o f f i c i a l t i t l e o f each o f your occupational department heads (h e a lth , te c h n ic a l, business, appren ticeship, e t c .) and your Immediate superordinate. The persons you Id e n tify w il l be surveyed 1n the study. I have enclosed a Roster Sheet upon which you may record the In fo rm atio n . Please complete the Roster according to the general In s tru c tio n s . D e fin itio n s o f " p re s i­ dent" and "department head" a re Included to a s s is t you w ith th is request. I t would be appreciated i f the Roster could be returned to my home address lis te d below p r io r to A p ril 16, 1976. Please telephone me a t (517) 373-3360 1 f you have any questions per­ ta in in g to th is request and thank you 1n advance f o r your assistance. Andrew Mazzara 1633 Pebblestone Drive Okemos, Michigan 48864 194 ROSTER SHEET College Name: Occupational Education Dean: Name O ffic ia l T itle General In s tru c tio n s : President Please type the f u l l name and o f f i c i a l t i t l e o f persons employed by your c o lle g e f i t t i n g the fo llo w in g d e fin itio n s and re tu rn p r io r to A p ril 16, 1976, to : Andrew Mazzara 1633 Pebblestone D rive Okemos, Michigan 48864 — a re le v a n t o th e r— the Immediate superordinate o f the Occupational Education Dean. In some community c o l­ leg es, th is person may be the V ic e -P re s id e n t fo r In s tru c tio n . In o th e rs , he 1s the In s t it u t io n 's C h ief Executive. Department Head— a re le v a n t o th e r— an Immediate subordinate o f the Occupational Education Dean and responsible fo r the general supervision o f a c lu s te r o f re la te d v o c a tio n a l/ tech n ical education programs and/or courses. In some community c o lle g e s , th is person may be a lead teacher w ith a f u l l - or p a rt-tim e teaching lo ad. In o th e rs , he may be a f u ll- t im e a d m in is tra to r o f a department or d iv is io n . President Name: T it le : C1f o ther than P resident) Department Head Name: _________________________ Name: T it le : _________________________ T itle : Name: _________________________ Name: T it le : T itle : APPENDIX C THE JURY OF EXPERTS APPENDIX C THE JURY OF EXPERTS Nr. James 0 . McCann Henry Ford Community College D r. P a tr ic ia E. Seraydarian Oakland Community College Dr. Robert H. Plummer Washtenaw Community College Mr. Richard G. Holmes Michigan Department o f Education Dr. John J . Shanahan Michigan Department o f Education Mr. Adrian VandenBosch Muskegon In term ed iate School D is t r i c t Mr. F. Harold Matthews Jackson Community College Dr. W illia m J . Valade Highland Park Community College Professor Ralph C. Wenrich U n iv e rs ity o f Michigan APPENDIX D INSTRUCTIONS TO JURY OF EXPERTS— EVALUATION OF PRELIMINARY ROLE EXPECTATIONS APPENDIX D INSTRUCTIONS TO JURY OF EXPERTS— EVALUATION OF PRELIMINARY ROLE EXPECTATIONS MEMORANDUM To: Members of Jury of Experts From: Andrew Mazzara Subject: Evaluation o f P re lim in a ry Role Expectations Thank you fo r your w illin g n e s s to a s s is t me in evalu ating the enclosed ro le exp ectatio n s. The Items w ill comprise much o f the question n aire used to survey c e rta in Michigan community colleg e educators concerning the e x te n t to which selected management tasks are associated w ith the O ffic e of Dean o f Occupational Education. You are asked to judge the appropriateness o f t h e ir In c lu ­ sion in the proposed q u es tio n n a ire . Please use the fo llo w in g code to in d ic a te your reason f o r not b e lie v in g the items a p p ro p ria te. D - d u p lic a tio n o f another item: see Item: ( N o . ) I - Ir r e le v a n t , i . e . , not in the realm o f an occupa­ tio n a l education dean's assignment. U - u n cle a r, confusing, vague, e tc . The code 1s devised to save you tim e. Any comments you choose to w rite on the items and any a d d itio n a l expectations you fe e l should have been Included w il l be appreciated. Please use the enclosed envelope to re tu rn the expectations to me p r io r to the date Id e n tifie d on the enclosure. Enclosure APPENDIX E INSTRUCTIONS TO JURY OF EXPERTS— PILOT TEST APPENDIX E INSTRUCTIONS TO JURY OF EXPERTS— PILOT TEST MEMORANDUM To: Members o f Jury o f Experts From: Andrew Mazzara Subject: P ilo t Test o f the M ail Q uestionnaire Enclosed 1s the te n ta tiv e d r a ft o f the mail q u estionnaire to be used In my research study o f the ro le expectations held o f the O ffic e o f Dean o f Occupational Education. The Items In th is questionnaire are the re s u lt o f the Input from you and o ther members o f the Jury o f Experts. I have added a L lk e r t scale to measure the In te n s ity o f one’ s opinion regarding the e x te n t to which someone occupying the O ffic e o f Dean should perform the In d iv id u a l ro le exp ectation . I have also Included a number o f open-ended questions concerning the professional work experience and educational le v e l o f survey respondents. The open-ended questions c o n s titu te Section I I o f the q u estio n n aire. Please complete the questionnaire according to In s tru c tio n s and re tu rn i t to me p rio r to A p ril 24, 1976. Place any comments or suggestions you may have along the margin. I w il l contact you s h o rtly a f t e r re ce iv in g the completed qu estion n aire in order to d is ­ cuss any comments and to obtain your judgment concerning It s v a li d i t y and s u i t a b i l i t y fo r the study. Again, thank you fo r your valuable assistance. E nclosure APPENDIX F LETTER OF TRANSMITTAL APPENDIX F LETTER OF TRANSMITTAL M IC H IG A N STATE U N IV E R S IT Y east la n s in g • M ic h ig a n 4s s i» CO LLEG E O F E D U C A T IO N • E R IC K S O N H A L L May 4, 1976 Dear P a rtic ip a n t: I am c u rre n tly involved in a doctoral research study on the ro le expectations held o f the o ff ic e o f dean o f occupational education. The term “dean o f occupational education" re fe rs to the community c o lleg e p o sitio n having primary re s p o n s ib ility fo r developing, e v a lu a tin g and promoting vocational and tech nical education. This p o s itio n may have another t i t l e a t your in s t it u t io n such as Dean o f Technical Education, Associate Dean o f Occupational Education, D ire c to r o f V ocational-Technical Education or Dean o f Applied Sciences. With the rapid development o f community c o lle g e vocational and technical education in Michigan, 1 t would be o f value to have more knowledge about th is Im portant a d m in is tra tiv e p o s itio n . I am seeking your assistance In d e fin in g the ro le o f M ichigan's occupational education deans. Your responses on the enclosed q u estio n n aire w i l l be most h e lp fu l in determ ining the expected duties o f th is p o s itio n . The question n aire also requests personal Inform ation th a t w il l be used in determ ining i f respondents' educational backgrounds and employment experiences have any re la tio n s h ip w ith responses to q u estionnaire item s. This Inform ation is v it a l to the completion o f my research, and a l l responses w il l be c o n fid e n tia l. The data are to be used only 1n th is study, and n e ith e r In d iv id u a l nor in s tit u tio n a l names w i l l be attached to or re fe rre d to In the research re p o rt. Therefore, respondents are not requested to place t h e ir names on the qu estio n n aire. Please re tu rn the question n aire p rio r to May 17, 1976. self-ad d ressed , stamped envelope has been enclosed fo r your convenience. A Thank you very much fo r p a r tic ip a tin g 1n th is study. I aw ait your prompt re p ly . S in c e re ly , APPENDIX G THE INSTRUMENT APPENDIX G THE INSTRUMENT ROLE EXPECTATIONS O f THE OFFICE OF OEAN OF OCCUPATIONAL EDUCATION IN MICHIGAN PUBLIC COMUNITY COLLEGES QUESTIONNAIRE THIS STUDY OF THE ROLE OF THE OEAN OF OCCUPATIONAL EDUCATION (OR ITS EQUIVALENT UNDER ANOTHER T IT L E ) IN MICHIGAN PUBLIC COMRJNITY COLLEGES IS BEING CONDUCTED TO DETERMINE THE MAJOR DUTIES WHICH SHOULD BE PERFORMED BT SOMEONE HOLDING THIS POSITION. TH IS QUESTIONNAIRE CONSISTS OF TWO SECTIONS; SECTION I IS DESIGNED TO DETERMINE THE RESPONDENT’ S PERCEPTION OF THE TASKS OR "ROLE EXPECTATIONS* GENERALLY ASSOCIATED WITH THE OFFICE OF K A N OF OCCUPATIONAL EDUCATION AND THE ADMINISTRATION OF COMMUNITY COLLEGE VOCATIONAL-TECHNICAL EDUCATION. SECTION I I EXPERIENCE IS DESIGNED TO COLLECT INFORMATION ON THE EDUCATIONAL BACKGROUND AND WORK RESPONKNTS. or TWe THE RESPONSES YOU MAKE ON THE QUESTIONNAIRE W ILL BE HELD COW>LETELY CONFIDENTIAL. ALL RESULTS WILL BE SUMMARIZED BY GROUPS. THE NUMBERS IN THE EXTREME LEFT n URGIN AAE FOB ANALYSTS ONLY. PLEASE RESPOND TO EACH ITEM ON THE QUESTIONNAIRE AND RETURN IT IN THE SELF-ADORESSED. STAGED ENVELOPE BY MAY 1 7 , 1976. SECTION I S 4 uj UJ U l > - 3 I. GENERAL ADMINISTRATION AND SUPERVISION is DO 1. PROVIDE LEAKRSH IP IN FORMING THE COLLEGE PHILOSOPHY OF VOCATIONALTECHNICAL EDUCATION. 2. ESTABLISH BROAD INSTITUTIONAL OBJECTIVES FOR VOCATIONAL-TECHNICAL EDUCATION. 3. ADVISE HIGHER-ECHELON ADMINISTRATORS ON POLICY MATTERS REGARDING VOCATIONAL-TECHNICAL EDUCATION. 4. INFORM HIGHER-ECHELON ADMINISTRATORS OF RECOMMENDATIONS AND SUGGESTIONS M A K BY SUBORDINATE STAFF MEMBERS. 5. INTERPRET THE POTENTIAL EFFECT OF PROPOSED STATE OR FEDERAL LEGISLATION ON COLLEGE VOCATIONAL-TECHNICAL OFFERINGS FOR HIGHER-ECHELON ADMINIS­ TRATORS AND SUBORDINATE STAFF MEMBERS. 6. PREPARE PERIODIC STATUS REPORTS ON VOCATIONAL-TECHNICAL EDUCATION FOR HIGHER-ECHELON ADMINISTRATORS AND SUBORDINATE STAFF MEMBERS. 7. IK N T IF Y MAJOR PROBLEMS OR OBSTACLES WHICH HINDER ACHIEVEMENT OF THE INSTITUTIONAL OBJECTIVES FOR VOCATIONAL-TECHNICAL EDUCATION. 8. PROMOTE UNITY BETWEEN VOCATIONAL-TECHNICAL AND ACADEMIC FACULTY. 9. SERVE ON GENERAL COLLEGE CURRICULUM COMMITTEES, ADMINISTRATIVE COUNCILS. AND INSTITUTIONAL POLICY BOARDS. 5 3 2 UNDECIDED DIRECTIONS: THE POSITION OF HAS BEEN ID EN TIFIE D AS THE ADMINISTRATIVE OFFICE IN YOUR COLLEGE HAVING PRIMARY RESPONSIBILITY AND AUTHORITY FOR DEVELOPING, EVALUATING AND PROMOTING THE IN STITU TIO N 'S VOCATIONAL-TECHNICAL EDUCATION PROGRAMS AND COURSES. THIS QUESTIONNAIRE CONTAINS KSCRIPTIO NS OF TASKS OR "ROLE EXPECTATIONS" THAT MIGHT BE PERFORMED BY A PERSON OCCUPYING THIS OFFICE. YOU ARE ASKED TO INDICATE THE EXTENT TO WHICH YOU AGREE OR DISAGREE THAT SOMEONE IN THE ABOVE POSITION SHOULD PERFORM EACH ROLE EXPECTATION. PLEASE WEIGH EACH EXPECTATION CAREFULLY AND PLACE A CHECK ( ✓ ) IN ONE OF THE BOXES AT RIGHT OF EACH EXPECTATION WHICH BEST APPROXIMATES YOUR OPINION. PREFACE EACH ROLE EXPECTATION WITH THE PHRASE, "SOMEONE HOLDING THE ABOVE POSITION S H O U L D ...". 3 UJ UJ 3 o 1 > UJ _J UJ S 3 | : i/» o 205 o X u la i ! 1 n 3 w B w bi lb* mm Q 10. MAINTAIN INTERDEPARTMENTAL OR DIVISIONAL COMMUNICATION THROUGH BULLETINS. MEMOS ANO SUPERVISORY STAFF MEETINGS. 11. PREPARE REPORTS REQUIRED BY STATE OR FEDERAL AGENCIES REGARDING COLLEGE VOCATIONAL-TECHNICAL OFFERINGS. 12. HRITE PROPOSALS FOR STATE OR FEDERAL REIMBURSEMENT OF VOCATIONAL-TECHNICAL COURSES ANO PROJECTS. 13. MAKE PERIODIC PRESENTATIONS CONCERNING VOCATIONAL-TECHNICAL OFFERINGS TO THE COLLEGE GOVERNING BOARD AT THE REQUEST OF THE CHIEF ADMINISTRATIVE OFFICER. 14. ATTEND HIGH-LEVEL ADMINISTRATIVE STAFF MEETINGS. 15. ATTEND COLLEGE GOVERNING BOARD MEETINGS. 16. CONDUCT VOCATIONAL-TECHNICAL FACULTY MEETINGS PERIODICALLY. 17. PREPARE CLASSROOM ANO LABORATORY SCHEDULES FOR VOCATIONAL-TECHNICAL COURSES. 18. ADMINISTER AN INSPECTION SYSTEM O f INSTRUCTIONAL EQUIPMENT ANO FAC ILITIES TO INSURE SAFE OPERATION AND COMPLIANCE WITH STATE FIR E. SAFETY AND HEALTH COOES. 13. ESTABLISH POLICY ON CLASSROOM OR LABORATORY ACCIDENTS IN KEEPING KITH OVERALL COLLEGE POLICIES AND PROCEDURES. II. CURRICULUM DEVELOPMENT AND INSTRUCTION 20. DEVELOP VOCATIONAL-TECHNICAL CURRICULUM POLICY. 21. ORGANIZE FACULTY CURRICULUM COMMITTEES COMPOSED OF REPRESENTATIVES OF THE VARIOUS VOCATIONAL-TECHNICAL DIVISIONS OR DEPARTMENTS. 22. REVIEW COURSES, COURSE OUTLINES. AND INSTRUCTIONAL MATERIALS. 23. ORGANIZE LAY ADVISORY COMMITTEES COMPOSED OF INDUSTRIAL. BUSINESS, LABOR AND HEALTH SERVICE REPRESENTATIVES TO ASSIST THE COLLEGE IN IDENTIFYING NEW VOCATIONAL-TECHNICAL PROGRAM AND COURSE NEEDS. 24. U TILIZE LAY ADVISORY COMMITTEES IN FORMULATING PROGRAM AND COURSE INSTRUCTIONAL OBJECTIVES. 26. U TILIZE LAY ADVISORY COMMITTEES TO MAKE RECOMMENDATIONS TO ADMINISTRATION AND FACULTY ON BOTH PROGRAM CONTENT AND INSTRUCTIONAL EQUIPMENT. 26. PROVIDE VOCATIONAL-TECHNICAL EDUCATION CONSULTANTS TO ASSIST STAFF IN PROGRAM DEVELOPMENT. 27. INVOLVE LAY ADVISORY COMMITTEE MEMBERS IN STUDENT PLACEMENT. 28. SOLICIT THE SUGGESTIONS OF STUDENTS IN DEVELOPING OR REVISING VOCATIONAL-TECHNICAL PROGRAMS OR COURSES. 29. PRESENT PROPOSED VOCATIONAL-TECHNICAL PR0GRAM6 AND COURSES TO THE GENERAL CURRICULUM COMMITTEE. 30. PROMOTE COOPERATIVE VOCATIONAL EDUCATION AND OTHER FORMS OF ON-THE-JOB LEARNING EXPERIENCES. »- uj W lAJ K S 206 ► its 9 k £ 3 31. PARTICIPATE IN DEVELOPING STANDARDS FDR THE SELECTION OF VOCATIQMLTECHNICAL s tu d e n t s . 32. ESTABLISH VOCATIONAL-TECHNICAL STUDENT ORGANIZATIONS SUCH AS THE DISTRIBUTIVE EDUCATION CLUB OF AMERICA (DECA), THE VOCATIONALINDUSTRIAL CLUB OF AMERICA (V IC A ). ETC. lit. BUDGET AND FINANCE MANAGEMENT 33. OBTAIN BUDGET RECOMMENDATIONS FROM VOCATIONAL-TECHNICAL STAFF IN THE VARIOUS DEPARTMENTS FOR BUDGET DEVELOPMENT. 34. DEVELOP THE VOCATIONAL-TECHNICAL EDUCATION BUDGET. 35. COMPUTE THE COST-EFFECTIVENESS RATIO FOR VOCATIONAL-TECHNICAL PROGRAMS AND COURSES. 36. PRESENT VOCATIONAL-TECHNICAL EDUCATION BUDGET TO HIGHER-ECHELON ADMINISTRATION OR COLLEGE GOVERNING BOARD FOR APPROVAL. 37. ADMINISTER THE TOTAL VOCATIONAL-TECHNICAL EDUCATION BUDGET. 38. ADMINISTER BUDGET CONTROLS FOR ALL VOCATIONAL-TECHNICAL DEPARTMENT ACCOUNTS. 39. APPROVE REQUISITIONS FOR SUPPLIES AND EQUIPMENT. 40. REQUEST ESTIMATES FROM VENDORS BEFORE PURCHASING INSTRUCTIONAL SUPPLIES AND EQUIPMENT. 41. MAINTAIN INSTRUCTIONAL EQUIPMENT INVENTORIES. 42. IDENTIFY POTENTIAL SOURCES AND AMOUNTS OF FINANCIAL INCOME TO SUPPORT THE COST OF VOCATIONAL-TECHNICAL PROGRAMS ANO COURSES. 43. PREPARE REQUESTS TO STATE OR FEDERAL AUTHORITIES FOR VOCATIONAL EDUCATION FUNDS. 44. SUBMIT PERIODIC REPORTS OH PROGRAM AND COURSE EXPENDITURES TO HIGHERECHELON ADMINISTRATORS AND GENERAL VOCATIONAL-TECHNICAL EDUCATION STAFF. 45. ESTABLISH AND MAINTAIN EFFECTIVE RELATIONSHIPS WITH KEY PERSONS OF THE MICHIGAN DEPARTMENT OF MANAGEMENT t BUDGET ADMINISTERING STATE AID FUNDS. 46- ESTABLISH ANO MAINTAIN EFFECTIVE RELATIONSHIPS HITH KEY PERSONS OF THE FISCAL AGENCIES OF THE STATE LEGISLATURE IN ORDER TO INFLUENCE STATE AID LEGISLATION. 47. ESTABLISH AND MAINTAIN EFFECTIVE RELATIONSHIPS WITH KEY PERSONS OF THE MICHIGAN DEPARTMENT OF EDUCATION ADMINISTERING FEDERAL VOCATIONAL EDUCATION FUNDS. IV . PLANNING, EVALUATION ANO RESEARCH 48. DETERMINE COLLEGE STANDARDS AND CRITERIA FOR EVALUATING THE ADEQUACY OF VOCATIONAL-TECHNICAL OFFERINGS. 49. DEVELOP ANO MAINTAIN AN ORGANIZED FOLLOW-UP SYSTEM ON VOCATIONAL-TECHNICAL STUDENTS WHO NAVE EITHER DROPPED OUT OR GRADUATED. SO. ANALYZE FOLLOW-UP DATA ON BOTH OROP-QUTS ANO GRADUATES TO IW LEW N T IMPROVEMENTS IN VOCATIONAL-TECHNICAL OFFERINGS. w o H w AM > W I I* £ S s 1 o * 0 51. PROVIDE DATA FROM STUDENT FOLLOW-UP STUDIES TO GENERAL VOCATIONALTECHNICAL EDUCATION STAFF. 52. U TILIZE STUDENT CLASSROOM AND LABORATORY TEST RESULTS IN PROGRAM OR COURSE EVALUATION ANO IWROVENENT. 53. OBTAIN INFORMATION PERTAINING TO THE VOCATIONAL-TECHNICAL OFFERINGS OF OTHER COMMUNITY COLLEGES FOR PURPOSES OF PROGRAM PLANNING. 54. CONDUCT SURVEYS TO OETERMINE THE DEGREE OF STUDENT INTEREST IN PROPOSED VOCATIONAL-TECHNICAL PROGRAMS AND COURSES. 55. PREPARE A WRITTEN ANNUAL ANO LONG-RANGE VOCATIONAL-TECHNICAL EDUCATION PROGRAM PLAN. 56. ASSIST THE LOCAL CAREER EDUCATION PLANNING DISTRICT (CEPD) COUNCIL TO PLAN AND COORDINATE HIGH SCHOOL ANO COWRJNlTY COLLEGE VOCATIONAL AND TECHNICAL PROGRAMS. 57. PLAN AND COORDINATE VOCATIONAL AND TECHNICAL PROGRAMS WITH OTHER COMMUNITY COLLEGES WITHIN THE LOCAL REGION. 56. ASSIST THE DEPARTMENT OF EDUCATION IN STATEWIDE PLANNING AND COORDINATING COMMUNITY COLLEGE VOCATIONAL AND TECHNICAL PROGRAMS. 59. ENCOURAGE INSTRUCTORS TO CONOUCT RESEARCH AND/OR EXPERIMENTATION WITHIN THE CLASSES THEY TEACH. 60. FORMULATE LONG-RANGE PLANS FOR VOCATIONAL-TECHNICAL BUILDING EXPANSION IN KEEPING WITH THE COLLEGE MASTER FACILITY PLAN. 61. DEVELOP EDUCATIONAL SPECIFICATIONS FOR FUTURE BUILDING DEVELOPMENT. 62. ASSIST ARCHITECTS IN DEVELOPING LABORATORY AND CLASSROOM FACILITY PLANS. 63. PLAN COMPREHENSIVE EMPLOYMENT AND TRAINING ACT (CETA) AND OTHER SPECIAL MANPOWER TRAINING PROGRAMS. 64. PLAN SPECIAL VOCATIONAL AND TECHNICAL PROGRAMS FOR DISADVANTAGED. HANDICAPPED AND BILINGUAL STUDENTS. 65. PLAN ANO COORDINATE VOCATIONAL PROGRAMS WITH LOCAL AND INTERMEDIATE SCHOOL DISTRICTS WITHIN THE COLLEGE DISTRICT. 66. ANALYZE AND APPLY LABOR MARKET AND EMPLOYMENT DATA IN PROGRAM SELECTION AND DEVELOPMENT. 67. V IS IT CLASSROOM ANO LABORATORIES AND EVALUATE INSTRUCTIONAL METHODS. V. PERSONNEL MANAGEMENT AND PROFESSIONAL DEVELOPMENT 6 8. OPERATE A PLANNED STAFF RECRUITMENT PROGRAM. 69. SELECT SUBORDINATE VOCATIONAL-TECHNICAL SUPERVISORY AND TEACHING STAFF MEMBERS ANO MAKE RECOMMENDATIONS FOR THEIR EMPLOYMENT. 70. ORIENT NEW STAFF MEMBERS TO COLLEGE VOCATIONAL-TECHNICAL PROGRAMS ANO POLICIES. 71. DEVELOP CRITERIA TO BE USEO IN EVALUATING THE PERFORMANCE OF SUBORDINATE SUPERVISORY ANO TEACHING STAFF. J UJ UJ 3 disagree »i j U M ti UNOECIDED 207 ► ^ UJ UJ g a (A O 208 w a I i u u j GI 3 1i 72. EVALUATE THE CLASSROOM PERFORMANCE OF FULL ANO PART-TIME VOCATIONAL-TECHNICAL INSTRUCTORS. 73. EVALUATE SUBORDINATE VOCATIONAL-TECHNICAL SUPERVISORY STAFF MEMBERS. 74. ASSIST INDIVIDUAL INSTRUCTORS WHO HAVE A SPECIAL TEACHING PROBLEM. 75. ADMINISTER A PLANNED INSTRUCTOR IN-SERVICE PROGRAM CONSISTING OF SEMINARS, WORKSHOPS, ETC. 76. RECOMMEND RETENTION OR TERMINATION OF EMPLOYMENT FOR VOCATIONAL-TECHNICAL SUPERVISORY OR TEACHING STAFF MEMBERS. 77. ENCOURAGE SUPERVISORY AND TEACHING STAFF MEMBERS TO PARTICIPATE IN PROFESSIONAL IMPROVEMENT PROGRAMS. 78. ESTABLISH PROCEDURES FOR THE DISPOSITION OF SABBATICAL OR SPECIAL LEAVES AND TRAVEL REQUESTS OF SUBORDINATE SUPERVISORY OR TEACHING STAFF MEMBERS. 79. ASSIGN TEACHING DUTIES ANO ESTABLISH TEACHING LOADS. 80. ENCOURAGE SUPERVISORS ANO TEACHING FACULTY TO CONFER ON PROBLEMS ANO REDUCE THE POTENTIAL OF FORMAL GRIEVANCES. 81. MONITOR PROVISIONS OF THE COLLECTIVE BARGAINING AGREEMENT OR POLICY HANDBOOK AS THEY PERTAIN TO VOCATIONAL-TECHNICAL EDUCATION. 82. RESOLVE ADMINISTRATION-FACULTY DISPUTES ACCORDING TO THE GRIEVANCE PROCEDURE PRESCRIBED IN THE COLLECTIVE BARGAINING AGREEMENT OR POLICY HANDBOOK. 83. RECOMMEND IMPROVEMENTS IN THE COLLECTIVE BARGAINING AGREEMENT OR POLICY HANDBOOK TO HIGHER-ECHELON ADMINISTRATORS WHICH WOULD EXTEND MANAGEMENT'S INFLUENCE OVER THE ADMINISTRATION OF VOCATIONAL-TECHNICAL EDUCATION. 84. PREPARE ARTICLES FOR PROFESSIONAL JOURNALS AND PERIODICALS. 85. ATTEND LOCAL, STATE ANO NATIONAL PROFESSIONAL MEETINGS. 86- TAKE ACTIVE PART IN PROFESSIONAL ORGANIZATIONS SUCH AS THE AMERICAN ASSOCIATION OF COFMMITY ANO JUNIOR COLLEGES. THE AMERICAN VOCATIONAL ASSOCIATION ANO THE AMERICAN TECHNICAL EDUCATION ASSOCIATION. 87. EVALUATE APPLICANTS IN TERMS OF LAWS, STATE PLAN FOR VOCATIONAL EDUCATION. LICENSING/CERTIFICATION REQU'REMENTS AFFECTING VOCATIONAL-TECHNICAL FACULTY. V I. CONSTITUENCY DEVELOPMENT 88. PREPARE VOCATIONAL AND TECHNICAL COURSE ANO PROGRAM DESCRIPTIONS FOR THE COLLEGE CATALOG. 89. PREPARE BROCHURES TO PROMOTE VOCATIONAL-TECHNICAL PROGRAM ANO COURSE OFFERINGS. 90 . WRITE ARTICLES ANO NEWS RELEASES FOR LOCAL NEWSPAPERS TO PROMOTE VOCATIONALTECHNICAL PROGRAM AND COURSE OFFERINGS. 91. APPEAR PERIODICALLY ON RADIO AMO TELEVISION PROGRAMS TO PROMOTE COLLEGE VOCATIONAL-TECHNICAL OFFERINGS. 92. PREPARE SPOT ANNOUNCEMENTS FOR THE PROMOTION OF THE VOCATIONAL-TECHNICAL OFFERINGS THROUGH RADIO AND TELEVISION MEDIA. !( I§ $ UJ 9 3. PLAN EXHIBITS AND OPEN HOUSES TO PROMOTE COLLEGE VOCATIONAL-TECHNICAL OFFERINGS. 9 *. U TILIZE LAY ADVISORY COMMITTEES IN PROMOTIONAL A C T IV IT IE S . 95. ACTIVELY PARTICIPATE AND HOLD MEMBERSHIP IN C IV IC CLUBS SUCH AS THE LIONS, ROTARY. ETC. 96. SPEAK TO MAJOR CIVIC AND PROFESSIONAL ORGANIZATIONS PERIODICALLY. 97. SERVE ON CIVIC WELFARE C0M1ITTEES SUCH AS THE LOCAL CHAPTER OF THE NATIONAL FOUNDATION OF THE MARCH OF DIMES. COMMUNITY FUND. ETC. 98. ADMINISTER A PLANNED STUDENT RECRUITMENT PROGRAM. 99. PARTICIPATE IN HIGH SCHOOL CAREER DAYS AND ADORESS SENIOR CLASSES. 100. KEEP THE LOCAL MICHIGAN EMPLOYMENT SECURITY COMMISSION PERSONNEL INFORMED ON COLLEGE VOCATIONAL-TECHNICAL OFFERINGS ANO ENTRANCE REQUIREMENTS. 101. ESTABLISH AND MAINTAIN EFFECTIVE WORKING RELATIONSHIPS WITH PRINCIPALS AND COUNSELORS IN THE HIGH SCHOOLS WITHIN THE COLLEGE SERVICE AREA. 102. ESTABLISH AND MAINTAIN EFFECTIVE WORKING RELATIONSHIPS WITH KEY INDIVIDUALS REPRESENTING TRADE. LABOR, MANAGEMENT AND HEALTH SERVICE ORGANIZATIONS IN THE AREA SERVED BY THE COLLEGE. 103. ESTABLISH AND MAINTAIN EFFECTIVE WORKING RELATIONSHIPS WITH STATE AND FEDERAL MANPOWER TRAINING AGENCIES SUCH AS THE LOCAL COMPREHENSIVE EMPLOY­ MENT ANO TRAINING AREA (CETA) BOARD. THE BUREAU OF APPRENTICESHIP AND TRAINING (B A T ), VOCATIONAL REHABILITATION SERVICE (VRS). ETC. SECTION UNKCIOED 209 UJ 2 II DIRECTIONS: PLEASE COMPLETE THE FOLLOWING INFORMATION ABOUT YOURSELF. YOU ARE ASSURED THAT ALL INFORMATION YOU SUPPLY WILL BE KEPT CONFIDENTIAL AND NO INDIVIDUAL OR COLLEGE WILL BE IDENTIFIED IN THE REPORT OF THIS STUDY. >• HOW MANY YEARS OF EXPERIENCE DO YOU HAVE IN YOUR PRESENT POSITION? 2. HOW MANY YEARS OF EXPERIENCE DO YOU HAVE IN THE PRESENT COMMUNITY COLLEGE? 3. HOW MANY YEARS OF TEACHING EXPERIENCE DO YOU HAVE IN PUBLIC COMMUNITY COLLEGE EDUCATION? A. HOW MANY YEARS OF ADMINISTRATIVE EXPERIENCE 00 YOU HAVE IN PUBLIC COMMUNITY COLLEGE EDUCATION? 5. HOW MANY TOTAL YEARS OF EXPERIENCE DO YOU HAVE IN PUBLIC EDUCATION (ALL PROFESSIONAL ASSIGNMENTS)? 6. HOW MANY YEARS OF COLLEGE EDUCATION 00 YOU HAVE? (CHECK ONE). Do Not W r ite In T hi» Space ___________ A. NONE 7. CVES ___________ B. LESS THAN BACHELOR’ S DEGREE 8- FT A ____________ C. BACHELOR’ S DEGREE ___________ D. MORE THAN BACHELOR’ S DEGREE BUT LESS THAN MASTER'S DEGREE E. MASTER’ S DEGREE ___________ F. MORE THAN MASTER’ S DEGREE BUT LESS THAN DOCTORAL DEGREE ___________ G. DOCTORAL DEGREE n m o APPENDIX H THE FOLLOW-UP LETTER APPENDIX H THE FOLLOW-UP LETTER M IC H IG A N CO L L EG E o r STATE U N IV E R S IT Y b a s t la n s in g . M ic h ig a n m s ij E D U C A T IO N . E R IC K S O N H A L L May 26, 1976 Dear P a rtic ip a n t: Approximately three weeks ago, questionnaires were m ailed to Michigan community co lleg e presidents o r v ic e -p re s id e n ts , occupa­ tio n a l education deans, and department heads or d iv is io n d ire c to rs as p a rt o f my doctoral study. The purpose o f the questionnaires was to measure the ro le expectations held o f the o f f ic e o f dean o f occupational education (o r i t s e q u iv a le n t under another t i t l e ) by those who work most c lo s e ly w ith th is a d m in is tra tiv e p o s itio n . Thus f a r , the nivnber o f retu rn s in th is S tate-w id e study 1s encouraging and i t 1s a n tic ip a te d the f in a l re tu rn ra te w il l be s u f f ic ie n t ly high to assure v a li d i t y o f the fin d in g s . Responses from some o f the p a rtic ip a n ts have not been received , however, and the re tu rn o f a d d itio n a l questionnaires w i l l fu rth e r strengthen the fin d in g s . For your convenience, a fresh q u estionn aire 1s Included w ith th is l e t t e r . Please complete the qu estion n aire according to the in s tru c tio n s and re tu rn i t 1n the s elf-a d d re s s e d , stamped envelope p rio r to June 11, 1976. You are assured th a t a l l Inform ation you supply w i l l be kept c o n fid e n tia l and no In d iv id u a l or colleg e w ill be id e n t if ie d 1n the re p o rt o f the study. I f a question n aire has alread y been completed and re tu rn e d , thank you. Your cooperation 1s g re a tly app reciated. S in c e rely Andrew Mazzara AM: j a Enclosure APPENDIX I ANALYSIS OF DIFFERENCES APPENDIX I ANALYSIS OF DIFFERENCES Table I I . —Analysis of differences between group responses to role expectations for the Office of Dean of Occupational Education—All Groups. Role Expectation I. 1. 2. 3. 4. 5. Betwee^i-cups* Within^Groupsb p GENERAL ADMINISTRATION AND SUPERVISION Provide leadership in forming the college phi losophy of vocational -technical education. .2561 .1252 2.045 .133 Establish broad institutional objectives for vocational-technical education. .2429 .5517 .440 .645 Advise higher-echelon administrators on policy matters regarding vocationaltechnical education. .6112 .2640 2.315 .102 Inform higher-echelon administrators of recomnendations and suggestions made by subordinate staff members. .9811 .5183 1.893 .154 2.3329 .3458 6.746 .002 Interpret the potential effect of proposed state or federal legislation on college vocational-technical offerings for higherechelon administrators and subordinate staff members. Table I I . — Continued. JJ™ 6. 7. 8. 9. 10. 11. 12. Role Expectation Betwee^Groups* W ithin^roups» F. Ratio Prepare periodic status reports on vo catio n al-tech n ical education fo r higher-echelon adm inistrators and subordinate s ta ff members. 1.9659 .4486 4.382 .014 Id e n tify major problems or obstacles which hinder achievement o f the in s t i­ tu tio n a l o b jectives fo r vocatio n altechnical education. 1.4783 .2237 6.608 .002 .6612 .4948 1.336 .266 Serve on general college curriculum com­ m ittees, a d m in istrative cou n cils, and in s titu tio n a l p o lic y boards. 1.1876 .3542 3.352 .037 M aintain interdepartm ental o r d iv is io n a l communication through b u lle tin s , memos, and supervisory s ta ff meetings. .1482 .3941 .376 .687 Prepare reports required by s ta te or fed eral agencies regarding colleg e vocatio n al-tech n ical o ffe rin g s . 1.0899 .7093 1.537 .218 W rite proposals fo r s ta te or federal reimbursement o f vocatio n al-tech n ical courses and p ro je cts. 1.8819 .7844 2.399 .094 Promote u n ity between vocation altechnical and academic fa c u lty . Table I I . — Continued. — 1—fc— — ■ i-.J ■ —" * *— ■ ' " *-" ■ ■ - ■ - — Role Expectation ^ - ■■ j ***'■ ■ " .- - i .— -, -^— Between^Sroups* W lthinfroupsb Make p eriodic presentations concerning vo catio n al-tech n ical o ffe rin g s to the college governing board a t the request of c h ie f ad m in istrative o ff ic e r . 1.3004 .3462 3.756 .025 Attend h ig h -lev el a d m in istrative s ta ff meetings. 2.2614 .3609 6.265 .002 15. Attend college governing board meetings. 1.3345 .8905 1.499 .266 16. Conduct vo catio n al-tech n ical fa c u lty meetings p e rio d ic a lly . 1.3615 .7709 1.766 .174 Prepare classroom and laboratory schedules fo r vo catio n al-tech n ical courses. 17.2242 1.4240 12.095 .000 Administer an inspection system of in s tru c ­ tio n a l equipment and f a c ilit ie s to insure safe operation and compliance w ith s ta te f i r e , s a fe ty , and health codes. 6.0599 1.1800 5.135 .007 Establish p o licy on classroom or labora­ to ry accidents in keeping w ith o ve ra ll college p o lic ie s and procedures. 3.1484 .9622 3.272 .040 6.7642 .6892 9.814 .000 13. 14. 17. 18. 19. 11. 20. F. Rat1o .1 p CURRICULUM DEVELOPMENT AND INSTRUCTION Develop vo catio n al-tech n ical curriculum p o lic y . Table I I . —Continued. Role Expectation 21. 22. 23. 24. 25. 26. 27. Organize fa c u lty curriculum comnittees composed o f representatives o f the various vo catio n al-tech n ical divisio ns or departments. Betwee^Groups* Within^Groupsb F_Ruio p 2.8357 1.1881 2.387 .095 Review courses, course o u tlin e s , and in s tru c tio n a l m a te ria ls . 12.0270 .8835 13.613 .000 Organize lay advisory committees composed o f in d u s tria l, business, la b o r, and health service representatives to ass is t the college in id e n tify in g new v o catio n altechnical program and course needs. 13.9960 .9392 14.901 .000 U t iliz e lay advisory committees in formu­ la tin g program and course in s tru c tio n a l o b je c tiv e s . 7.7405 .9721 7.963 .000 U t iliz e lay advisory committees to make recommendations to adm inistration and fa c u lty on both program content and in s tru c tio n a l equipment. 7.1649 .8190 8.748 .000 Provide vo catio n al-tech n ical education consultants to a s s is t s t a f f in program development. .7256 .7829 .927 .398 Involve lay advisory committee members in student placement. .7172 1.1639 .616 .541 Table II.--C o n tin u e d , Role Expectation 28. 29. 30. 31. 32. With! g ro u p s '* F. Rat1o S o lic it the suggestions o f students in developing o r revisin g vocationaltechnical programs or courses. 4.4268 .9018 Present proposed v o catio n al-tech n ical programs and courses to the general curriculum committee. 9.3202 1.2030 7.748 .001 Promote cooperative vocational education and other forms o f o n -th e-jo b learning experiences. 2.1644 .6460 3.350 .037 P a rtic ip a te in developing standards fo r the selectio n o f v o catio n al-tech n ical students. 2.5597 1.1625 2.202 .114 Establish v o catio n al-tech n ical student organizations such as The D is trib u tiv e Education Club o f America (DECA), The V o c a tio n a l-In d u s tria l Club o f America (VIC A ), e tc . 3.6754 1.0244 3.588 .030 1.4166 .5146 2.753 .067 III. 33. B etw eentoups* 4.909 .008 BUDGET AND FINANCE MANAGEMENT Obtain budget recommendations from vo catio n al-tech n ical s ta ff in the various departments fo r budget development. Table I I . —Continued. j£ * 34. Role Expectation Betweenfc-oups* Hithin^Groupsb F. Ratio p Develop the vo catio n al-tech n ical edu­ cation budget. 2.6018 .6072 4.285 .015 Compute the cost-effectiven ess ra tio fo r vo catio n al-tech n ical programs and courses. 1.8238 .7951 2.294 .104 Present vo catio n al-tech n ical education budget to higher-echelon adm inistration or college governing board fo r approval. .7473 .6392 1.169 .313 Administer the to ta l vo catio n al-tech n ical education budget. 2.2979 1.0687 2.150 .120 Administer budget controls fo r a ll vocatio n al-tech n ical department accounts. 8.6250 1.1094 7.775 .001 Approve re q u is itio n s fo r supplies and equipment. 5.0623 1.2688 3.990 .020 Request estimates from vendors before pur­ chasing in s tru c tio n a l supplies and equipment. .2107 1.5150 .139 .870 41. M aintain in s tru c tio n a l equipment in v en to ries . 13.9052 1.4710 9.453 .000 42. Id e n tify p o te n tia l sources and amounts o f fin a n c ia l income to support the cost o f vo catio n al-tech n ical programs and courses. 3.0453 .7303 4.170 .017 35. 36. 37. 38. 39. 40. Table I K —Continued. Between Groups3 MS W ithin Groups*1 MS Prepare requests to s ta te or federal a u th o ritie s fo r vocational education funds. .2447 .8065 .303 .739 Submit periodic reports on program and course expenditures to higher-echelon adm inistrators and general vocatio n altechnical education s t a f f . .0460 .8239 .056 .946 Establish and m aintain e ffe c tiv e re la tio n ­ ships w ith key persons o f the Michigan Department o f Management & Budget adminis­ te rin g s ta te aid funds. 12.9908 1.1608 11.191 .000 Establish and m aintain e ffe c tiv e r e la tio n ­ ships w ith key persons o f the fis c a l agen­ cies o f the s ta te le g is la tu re in order to influence s ta te aid le g is la tio n . 10.2480 1.4531 7.052 .001 Establish and m aintain e ffe c tiv e re la tio n ­ ships w ith key persons o f the Michigan Department o f Education adm inistering federal vocational education funds. 1.1334 .6115 1.853 .160 5.2246 .6558 7.967 .000 Role Expectation 43. 44. 45. 46. 47. IV . 48. _ F* R a tl° p PLANNING, EVALUATION AND RESEARCH Determine college standards and c r it e r ia fo r evaluating the adequacy of vo catio n al-tech n ical o ffe rin g s . Table 11.--Continued. !*«■ No. 49. 50. 51. 53. 54. 55. WlthinGroupsb F_Rat1o Develop and m aintain an organized follow -up system on v o catio n al-tech n ical students who have e ith e r dropped out o r graduated. 5.1597 1.0992 4.694 .010 Analyze follow -up data on both drop-outs and graduates to implement improvements in vocatio n al-tech n ical o ffe rin g s . 4.5451 .7610 5.973 .003 Provide data from student follow -up studies to general vo catio n al-tech n ical education s ta ff. 3.7933 .8516 4.455 .013 U t iliz e student classroom and laboratory te s t re su lts in program o r course evalua­ tio n and improvement. 8.9480 1.1098 3.062 .000 Obtain inform ation p ertain in g to the vo catio n al-tech n ical o ffe rin g s o f other conmunity colleges fo r purposes o f program planning. .7296 .5171 1.411 .247 Conduct surveys to determine the degree of student in te re s t in proposed vocatio n altechnical programs and courses. 7.2816 .9504 7.662 .001 Prepare a w ritte n annual and long-range vocatio n al-tech n ical education program plan. 1.5801 .4485 3.523 .032 220 52. Between Groups® MS D ni. Role Expectation Table I I . — Continued. Role Expectation 56. 57. 58. 60. 61. 62. A ssist the lo cal Career Education Planning D is tr ic t (CEPD) council to plan and coor­ dinate high school and community college vocational and technical programs. .2754 Plan and coordinate vocational and tech­ n ical programs w ith other community colleges w ith in the lo c al region. .8799 A ssist the Department o f Education in statewide planning and coordinating com­ munity college vocational and technical programs. Within Groupsb .5662 p .^ i0 p .487 .616 .5775 1.524 .221 .7347 .4523 1.624 .200 Encourage in stru cto rs to conduct research and/or experimentation w ith in the classes they teach. .2362 .9284 .254 .776 Formulate long-range plans fo r vocationaltechnical building expansion in keeping w ith the college master f a c i l i t y plan. 2.5293 1.3144 1.924 .150 Develop educational sp e c ifica tio n s fo r fu tu re b u ild in g development. 6.0544 .5975 10.132 .000 A ssist a rch ite cts in developing labora­ tory and classroom f a c i l i t y plans. 5.4316 .5644 9.623 .000 221 59. Between Groups3 Table I I . —Continued. Role Expectation 63. 64. 65. 67. W ithin Groups** p_Ratl*0 Plan Comprehensive Employment and Training Act (CETA) and other special manpower tra in in g programs. 5.1845 .8295 6.251 .002 Plan special vocational and technical programs fo r disadvantaged, handicapped, and b ilin g u a l students. 8.5568 .7918 10.807 .000 Plan and coordinate vocational programs w ith lo cal and interm ediate school d is ­ t r ic t s w ith in the college d is t r ic t . 2.7812 .5929 4.691 .010 Analyze and apply labor market and employ­ ment data in program selectio n and development. 8.1105 .4829 16.794 .000 10.3643 1.1073 9.360 .000 .6355 .9640 6.3241 .8206 V is it classrooms and lab o rato ries and evaluate in s tru c tio n a l methods. V. PERSONNEL MANAGEMENT AND PROFESSIONAL DEVELOPMENT 68. Operate a planned s ta ff recruitm ent program. 69. S elect subordinate v o catio n al-tech n ical supervisory and teaching s ta ff members and make reconmendations fo r th e ir employment. .659 7.707 .519 .001 222 66. Between Groups* Table I I . —Continued. 70. 71. 72. 74. 75. 76. 77. Between^roups4 O rient new s ta ff members to college vocatio n al-tech n ical programs and p o lic ie s . 3.1055 W ith in ^ ro u p s* .6788 F. R ati# p 4.575 .012 Develop c r it e r ia to be used in evaluating the performance o f subordinate supervisory and teaching s t a f f . 6.8784 .7192 9.564 .000 Evaluate the classroom performance o f f u l l and p art-tim e vocatio n al-tech n ical in s tru c to rs . 8.1926 1.3818 5.929 .003 Evaluate subordinate vocatio nal-tech nical supervisory s ta ff members. 4.4322 .5494 8.068 .000 Assist individual in stru cto rs who have a special teaching problem. 4.6473 1.0813 4.298 .015 Administer a planned in s tru c to r in -s e rv ic e program consisting o f seminars, workshops, e tc . 2.9261 .6623 4.418 .014 Recommend re te n tio n or term ination of employment fo r vo catio n al-tech nical super­ visory or teaching s ta ff members. 5.2625 .6015 8.748 .000 Encourage supervisory and teaching s ta ff members to p a rtic ip a te in professional improvement programs. 1.9366 1.3033 1.485 .228 223 73. Role Expectation Table I I . —Continued. Role Expectation 78. 79. 80. 82. 83. Within Groups** Establish procedures fo r the d isp o sitio n o f sabbatical or special leaves and tra v e l requests o f subordinate super­ visory or teaching s ta ff members. 2.2092 1.0048 2.199 .114 Assign teaching duties and estab lish teaching loads. 9.5102 1.5640 6.081 .003 Encourage supervisors and teaching fa c u lty to confer on problems and reduce the p o te n tia l o f formal grievances. 3.1554 .3907 3.076 .000 Monitor provisions o f the c o lle c tiv e bargaining agreement or p o lic y handbook as they p erta in to vocatio n al-tech n ical education. 5.6030 .8536 6.564 .002 Resolve a d m in is tra tio n -fa c u ity disputes according to the grievance procedure prescribed in the c o lle c tiv e bargaining agreement or p o licy handbook. 3.3692 1.1582 2.909 .057 Recommend improvements in the c o lle c tiv e bar gaining agreement or p o lic y handbook to higher-echelon adm inistrators which would extend management's influence over the admin is tr a tio n o f vo catio n al-tech n ical education. 6.8307 .8575 6.800 .001 224 81. Between Groups3 Table I I . —Continued. J£* 84. 85. 86. 89. 90. W1thinGroups>> F. Rat1o p Prepare a r tic le s fo r professional jo u r­ nals and p e rio d ic a ls . 3.8023 .8192 4.641 .011 Attend lo c a l, s ta te , and national profes­ sional meetings. 1.3881 .2998 4.630 .011 Take a c tiv e part in professional organiza­ tio ns such as The American Association o f Comnunity and Junior Colleges, The American Vocational Association and The American Technical Education Association. 2.3251 .4042 5.752 .004 Evaluate applicants in terms o f laws, s ta te plan fo r vocational education, lic e n s in g /c e rtific a tio n requirements a ffe c t­ ing v o catio n al-tech n ical fa c u lty . 2.3528 .5329 4.415 .014 21.1251 1.3853 15.249 .000 Prepare brochures to promote vo catio n altechnical program and course o ffe rin g s . 4.1519 1.3397 3.099 .048 W rite a r tic le s and news releases fo r local newspapers to promote vo catio n al-tech n ical program and course o ffe rin g s . 2.3562 1.3028 1.808 .167 V I. 88. Betwen^Groups* CONSTITUENCY DEVELOPMENT Prepare vocational and technical course and program descriptions fo r the col lege catalog . 225 87. Role Expectation Table I I . — Continued. Role Expectation 91. 92. 93. 95. 96. 97. 98. 99. W1th1nGroupsb F_Rat1o p 5.370 .005 Appear periodically on radio and tele­ vision programs to promote college vocational-technical offerings. 4.0924 .7621 Prepare spot announcements for the promo­ tion of the vocational-technical offerings through radio and television media. 3.1069 1.1067 2.807 .063 Plan exhibits and open houses to promote vocational-technical offerings. 2.0112 .9540 2.108 .125 .2892 .7344 .394 .675 Actively participate and hold membership in civic clubs such as the Lions, Rotary, etc. 2.2163 .7612 2.912 .057 Speak to major civic and professional organizations periodically. 1.1178 .3771 2.964 .054 Serve on civic welfare committees such as the Local Chapter of the National foundation of the March of Dimes, Community Fund, etc. 2.1931 .7562 2.900 .058 .2502 .0339 .242 .785 10.1716 1.1052 9.294 .000 Utilize lay advisory committees in pro­ motional activities. Administer a planned student recruitment program. Participate in high school career days and address senior classes. 226 94. Betwee^Groups8 Table I I . —Continued. 100. 101. 103. Betwee^Groups* Keep the local Michigan Employment Security Comnission personnel informed on college vocational-technical offerings and entrance requirements. .2371 .8318 .285 .752 Establish and maintain effective working relationships with principals and coun­ selors in the high schools within the college service area. .8172 .6458 1.265 .285 Establish and maintain effective working relationships with key individuals rep­ resenting trade, labor, management, and health service organizations in the area served by the college. .2679 .2845 .942 .392 Establish and maintain effective working relationships with state and federal man­ power training agencies such as the local Comprehensive Employment and Training Area (CETA) Board, The Bureau of Appren­ ticeship and Training (BAT), Vocational Rehabilitation Service (VRS), etc. 1.0058 .3711 2.711 .069 4df * 2. bdf * 166. W1th1n^roupsb F. Ratjo 227 102. Role Expectation APPENDIX J ORDINAL CONSENSUS INDICES APPENDIX J ORDINAL CONSENSUS INDICES Table J l . — Ordinal consensus indices f o r ro le expectations o f the O ffic e o f Dean o f Occupational Education. Item No. Presidents (n * 27) Deans (n = 31) 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 .908 .760 .871 .666 .852 .815 .871 .760 .852 .741 .760 .666 .760 .815 .592 .721 .573 .740 .740 .684 .573 .815 .778 .722 .704 .741 .666 .815 .760 .722 .741 .703 .704 .704 .666 .630 .667 .984 .822 .968 .727 .903 .742 .952 .790 .887 .758 .660 .645 .855 .968 .582 .693 .549 .597 .646 .887 .532 .677 .806 .725 .758 .742 .581 .661 .597 .759 .611 .629 .887 .870 .694 .790 .710 O O A Dept. Heads (n = 111) .915 .753 .856 .762 .720 .762 .789 .706 .748 .747 .706 .693 .733 .753 .712 .703 .495 .575 .662 .688 .634 .638 .620 .716 .741 .675 .586 .638 .571 .734 .584 .553 .725 .715 .712 .721 .647 230 Table J l . — C ontinued. Item No. 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 Presidents (n - 27) .593 .629 .555 .499 .592 .704 .556 .481 .536 .760 .704 .573 .704 .684 .721 .721 .721 .778 .721 .666 .684 .778 .778 .741 .760 .630 .797 .834 .815 .611 .666 .684 .760 .741 .555 .760 .684 .760 .741 .815 .555 .517 Deans (n = 31) .756 .564 .387 .580 .775 .629 .613 .419 .371 .791 .807 .532 .677 .646 .645 .758 .677 .709 .758 .741 .693 .710 .823 .774 .839 .645 .710 .774 .839 .661 .662 .839 .725 .726 .565 .807 .597 .758 .887 .871 .597 .516 Dept. Heads (n = 111) .607 .575 .486 .454 .721 .688 .739 .647 .557 .674 .697 .611 .721 .689 .512 .798 .625 .762 .730 .766 .807 .629 .807 .762 .789 .656 .643 .753 .802 .570 .656 .679 .734 .707 .526 .748 .616 .721 .730 .757 .680 .441 231 Table J l . — C ontinued. Item No. 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 101 102 103 Presidents (n « 27) Deans (n * 31) .778 .741 .556 .760 .722 .778 .760 .760 .573 .517 .536 .740 .573 .741 .760 .748 .797 .797 .647 .760 .667 .760 .815 .797 .887 .823 .693 .758 .710 .758 .758 .774 .709 .532 .532 .742 .530 .758 .661 .775 .823 .711 .580 .726 .661 .758 .758 .742 Dept. Meads (n = 111) .766 .674 .620 .656 .621 .838 .793 .775 .445 .481 .512 .679 .576 .602 .675 .674 .829 .639 .584 .512 .730 .730 .789 .775 APPENDIX K PEARSON PRODUCT-MOMENT CORRELATION COEFFICIENTS APPENDIX K PEARSON PROOUCT-HOHENT CORRELATION COEFFICIENTS Table K1 . —Pearson product-noment c o rre la tio n c o e ffic ie n ts o f re la tio n s h ip s between responses to ro le expectations and professional work P residents, Occupational Education Deans, and Department Heads. experience— Hole Expectations dork Experience Category Present Job P o sitio n Presidents (n*27) r * D * Deans (n>31) r * n m Dept. Heads (n-111) f n D * Present fa n w n lty College Presidents (n*27) Oeans (n*31) p s f * P * Dept. Heads (n-111) r * D * C o m m lty College Teaching Presidents (ie27) 1 2 3 4 5 6 7 -.118 .277 -.315 .054 -.423 .014 -.344 .039 -.157 .216 -.209 .147 .257 .097 .054 .394 -.017 .465 -.233 .120 .151 .255 -.010 .479 -.272 .084 -.033 .434 -.319 .052 -.019 .462 -.238 .099 .094 .307 -.018 .460 -.230 .106 -.055 .384 .070 .352 -.399 .013 -.120 .258 -.076 .341 -.278 .064 -.160 .194 .085 .323 -.150 .209 -.018 .460 .051 .391 .023 .449 -.095 .159 -.067 .240 -.065 .247 .108 .130 .001 .494 .180 .029 -.171 .036 .001 .498 .060 .263 -.040 .335 .166 .040 -.010 .456 .086 .184 -.244 .005 -.060 .265 .113 .118 -.132 .255 -.065 .373 -.267 .088 -.280 .078 -.283 .076 -.102 .305 -.056 .390 -.127 .263 -.032 .436 .016 .467 .130 .258 .014 .472 -.102 .306 -.003 .492 -.163 .208 -.2 1 1 -.110 .277 .086 .322 -.159 .196 -.184 .160 -.010 .478 -.009 .481 -.176 .172 .092 .310 .086 .321 .039 .416 .039 .416 .246 .091 .037 .420 .112 .274 -.095 .305 .082 .330 -.060 .266 -.053 .290 -.005 .478 -.051 ,294 -.005 .476 .144 .065 -.085 .187 -.019 .421 .152 .055 -.039 .339 .133 .082 -.124 .096 .075 .217 -.192 .021 -.067 .242 -.012 .447 8 9 10 11 12 13 14 15 16 .145 r 3 p - -.122 .271 .086 .334 .057 .389 .173 .193 .081 .344 .265 .090 -.059 .384 .182 .181 .148 .230 .276 .081 .091 .325 -.063 .377 .104 .302 ,072 .360 .098 .312 -.076 .351 Deans (n*31) r * P * -.149 .212 .054 .385 -.299 .051 -.372 .020 -.188 .155 -.033 .430 -.361 .023 -.010 .478 -.107 .283 -.048 .398 -.025 .446 .074 .344 -.076 .341 -.385 .016 -.323 .038 -.165 .186 Dept. Heads (n-111) r * P r -.079 .203 -.076 .214 -.050 .301 .071 .229 -.082 .195 .085 .185 -.114 .115 -.012 .447 .087 .181 -.088 .178 .225 .009 .010 .457 .064 .250 -.299 .001 -.093 .165 .040 .336 r * P « .090 .327 -.165 .205 -.218 .137 -.230 .123 -.214 .141 -.149 .228 .215 .140 .059 .384 -.090 .328 -.154 .221 .272 .085 .131 .256 -.042 .417 .154 .221 -.2 7 9 .079 -.036 .428 r * -.114 .270 P ■ .166 .186 -.071 .351 -.019 .458 .099 .297 .146 .215 -.257 .081 .136 .232 .118 .262 .072 .349 -.021 .454 .315 .047 .121 .258 .115 .262 .101 .294 .172 .176 r * Cana. C o ll. A d m in istra tio n Presidents (n-27) Deans (n-31) Dept. Heads (n-111) P ■ -.075 .215 .063 .254 -.024 .400 -.047 .311 -.045 .317 .053 .290 -.154 .053 -.004 .482 .001 .499 .025 .394 .057 .274 -.130 .086 -.017 .427 -.237 .006 -.164 .043 -.005 .476 r * P* .013 .474 -.188 .173 -.022 .455 -.008 .484 -.094 .320 -.244 .110 -.019 .461 -.098 .312 .309 .058 .109 .294 .124 .269 .196 .163 .120 .276 .185 .178 -.145 .235 -.0 8 6 .334 Deans (n-31) r ■ -.011 .476 P■ .369 .020 .067 .360 -.098 .299 .107 .282 -.030 .436 -.342 .030 -.012 .474 -.008 .482 -.233 .103 -.057 .379 .160 .194 .005 .488 .080 .333 .282 .062 .1 1 0 Dept. Heads ( m i l l ) r ■ P * -.052 .292 .068 .239 -.039 .342 .133 .081 .112 .121 .136 .077 .071 .228 -.157 .050 -.130 .087 .073 .222 -.124 .097 .011 .454 .001 .492 -.098 .153 .047 .311 P ro f. Assign. In P ub lic Cduc. Presidents (n-27) .115 .113 .277 Table Kl.--Continued. Work Experience Category Present Job Position Presidents (n-27) Deans (n*31) Dept. Heads (n«111) Present Conunlty College Presidents (n-27) Deans (n-31) Dept. Heads (n-111) Deans (n-31) Dept. Heads (n-111) Com . Coll. Administration Presidents (n-27) Deans (n-31) Dept. Heads (n-111) Prof. Assign. In Public Educ. Presidents (n-27) Deans (n-31) Dept. Heads (n-111) r - .029 p.443 r » .056 p.382 r - -.129 p - .087 18 .193 .167 .012 .473 .008 .466 19 20 21 .180 -.393 .005 .184 .021 .490 .113 .048 -.120 .272 .398 .259 .013 -.070 -.165 .443 .230 .042 22 26 27 28 29 30 3i .050 .066 .043 -.013 -.219 -.326 -.220 .049 -.317 -.112 .402 .371 .415 .474 .136 .048 .135 .403 .053 .289 .050 -.151 -.016 -.145 .195 -.408 -.352 -.069 -.121 -.039 .395 .208 .465 .217 .146 .011 .026 .355 .258 .416 .058 .019 .068 .001 .173 .119 .179 -.036 -.056 .062 .272 .418 .238 .496 .034 .106 .030 .353 .277 .256 r - .004 .021 -.151 -.182 -.205 .019 .241 p * .491 .458 .225 .181 .152 .462 .113 r - .114 .018 .283 .224 -.011 .063 -.022 p - .270 .460 .061 .113 .259 .368 .452 r « -.182 -.028 -.089 -.049 -.122 -.029 -.055 p.028 .383 .176 .305 .100 .379 .280 .103 -.031 -.281 -.309 -.190 .106 -.481 -.108 .304 .439 .077 .058 .171 .299 .006 .296 .134 .007 .073 -.120 .048 .009 .068 -.024 .235 .484 .348 .259 .397 .480 .358 .449 .016 .015 .123 .086 .100 -.023 .004 -.003 .434 .437 .099 .185 .147 .405 .481 .484 r > -.004 -.155 -.022 .288 .136 p.491 .220 .455 .072 .248 r - .147 -.054 .078 -.020 -.012 p » .214 .385 .337 .457 .473 r - -.075 .045 -.022 -.078 -.069 p ■ .216 .318 .406 .206 .235 .242 .112 .251 .103 .203 .155 .159 -.098 .196 .298 .090 .030 .173 .375 .158 .216 .154 .221 .039 -.060 .422 .381 .013 -.121 -.072 .471 .257 .349 .002 .010 .099 .489 .456 .150 .031 -.185 .434 .159 .198 .006 .019 .475 .106 -.194 .179 .298 .165 .186 .065 -.036 -.141 .364 .422 .223 -.038 .014 -.001 .343 .441 .500 r » -.051 .119 .009 -.360 -.196 .110 -.074 -.050 -.107 -.175 -.364 -.101 -.006 -.274 -.073 p - .400 .276 .481 .032 .164 .291 .356 .401 .297 .190 .031 .307 .488 .083 .357 r .063 -.023 .344 .226 -.020 .122 .096 .097 .030 .056 .006 .106 -.136 .160 -.181 p » .367 .450 .029 .110 .456 .256 .303 .301 .436 .381 .487 .284 .233 .195 .165 r - -.167 -.090 -.130 .045 -.137 -.031 -.027 -.026 -.020 .160 -.005 .190 -.118 -.043 .076 p « .040 .172 .087 .318 .075 .371 .387 .389 .417 .047 .479 .023 .107 .324 .213 r • .422 .265 -.064 p.014 .090 .375 r - -.067 -.006 .315 p.359 .485 .042 r ■ -.120 -.063 .073 p • .105 .253 .221 .031 -.161 .173 .393 .278 .057 .018 .058 -.015 .458 .439 .210 .194 .021 .080 .387 .464 .386 .470 .011 .069 .120 -.171 .036 -.082 -.157 .210 -.176 -.136 .040 .356 .259 .178 .423 .330 .199 .128 .172 .232 .415 .087 -.124 .091 -.031 .167 -.019 -.099 .114 .196 -.021 .181 .096 .170 .373 .040 .418 .149 .116 .019 .410 .195 -.083 .165 .340 .129 -.145 .244 .218 .067 -.121 .241 .102 234 Cownlty College Teaching Presidents (n-27) 17 Role Expectations 23 24 25 Table M.~Continued. Role Expectations Work Experience Category Present Job Position Presidents (n-27) Deans (n>31) Dept. Heads (n-111) Present Coaunlty College Presidents (n-27) 32 r * r * D * Dept. Heads (n-111) r * D * faMinity College Teaching Presidents (n-27) Deans (n-31) n i p a D 1 Com . Coll. Ministration Presidents (n-27) 35 36 37 38 39 40 41 42 43 44 45 46 .094 -.265 -.259 -.246 -.043 -.164 -.148 -.305 -.010 -.020 -.249 .065 -.106 -.182 -.203 .320 .090 .096 .107 .415 .206 .231 .061 .479 .460 .104 .373 .299 .181 .154 .062 .102 .220 .001 .252 .268 .103 -.063 -.020 .126 .096 .165 .104. -.062 -.070 .368 .291 .117 .496 .085 .072 .290 .367 .456 .248 .302 .187 .288 .370 .353 .053 -.109 -.001 -.001 -.053 -.062 -.020 -.031 -.058 .004 -.106 -.118 -.089 -.073 .027 .288 .125 .499 .499 .289 .257 .415 .370 .270 .481 .132 .109 .175 .221 .389 .179 .172 .172 .165 .028 .093 .088 .094 .373 .186 .194 .194 .204 .444 .321 .330 .319 .027 .128 -.174 -.081 -.190 .058 .046 -.230 .030 .156 .246 .175 .333 .152 .377 .403 .106 .436 .200 .062 -.031 .054 .027 -.075 -.025 .060 -.005 -.064 .259 .374 .285 .386 .215 .396 .265 .478 .250 .218 .140 .182 .335 .241 .234 .136 .243 .182 .043 .113 .120 .011 -.123 .051 -.003 .126 .003 .476 .254 .391 .493 .249 .492 .056 -.101 -.107 -.117 -.082 -.027 .280 .144 .131 .110 .195 .387 .142 -.232 -.223 -.184 .079 -.027 -.024 -.352 -.014 -.095 -.310 .076 -.199 -.159 -.279 .240 .122 .131 .179 .348 .446 .452 .036 .471 .318 .058 .352 .160 .214 .079 p a .060 .173 .244 .150 .276 .117 .140 -.164 .036 .041 .186 .215 -.005 .073 .153 .374 .175 .092 .210 .066 .265 .226 .189 .423 .412 .157 .122 .489 .348 .204 P * r * -.173 -.146 .007 -.019 -.071 -.045 -.021 -.058 -.091 -.028 -.133 -.194 -.113 -.017 -.065 D * .035 .063 .469 .421 .227 .319 .411 .270 .169 .383 .082 .020 .118 .430 .247 p a P * Deans (n-31) Dept. Heads (n-111) Prof. Assign, in Public Educ. Presidents (n-27) p « D * Deans (n-31) p a D * Dept. Heads (n-111) PO uj f a D * Dept. Heads (n-111) 34 r * -.032 -.226 -.236 -.207 .052 -.099 -.122 -.305 .056 -.052 -.352 -.001 -.245 -.404 -.351 .435 .128 .118 .150 .398 .310 .272 .061 .391 .398 .036 .498 .108 .018 .036 D * r * .064 -.133 .226 -.048 .047 .087 .053 -.079 -.131 -.066 -.078 .031 -.175 -.260 -.037 p * .365 ,237 .110 .398 .400 .320 .387 .335 .241 .361 .337 .434 .172 .078 .421 .165 -.154 .016 .039 -.101 -.078 -.041 -.012 .009 .103 -.063 -.042 -.001 -.081 -.011 .042 .053 .433 .342 .145 .208 .332 .449 .460 .139 .256 .330 .496 .198 .452 D 1 n x Deans (n-31) 33 p a D * .491 -.122 -.103 -.232 .005 .272 .304 .122 .021 .056 .358 -.056 .454 .381 .024 .381 .048 .404 .180 .166 .034 -.116 -.049 .070 .433 .281 .402 .363 .268 .188 -.140 -.045 .072 .155 .226 .403 .033 -.094 -.048 -.044 -.080 -.092 -.118 .365 .163 .308 .321 .202 .169 .107 .115 .113 .005 .476 .152 -.193 -.162 -.211 .222 .167 .209 .145 .068 .199 .045 .024 .357 .142 .405 .449 .011 .478 .135 .234 .026 .449 .257 .081 .063 -.066 -.201 -.037 -.245 -.240 .256 .244 .017 .346 .005 .006 cn Table Kl.--Continued. Mork Experience Category Present Job Position Presidents (n»27) Deans (n*31) Dept. Heads (n*111) Present Caaunity College Presidents (n-27) Deans (n*31) 47 Deans (n*31) Dept. Heads (n*lll) Com . Coll. Adnlnlstratlon Presidents (n»27) Deans (n*31) Dept. Heads (n*lll) Prof. Assign. In Public Educ. Presidents (n»27) Oeans (n«31) Dept. Heads (n«lll) 49 50 51 52 56 57 58 59 60 61 r s -.123 .145 -.304 p ■ .270 .234 .061 r * .189 .106 .311 D * .154 .285 .044 r ■ -.152 -.054 .159 P * .056 .284 .047 .045 .412 .127 .248 .164 .043 .112 .018 -.126 .160 -.154 -.533 -.288 -.528 -.153 -.064 -.091 .288 .464 .264 .212 .221 .002 .072 .002 .222 .375 .325 .160 -.278 .042 -.053 .008 .122 .286 .259 -.062 -.053 -.001 .194 .065 .411 .388 .483 .256 .059 .080 .370 .388 .499 .193 .080 .108 .039 -.200 -.010 .008 -.102 -.011 .001 .194 .021 .201 .128 .340 .017 .458 .466 .141 .451 .492 .020 r 3 -.294 D 3 .068 .084 .338 .164 .189 .129 .088 .043 -.315 -.297 -.219 -.236 -.400 -.222 -.326 -.168 -.105 -.066 .415 .055 .066 .136 .118 .019 .132 .048 .200 .300 .372 .255 -.107 .209 -.040 .231 .281 .466 .397 .016 -.004 .158 .082 .282 .129 .415 .105 .062 .004 .013 .464 .491 .198 .173 .040 .048 -.001 -.096 -.031 .055 -.055 .002- .008 .156 .034 .336 .306 .498 .158 .371 .282 .281 .488 .465 .051 r * D 3 .070 .354 D 3 -.153 .054 Dept. Heads (n*111) CoMunlty College Teaching Presidents (n»27) 48 Role Expectations 53 54 55 .017 -.117 .466 .280 .188 .286 .155 .059 -.096 .083 .157 .193 r\» to r 3 .077 .139 .221 .351 .245 .133 p* r ■ -.252 -.104 -.044 .085 .288 .405 Pr * -.155 -.167 .016 P - .052 .039 .433 .094 .319 r * -.250 .107 P * .104 .296 r ■ .168 -.111 P " .183 .275 r * .042 -.010 P ■ .329 .456 .054 .393 .226 .111 .137 .075 .008 .483 .206 .151 .131 .257 .012 -.128 -.062 -.061 -.079 .128 .087 .473 .245 .369 .371 .335 .440 .319 .036 .072 -.037 .032 .031 -.147 -.023 .352 .225 .346 .367 .371 .061 .402 .088 .318 r * -.219 -.039 -.430 -.218 p * .136 .424 .012 .137 r * .201 .161 .364 .325 P ■ .139 .193 .022 .037 r * -.111 -.013 -.036 .040 .122 .443 .351 .337 D * .015 .470 .137 -.160 -.120 .247 .212 .275 .191 .169 .080 .334 .078 .348 .090 .327 .178 .187 .070 -.314 -.121 ,354 .043 .258 .005 -.083 -.046 -.110 .114 .476 .192 .313 .124 .116 .018 -.201 -.215 -.058 -.110 -.404 -.269 -.430 .059 -.009 -.080 .464 .157 .140 .385 .291 .018 .087 .012 .384 .481 .344 .081 .112 .031 -.153 .329 .346 .271 .413 -.221 .094 .114 .332 .274 .433 .205 .035 .028 .070 .010 .116 .307 .269 .010 .056 .183 -.038 -.131 .063 .010 -.090 .101 .059 .181 .455 .278 .027 .345 .085 .254 .458 .173 .144 .267 .028 .314 -.026 -.078 .084 -.228 -.418 -.115 -.236 -.087 .066 .152 .055 .449 .349 .337 .126 .015 .284 .118 .332 .370 .224 .063 -.106 -.153 -.238 -.068 .174 .093 -.074 -.034 -.166 -.109 -.111 .367 .285 .205 .098 .318 .174 .309 .344 .426 .185 .279 .275 .141 .107 .127 -.090 -.069 .029 -.134 .123 .140 -.078 .026 .015 .069 .131 .091 .172 .235 .378 .079 .099 .071 .207 .391 .437 .272 .084 84 ■ r P 1 Deans (n*31) 83 .137 -.070 -.334 -.420 -.538 -.060 -.113 .175 .247 .363 .044 .015 .002 .383 .287 ,191 .122 .210 -.071 .312 .439 .167 .183 -.027 .256 .128 .351 .043 .007 .185 .161 .441 .103 -.045 -.091 -.017 .112 -.192 -.110 .060 .141 .317 .170 .429 .120 .021 .124 .264 P ■ Comunity College Teaching Presidents (n»27> 82 .055 -.079 -.170 -.169 .054 -.039 .391 .346 .198 .199 .394 .423 .037 -.024 -.044 .062 -.266 .329 .421 .449 .405 .368 .073 .035 .146 -.082 -.014 -.025 .002 -.097 .063 .196 .439 .394 .490 .154 P * Dept. Heads {n*111) 81 r* P* r* P* r* P* P * Deans (n*31) Role Expectations Table HI.--Continued. Role Expectations Work Experience Category 90 Present Job Position Presidents (n*27) 91 92 93 94 95 96 • s -.056 .088 -.022 .164 -.046 .167 .190 .389 .330 .457 .206 .408 .202 .170 -.007 -.060 -.032 .018 .081 -.018 .029 .483 .373 .431 .460 .332 .460 .438 .021 .100 -.002 -.034 .155 .137 -.013 .411 .147 .490 .361 .052 .076 .446 x Deans (n=31) • X s Present CoMunlty College Presidents (n*27) * s ‘ ft s Deans (n*31) 1 s s ft Dept. Heads (n=lll) = = Deans (n*31) Dept. Heads (n=lll) = I X ' X X Com*. Coll. Administration Presidents (n*27) ' Dept. Heads (n*111) Prof. Assign. 1n Public Educ. Presidents (n*27) ’ Deans (n*31) Dept. Heads (n-111) -.037 .420 .195 -.020 .146 .456 .224 .130 .320 .175 .040 .172 .133 -.026 .082 .393 .034 .433 .199 -.117 -.110 .159 .281 .291 .072 -.041 .221 .043 .350 .412 .116 .409 -.026 -.058 -.032 -.111 .392 .270 .366 .122 .093 .164 .130 -.044 .085 .322 .141 -.023 -.373 .240 .455 .028 -.101 -.319 .023 .294 .040 .450 -.124 -.147 -.127 .096 .061 .092 101 102 103 .029 -.050 -.158 .441 .402 .215 .228 .228 .274 .108 .108 .068 .005 -.088 .476 .178 .057 .273 .181 -.062 -.092 -.084 .132 .043 -.007 .182 .378 .323 .338 .255 .414 .486 .256 -.055 .010 .234 .287 .347 .357 .082 .383 .479 .102 .058 .028 .024 .093 -.138 -.256 -.189 -.033 -.047 .077 .163 .073 .003 .023 .364 .310 .208 .054 .394 .153 .223 .323 .050 .361 .032 .193 .167 .221 .134 .004 -.164 .491 .188 .274 .068 .032 .431 .108 -.100 -.112 -.122 -.018 -.017 .128 .148 .120 .101 .426 .430 .033 .362 .230 .123 .013 -.236 -.054 .472 .100 .386 .003 -.052 -.121 -.175 .485 .293 .102 .032 .069 .175 .091 .170 .068 .238 s * .079 .346 X * ■ r ■ - p .160 -.031 .211 .439 .096 .156 .019 .462 100 a X X • .107 .296 .054 .393 .098 .299 .066 .362 .109 .126 99 .263 -.005 -.199 -.346 -.127 -.257 -.294 .092 .490 .159 .039 .263 .098 .068 .408 -.166 .084 -.110 .379 .331 .501 .186 .325 .277 .018 .034 .002 .095 -.184 -.226 -.220 .030 -.005 .100 .161 .026 .009 .010 .374 .476 .146 • = Deans (n*31) .012 .448 .150 -.072 .354 .227 .361 .035 .292 .302 .220 .055 .049 .117 .076 -.042 -.122 .213 .329 .101 .022 .456 98 -.055 -.015 -.045 .392 .470 .410 .018 .184 .106 .461 .160 .205 -.050 .152 .401 .124 -.025 .253 .447 .309 .058 .427 .006 .384 .024 .354 .025 . 0 1 1 .256 .028 .098 .445 .007 -.007 -.040 .484 .484 .415 .456 .008 .092 .324 .004 .491 .444 .010 .119 .276 .151 .208 .256 .082 .256 .082 .086 .321 .346 .028 .055 .280 .062 .195 .192 .021 .096 .158 .109 .126 .013 -.044 -.061 .442 .322 .262 .131 .084 .070 .231 .103 -.015 -.266 .304 .469 .090 .062 .069 -.094 .369 .355 .306 .073 .222 .166 .203 .191 .152 .161 -.146 .211 .232 .018 .052 .461 .389 .029 -.008 .379 .463 .019 .420 239 Cownlty College Teaching Presidents (n»27) .038 .425 .357 .024 CD in Dept. Heads (n=111) 97 Table K2.--Pearson product-moment correlation coefficients of relationships between responses to role expectations and educational level—Presidents, Occupational Education Deans, and Department Heads. Role Expectations Group 1 2 .434 .012 .165 .205 3 4 5 6 7 8 r p• Deans (n-31) p- r - -.328 .036 .171 -.228 -.274 .179 .108 .068 .029 .438 .043 -.183 .408 .162 Dept. Heads (n«111) p- r * -.062 .259 .091 .169 .004 -.026 .482 .390 .085 .187 .082 -.028 -.071 .196 .382 .228 20 21 22 23 24 25 • -.105 .300 .112 -.153 -.109 -.245 -.372 -.328 .289 .223 .293 .109 .028 .047 Deans (n-31) * -.114 » .270 .150 -.050 .210 .394 Dept. Heads - -.097 - .154 .007 -.137 -.110 -.098 -.118 -.069 .471 .075 .124 .153 .107 .234 36 37 38 .283 .061 39 40 41 42 .004 -.232 -.125 -.245 .491 .122 .267 .109 - -.184 -.170 -.274 - .178 .198 .083 Deans (n-31) » -.133 -.023 -.108 -.006 -.048 -.061 .236 .450 .280 .486 .397 .372 Dept. Heads * * .118 -.080 .108 .202 .289 .057 .319 .040 .223 .113 12 .044 .407 .062 -.101 -.260 -.180 -.051 .258 .145 .003 .029 .295 .179 .167 26 27 .166 .203 .010 .480 28 29 .102 -.119 .306 .277 44 .023 -.092 .454 .324 45 30 46 .212 -.024 .144 .452 13 14 15 16 17 .073 -.228 -.080 -.390 .357 .126 .345 .022 .170 -.228 .180 .108 .156 .200 .010 .458 .091 .170 31 32 47 48 .034 .432 .203 .154 .016 .464 33 34 35 .032 .431 .218 -.158 .119 .198 .048 -.070 -.064 -.018 .307 .230 .251 .424 49 50 51 .211 -.141 -.140 .145 .240 .242 52 .121 .273 .082 .329 .153 -.075 -.106 -.171 .205 .343 .284 .179 .046 -.174 .403 .174 .040 .335 .082 .329 .153 -.075 -.106 -.171 .205 .343 .284 .179 .046 -.174 .403 .174 .055 .280 .162 .192 .048 -.024 -.318 -.002 .306 .401 .001 .489 .149 -.253 -.184 -.157 .229 .101 .178 .217 .007 -.467 .484 .004 .098 -.088 .151 .178 .044 .406 .311 -.003 -.070 .044 .492 .353 .026 .393 18 .226 -.191 .128 .170 .343 -.359 .040 .033 .259 -.172 .080 .177 .217 -.006 -.090 -.099 .474 .172 ,151 .011 43 .055 .383 .144 -.077 -.026 -.074 .066 .209 .393 .217 .126 -.028 -.037 -.089 -.208 -.264 .248 .439 .422 .317 .130 .075 Presidents M 7) MU) 11 240 Presidents (n-27) MU) 10 .063 -.007 -.121 -.109 -.352 -.026 -.226 -.084 -.019 -.011 .376 .484 .273 .293 .036 .447 .128 .337 .462 .476 Presidents (n-27) 19 9 Table K2.—Continued. Group S3 54 55 .205 -.054 -.101 .152 .393 .307 56 57 58 59 Role Expectations 60 62 61 63 64 .185 -.232 -.199 -.065 -.220 -.045 .178 .121 .160 .374 .135 .411 65 66 Presidents (n*27) r * P* Deans (n-31) r * -.201 -.422 -.033 -.236 P ■ .138 .009 .429 .101 .058 .377 .132 -.066 -.206 -.267 .238 .361 .133 .073 .030 -.146 .436 .215 .055 -.338 -.086 .384 .031 .321 Dept. Heads (o *lll) r P* .094 -.068 -.070 .162 .239 .233 .088 .177 .038 .343 .119 .105 .173 .035 .136 .077 78 79 80 81 82 .017 -.145 .426 .063 70 71 .203 -.144 -.117 .155 .236 .279 .068 .238 .056 .277 .123 .099 72 73 74 75 76 77 .280 -.159 .078 .213 67 68 69 .189 .172 .075 .354 .264 .091 .049 -.188 -.063 .396 .155 .368 .080 -.205 .201 .015 83 .034 -.122 .361 .100 84 85 86 .203 .155 .201. .156 .482 .005 Presidents (n*27) r * -.372 -.199 -.002 -.372 -.036 P » .028 .160 .496 .028 .428 Deans (n-31) r * -.032 -.040 -.001 -.176 -.001 -.369 -.254 -.101 P * .431 .414 .496 .172 .496 .020 .084 .293 .012 -.047 -.111 -.064 -.142 -.046 -.138 -.061 -.182 .473 .401 .276 .365 .222 .402 .229 .370 .164 Oept. Heads (n*lll) r * -.041 -.131 -.217 -.009 -.294 -.143 -.206 -.058 P * .331 .085 .011 .461 .001 .066 .014 .271 .038 -.116 -.030 -.063 -.031 .344 .112 ,375 .255 .373 87 88 89 90 91 .039 -.370 .422 .029 92 93 .025 .451 94 Presidents («-27) r * -.233 .120 P- Deans M l) r » P* Dept. Heads (n-111) r * -.175 -.089 -.145 -.180 -.024 -.247 -.194 -.184 P * .033 .175 .063 .029 .400 .004 .020 .026 .151 .226 .085 -.201 -.204 -.277 -.269 -.021 .336 .157 .153 .080 .087 .458 95 96 .014 -.301 -.200 -.342 -.318 -.117 -.040 -.070 .471 .063 .158 .040 .052 .279 .421 .364 .206 -.090 -.040 .132 .315 .415 .216 .121 .066 .361 .294 -.128 .054 .246 97 98 .038 .343 100 101 .073 .222 .217 .011 102 103 .367 -.430 -.323 -.254 -.289 -.140 -.161 .030 .013 .050 .101 .072 .242 .211 .073 -.147 -.024 -.107 -.194 .347 .215 .448 .283 .147 .028 .382 99 .117 -.019 .110 .421 .011 .477 .013 .471 .150 -.178 -.265 .209 .169 .074 .202 -.175 -.067 -.124 -.090 .017 .032 .240 .096 .172 .042 .330 .153 .054 Table K3,--Pearson product-moment correlation coefficients of relationships between responses to role expectations and connunlty college size—Presidents, Occupational Education Deans, and Department Heads. Group 1 2 3 4 5 6 7 Role Expectations 9 10 8 11 12 13 14 15 16 17 18 Presidents (n-27) r * P* .160 .213 .167 .202 .182 .181 .017 .465 .107 .297 .093 -.016 -.019 .322 .468 .461 .286 -.113 -.294 -.388 -.137 -.074 -.133 -.307 -.411 .074 .286 .068 .023 .247 .356 .254 .060 .011 .036 .428 Deans (n-31) r ■ P» .153 .205 .040 .415 .221 -.005 .115 .489 .283 .061 .025 -.031 .446 .433 .027 .441 .091 .312 .003 .492 .093 -.209 .309 .129 .087 .321 Dept. Heads (n-111) r * -.018 .425 P- .141 .069 .044 -.025 .323 .394 .056 .279 .145 .064 .019 .418 .045 .319 .082 -.121 -.041 -.111 .196 .101 .331 .122 .023 -.081 -.108 -.010 -.135 .404 .197 .128 .456 .078 .028 .384 23 24 25 26 19 20 21 22 27 .071 -.069 -.006 .352 .354 .481 28 29 r ■ -.212 -.088 -.287 .144 .330 .073 P‘ .186 -.167 -.206 -.336 -.129 -.274 -.002 -.179 .176 .202 .150 .043 .260 .083 .495 .185 Deans (n-31) r P* .113 -.055 .272 .384 Dept. Heads (n-111) r ■ -.175 -.003 P - .033 .486 .037 .421 37 O CNJ 1 36 .062 -.048 .369 .399 38 .036 .424 .068 .317 -.038 -.061 -.019 -.032 .343 .261 .419 .368 39 40 41 42 .152 -.166 .206 .186 .044 .407 .177 .031 .067 .241 .066 -.035 .245 .354 43 44 45 46 r « P* .061 .380 .135 -.224 -.484 -.377 -.453 -.251 -.325 .251 .130 .005 .026 .009 .103 .049 .027 .445 .014 -.024 .472 .451 Deans (n-31) r ■ P* .140 .225 .127 .248 .273 .068 .198 .142 Dept. Heads (n-111) r ■ -.059 -.074 P ■ .268 .218 .121 -.025 -.025 -.070 .258 .446 .446 .353 .030 .434 .043 -.006 -.097 -.063 -.128 -.138 -.010 -.032 .327 .474 .154 .253 .090 .073 .456 .366 32 .003 -.078 -.228 .493 .348 .126 .218 -.026 -.366 .118 .443 .021 Presidents (n-27) .178 .168 31 .057 .276 .129 .088 47 48 .098 .299 33 34 35 .058 .386 .085 -.045 .336 .412 .164 .188 .163 .190 .269 .071 .098 -.122 .153 .099 .006 .475 .087 .182 51 52 .240 .0% 49 50 .010 -.175 -.556 -.044 -.074 -.175 .480 .191 .001 .414 .355 .191 .286 .059 .336 .032 .174 .173 .131 .241 .024 -.209 -.017 .401 .378 .427 .036 .352 .152 .056 .092 -.064 .166 .250 .245 .092 .334 .033 .193 .148 242 Presidents (n-27) 30 .191 .151 Table K3.••Continued. orggp S3 54 55 56 Presidents (n*27) r P- .135 -.280 .250 .078 Deans (n-31) r * P3 .106 .280 Dept. Heads (n-111) r * P■ .087 -.027 -.058 -.002 .180 .389 .272 .490 70 .107 .282 71 59 64 65 66 67 68 69 .001 .498 .071 .362 .114 -.304 -.332 -.217 -.215 -.148 -.149 -.094 -.342 .286 .061 .045 .138 .141 .230 .228 .320 .040 .243 -.003 .085 .492 .168 .182 .163 .190 .334 .033 .211 -.024 -.160 .127 .449 .195 .207 -.116 .131 .266 .233 -.302 -.126 .103 .049 .248 .121 .101 .004 .480 .045 .319 .049 .304 .115 .114 .089 .176 .003 .487 .204 .016 .083 .192 .035 -.070 .356 .231 74 75 76 77 78 79 80 81 82 .190 .152 72 73 Deans (n-31) r P- .027 -.067 -.091 .442 .359 .311 Dept. Heads (n-111) r = PE .001 .497 .182 -.288 -.011 .164 .058 .476 .294 .054 89 90 91 92 93 94 .009 -.082 -.099 -.007 .459 .194 .150 .419 95 96 98 85 .127 .263 .041 -.121 .420 .27-3 .006 .484 .212 .126 .254 .083 .253 .085 .083 .327 .169 .037 .240 .006 .141 -.064 .070 .249 .091 .170 99 100 101 103 102 86 Presidents (n-27) r - -.296 -.437 -.224 -.497 -.048 -.417 -.279 P » .066 .011 .130 .004 .406 .015 .079 .009 .482 Deans (n-31) r * P- .006 -.116 .485 .266 .152 .206 .101 -.242 -.095 -.350 -.006 -.017 .293 .094 .304 .027 .482 .462 .269 .071 Dept. Heads (n»ltl) r ■ -.208 -.104 -.143 P * .014 .138 .067 .006 .474 .078 .206 .118 -.243 -.171 -.109 -.008 .108 .005 .036 .126 .464 .118 .108 .115 .268 .074 .345 .036 -.126 .424 .249 .186 .158 .168 .183 .106 .285 .035 -.087 -.084 -.091 .354 .182 .188 .170 .021 -.061 .457 .380 97 .014 -.053 .440 .290 84 .194 -.221 -.007 -.229 -.004 -.327 .148 .155 .483 .107 .491 .036 .029 -.221 -.015 -.161 -.145 -.084 -.030 .379 .010 .435 .046 .064 .190 .376 .142 .223 83 .382 -.308 -.425 -.382 -.411 -.052 -.275 -.473 -.019 -.020 -.146 .024 .059 .013 .024 .017 .398 .082 .006 .461 .461 .233 r * -.259 P * .096 88 63 .049 -.051 -.205 -.075 .404 .399 .151 .353 Presidents (n-27) 87 58 .090 .172 .019 -.449 -.189 -.339 -.086 -.306 -.158 .462 .009 .172 .042 .335 .060 .214 .049 .302 243 .053 .395 57 Role expectations 62 60 61 Table M .—Pearson product-noment correlation coefficients of relationships between responses to role expectations and full-time subordinate administrators--Presidents, Occupational Education Deans, and Department Heads. uroup i 2 3 4 5 6 Role Expectations 8 10 11 9 12 13 14 .075 -.063 .353 .377 .007 .485 .130 .259 .152 .223 .207 -.020 -.365 .149 .459 .030 .208 .148 .021 -.085 -.149 -.333 -.332 .454 .324 .212 .034 .034 .014 .469 .188 .155 .197 .144 .182 .162 .141 .225 7 Presidents (n-27) r P* .183 .180 .164 .206 .117 -.054 -.066 -.053 -.046 .279 .395 .371 .395 .408 Deans (n-31) r * P“ .012 .474 .015 .468 .152 -.083 .207 .328 .144 .220 .109 .278 Dept. Heads (n-111) r * -.071 .229 P’ .088 .179 .012 -.146 .449 .063 .070 .230 .012 -.001 -.100 .447 .495 .147 19 20 21 r « P■ .068 .368 .059 -.047 .383 .408 Deans (n-31) r * P- .243 .093 .030 .435 Dept. Heads (n-111) r * -.072 P * .224 Deans (n-31) Dept. Heads (n-111) .051 -.041 .298 .333 38 .018 .424 .028 .385 39 40 .169 .199 .005 -.067 -.147 -.133 .489 .360 .215 .237 .037 .348 -.008 .465 30 31 .056 -.016 -.043 .279 .431 .327 .059 .266 34 35 .138 -.029 .246 .443 .141 .224 .152 .207 .130 .242 .054 -.004 -.044 -.149 -.024 -.007 .284 .482 .323 .059 .401 .470 .118 .107 .048 .307 51 52 .098 -.245 .312 .109 .192 .150 45 46 47 .190 .170 .362 .032 .246 .107 .046 .409 .114 -.372 -.431 -.573 -.519 .285 .028 .012 .001 .003 .030 -.175 .435 .173 .180 .165 .152 .206 .230 .106 .089 .315 .165 .186 .243 .094 .185 -.128 .159 .245 .109 .126 .051 -.010 .297 .455 .075 -.086 -.107 .214 .184 .131 .012 .447 .077 .209 .054 .285 .044 .321 42 .078 -.198 -.450 -.462 -.144 -.073 .349 .160 .009 .008 .236 .358 .049 -.110 .302 .124 33 48 49 50 18 .012 -.198 -.041 .448 .018 .332 44 41 43 .054 .287 32 .075 -.010 .343 .478 .037 .427 .011 -.034 .476 .427 .1 1 1 f a n a 29 .225 -.148 -.018 -.001 .111 .212 .460 .499 .242 .117 .265 28 .007 -.211 -.280 -.183 -.146 .485 .126 .063 .162 .216 D * ■ 27 .211 .145 f * a 26 .182 -.469 -.218 -.536 .181 .007 .136 .002 37 f 25 .100 -.014 -.051 -.087 -.083 .148 .441 .297 .182 .192 .071 -.649 -.689 -.755 .362 .001 .001 .001 36 q 24 .002 -.100 .488 .147 17 r*» 0* wi r o r»i i Presidents (n-27) 23 .237 .117 16 .013 .472 .045 -.049 .319 .304 244 Presidents (n-27) 22 .084 .338 15 Table K4. —Continued. Group 53 54 55 56 57 Presidents (n-27) r * -.036 -.582 p.428 .001 .150 .227 .141 .241 Deans (n*31) r > p- .085 .324 .015 .467 .197 .143 .255 -.046 .082 .401 Dept. Heads (n-111) r p- .022 -.040 -.056 .406 .335 .277 70 71 72 Deans (n-31) • -.167 -.045 -.277 - .184 .405 .065 Dept. Heads (n-111) - 64 65 .117 -.014 .110 .440 88 89 69 .176 .189 .073 .359 .003 -.074 .493 .357 .076 -.378 .352 .026 .027 -.008 .441 .483 .256 .082 .079 .336 .016 -.035 .466 .425 .196 .145 .151 .209 .140 -.344 .226 .029 .249 .088 .050 .394 .085 -.011 -.102 .186 .454 .142 .003 .486 .017 -.075 .429 .215 .048 .306 .256 .003 .099 .149 .028 .384 .115 .114 .101 .145 .008 .464 80 81 82 83 84 85 86 .136 .249 .235 .119 .061 .381 .151 .225 .116 .282 .086 .322 .174 .174 74 75 .168 .182 .034 -.040 -.023 .360 .335 .405 76 77 78 79 91 92 .190 -.099 -.107 -.307 .152 .297 .282 .046 .113 .272 .051 .392 .197 .144 .070 .353 .067 -.116 -.002 -.008 -.160 .242 .112 .489 .464 .047 .019 .419 .167 .039 .138 .073 .005 -.011 -.031 .479 .452 .371 98 99 100 101 .167 .184 93 94 95 96 Deans (n»31) - Dept. Heads (n-111) - -.073 -.107 -.010 - .220 .130 .455 .012 -.053 -.044 .472 .387 .406 .104 .138 68 .266 -.499 -.180 .090 .004 .184 - -.632 -.420 -.290 -.398 -.072 -.075 -.456 -.447 -.103 -.088 - .001 .015 .071 .020 .360 .354 .008 .010 .304 .330 .075 .342 67 .223 .132 .167 -.220 .184 .117 90 66 .123 .269 .093 -.031 .322 .438 Presidents (n-27) .119 .261 63 .068 .237 97 102 103 .080 -.403 -.298 -.161 -.078 -.191 -.163 .345 .018 .065 .211 .348 .169 .207 .084 .326 .130 .242 .047 .400 .113 .272 .309 .045 .024 .449 .198 .142 .089 -.031 .174 .373 .097 .154 .114 .116 .180 .029 .179 -.163 -.091 -‘.036 -.047 -.068 .030 .043 .169 .353 .311 .236 .121 .101 .033 .429 .031 -.050 -.138 .433 .394 .229 .052 .389 245 - -.139 « .244 87 73 59 .012 -.433 -.181 -.328 -.154 -.511 -.227 -.326 -.420 -.186 -.035 .475 .012 .182 .047 .221 .003 .127 .048 .015 .176 .430 Presidents (n-27) .106 .132 .074 .217 58 Role Expectations 60 61 62 SELECTED BIBLIOGRAPHY SELECTED BIBLIOGRAPHY Books Blocker, Clyde; Plummer, Robert H .; and Richardson, Richard C. The Two-Year College: A Social Synthesis. Englewood C l i f f s , N . J . : Prent1ce-HalY, I n c . , 1965. Carr, L. C. A n a ly tic a l Sociology. New York: Cohen, Arthur M. A Constant V a r ia b le . I n c . , 1971. Harper & Row, 1955. San Francisco: Jossey-Bass, Cooley, W illiam W., and Lohnes, Paul R. M u lt iv a r ia t e Data A n aly s is . New York: John Wiley and Sons, I n c . , 1971. G etzels, Jacob W. "Adm inistration as a Social Process." In Adminis­ t r a t i v e Theory 1n Education. Edited by Andrew W. Hal p in . New York: the Macmillan Company, 1967. G etzels, Jacob W.; Lipham, James M.; and Campbell, Ronald F. Educational A dm inistration as a Social Process. New York: Harper & Row Publishers, 1968. G u ilfo rd , J. P ., and Frutcher, Benjamin. Fundamental S t a t is t ic s 1n Psychology and Education. 5th ecT New York: McGrawH i l l , T97'3. --------------------Monroe, Charles R. P r o f ile o f the Community C o lle g e . Jossey-Bass, I n c . , 1972. 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