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University M icrofilm s International 300 North Zeeb Road Ann Arbor, Michigan 48106 USA St. John’s Road, Tyler's Green High Wycombe, Bucks, England HP10 8HR 78-3546 PATTERSON, Dawn Marie, 1939A DESCRIPTIVE STUDY OF EXPRESSED FUNCTIONS AND FUNCTIONAL RELATIONSHIPS OF PRINCIPAL UNIVERSITY CONTINUING EDUCATION ADMINISTRATORS IN MICHIGAN PUBLIC UNIVERSITIES. Michigan State U niversity, Ph.D., 1977 Education, higher University Microfilms International, Ann Arbor, Michigan 48106 A DESCRIPTIVE STUDY OF EXPRESSED FUNCTIONS AND FUNCTIONAL RELATIONSHIPS OF PRINCIPAL UNIVERSITY CONTINUING EDUCATION ADMINISTRATORS IN MICHIGAN PUBLIC UNIVERSITIES By Dawn Marie Patterson A DISSERTATION Submitted to Michigan State University in p a rtia l f u lf illm e n t of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Administration and Higher Education 1977 ABSTRACT A DESCRIPTIVE STUDY OF EXPRESSED FUNCTIONS AND FUNCTIONAL RELATIONSHIPS OF PRINCIPAL UNIVERSITY CONTINUING EDUCATION ADMINISTRATORS IN MICHIGAN PUBLIC UNIVERSITIES By Dawn Marie Patterson A descriptive study was conducted to determine the expressed functions and functional relationships of the principal university continuing education administrator (PUCEA) in Michigan public uni­ v e rs itie s . The research sample consisted of the respondents from the two selected to ta l papulations of Michigan's nine public uni­ versity presidents and nine PUCEAS. A questionnaire, "A Questionnaire Concerning the Principal University Continuing Education Administrator," was adapted from the Whims research model by the researcher. The questionnaire was mailed to each Michigan public university president and each Michigan PUCEA. The questionnaire included items about eighteen iden tifie d functions o f the university continuing education o ffic e ; items about the locus of power, rank, and sphere o f influence of the PUCEA; and items about the PUCEA'S background and the in s titu tio n 's background data. Sociological role theory concerning the superordinate and subject role perceptions served as the study's conceptual framework. Dawn M arie P atterso n Presidents' and PUCEAS' responses were separately tabulated by each questionnaire item. An aggregate presidents' and PUCEAS' score was calculated for each function based on the weighted mean method. The data were reported according to the perceptions o f the essential ness of the function and the assignment of the function in present practice and in future practice, defined as ten years in the future. The following major conclusions were reached based on the research findings. 1. In Michigan public universities there is an agreement concerning the essentialness of nine continuing education functions. Liaison, personnel management, and program development were id e n tifie d as highly essential functions in present and future practice. 2. In Michigan public universities both presidents and PUCEAS agreed that in present and future practice no function a c t iv it ie s would be the total responsibility of the PUCEA. Direct supervision or assisting in supervision of the a c tiv it ie s was the most frequent PUCEA relationship to the a c tiv it ie s of the function. 3. Most presidents and PUCEAS agree that PUCEAS should be members of administrative councils and of standing and/or special committees. 4. Three-fourths o f the PUCEAS indicated that the PUCEA should report d ire c tly to the president. Nearly a ll of the presidents indicated that the PUCEA should report to a vice-president or to the chief academic o ffic e r . Dawn M arie Patterson 5. Three-fourths of the PUCEAS do not have formally stated job descriptions while fiv e in s titu tio n s have formally stated continu­ ing education in s titu tio n a l mission or policy statements. Recommendations for future research were made based on the questions raised by the study. ACKNOWLEDGMENTS Many kind people have encouraged my e ffo rts and supported my s p ir its throughout this research endeavor. My obligations to them are numerous. Sincere appreciation is expressed to Dr. Howard Hickey, Dissertation Chairman, for his humanistic guidance, his professional support, and most of a ll his friendship throughout several o f my developmental stages. Appreciation is also expressed to the following members of my committee: Dr. Mildred Erickson, Dr. Richard Featherstone, and Dr. Casimer Heilman. Grateful appreciation is expressed to Dr. Frederick R. Whims whose work served as a model for the research inquiry. This research could not have been completed without the cooperation of the presidents and principal university continuing education administrators who p a tie n tly responded to my questionnaire. This dissertation is dedicated to those who were always a source of love and encouragement: my parents, Robert and Dora Patterson and my children, Adrienne Lyn and Nathaniel Conrad. TABLE OF CONTENTS Page LIST OF T A B L E S ............................................................................................ LIST OF APPENDICES...................................................................................... v v ii Chapter I. II. III. THE PROBLEM..................................................................................... 1 Introduction ................................................................................ Statement of the Problem ....................................................... Purpose of the S t u d y ............................................................. Assumptions ................................................................................ Need for the S t u d y .................................................................... D efinitio n o f T erm s.................................................................... Limitations o f the S t u d y ....................................................... Organization o f the^ S t u d y ....................................................... 1 7 7 8 9 10 11 12 A SELECTED REVIEW OF THE LITERATURE..................................... 14 Introduction ................................................................................ Purposes of Higher Education . Purposes o f the U n i v e r s i t y ................................................. Continuing Higher Education...................................................... Organizational Structure of Continuing Higher E d u c a t i o n ................................................................................ The Periphery-Core Concept of the Continuing Education Function . . . . H istorical Origins of Continuing Higher Education . . Functions of Continuing Higher Education ......................... Continuing Higher Education Administration . . . . Preparation of Continuing Education Administrators . Continuing Higher Education in Michigan ......................... Sociological Role Theory ....................................................... Sumna r y ............................................................................................ 14 15 17 20 22 31 34 39 44 58 60 62 68 DESIGN AND METHODOLOGY............................................................. 69 Introduction ................................................................................ The Research Population ....................................................... 69 69 Chapter Page The Research Instrument ....................................................... ................................................. Data Collection Procedures Analysis of the D a t a ............................................................. Summary............................................................................................ IV. V. RESEARCH FINDINGS .......................................................................... 85 I n t r o d u c t i o n ...................................................... Background Data: Subject Information . . . . . . Background Data: In s titu tio n a l Information . . . . Functional Relationships ....................................................... Essential ness of the Function--Introduction . . . . Essential ness o f the Function— Present Practice . . Highest and Lowest Functions— Essentialness— Present P r a c t i c e .............................. Essentialness of the Function— Future Practice . . . Highest and Lowest Functions— Essentialness— Future P r a c t i c e ...................................................................................... Assignment o f the Function— Present Practice . . . Highest and Lowest Functions—Assignment— Present P r a c t i c e ...................................................................................... Assignment o f the Function— Future Practice . . . . Highest and Lowest Functions—Assignment— Future P r a c t i c e ...................................................................................... Summary............................................................................................ 85 86 87 92 94 95 CONCLUSIONS AND RECOMMENDATIONS 98 102 104 107 109 115 115 122 ........................................... 123 Introduction ................................................................................ F i n d i n g s ...................................................................................... C o n c l u s i o n s ................................................................................ Implications ................................................................................ Recommendations fo r Further Research ............................... R e f l e c t i o n s ................................................................................ 123 126 131 133 134 134 BIBLIOGRAPHY APPENDIX 70 El 82 84 .................................................................................................. 137 144 LIST OF TABLES Table 3.1. 3.2. 4.1. 4.2. 4 .3 . 4 .4 . 4.5. 4.6. 4.7. 4.8. 4 .9 . 4.10. Page A Comparison o f the Office o f Continuing Higher Education Functions as Id e n tifie d in Selected L i t e r a t u r e ............................................................................... 76 Principal Continuing Education Administrator Inventory Response Guide ......................................................................... 79 P ro file o f Michigan Public University Continuing Education Organizations ....................................................... 93 The Functional Relationships of the Principal Continuing Education Administrators as Expressed by Presidents and PUCEAs....................................................... 96 Response D iffe re n tia l Between PUCEA and Presidents Relative to Essential ness of the Function-Present P r a c t i c e ............................................................................. 99 Presidents' Responses Essentialness of the Function— Present Practice ................................................................... 100 PUCEAs' Responses Essentialness o f the Function Present Practice ................................................................... 101 A Comparison of President and PUCEA Responses Essentialness of the Function--Present Practice 103 . . Response D iffe re n tia l Between PUCEAs and Presidents Relative to Essentialness o f the Function-Future P r a c t i c e .............................................................................. 105 Presidents' Responses--Essentialness o f the Function— Future Practice ....................................................... PUCEAs' Responses— Essential ness o f the F u n c tio n Future P r a c t i c e ................................................................. A Comparison of President and PUCEA Responses Essentialness of the Function-Future Practice v 106 108 . . 110 Table 4.11. 4.12. Page Response D iffe r e n tia l Between PUCEAs and Presidents Relative to the Assignment of the Function-Present P r a c t i c e ............................................................................... Ill Presidents' Responses—Assignment of the F u n c tio n Present P r a c t i c e ............................................................ 112 4.13. PUCEAs' Responses—Assignment of the Function— Present P r a c t i c e .............................................................................. 114 4.14. A Comparison of President and PUCEA Responses Assignment of the Function— Present Practice 4.15. 4.16. 4.17. 4.18. . . . 115 Response D iffe r e n tia l Between PUCEAs and Presidents Relative to the Assignment of the Function-Future P r a c t i c e ................................................................................ ...... 117 Presidents' Responses—Assignment of the Fu n c tio n Future P r a c t i c e .................................................................. 119 PUCEAs' Responses—Assignment of the Fu n c tio n Future P r a c t i c e .................................................................. 120 A Comparison of President and PUCEA Responses Assignment of the Function—FuturePractice . . . 121 LIST OF APPENDICES Appendix A. Page A Questionnaire Concerning the Principal University Continuing Education Administrator ..................................... 145 B. Cover L e t t e r s ....................................................................................... 163 C. Aggregate Frequency Distribution ............................................ 166 D. PUCEAs' and Presidents' Responses toFunctions by Ins titu tio n s S i z e ......................................................................... 176 vi i CHAPTER I THE PROBLEM Introduction Administration of continuing higher adult education programs in American universities is in a state of expansion philosophically, procedurally, and programmatically. The t r i p a r t i t e purpose of the university has t r a d it io n a lly been that of research, instruction, and public service. University governance, policy structures, and faculty reward systems as well as le g is la tiv e subsidy formulas have contributed to those recognized purposes. Contemporary society with its inherent constant of change is forcing in s titu tio n a l leaders to examine practices, programs, and resource allocations in order to place public service, extension and continuing edu­ cation a c t iv it ie s in a new perspective. American society is rapidly changing. Among others i t is characterized by exponential knowledge explosion, p r o l i f i c techno­ logical development, demographic flu ctu atio ns, increased automation, unemployment, p o litic a l tensions, s k i l l obsolescence and in fla tio n . Increased costs are forcing tradition-bound universities to respond through policy revisio n, mission restatement, organizational restructure, program appraisal and a lte ra tio n in order to meet the expressed and unexpressed needs of a post-industrial learning society. Henry M. Levin of Stanford University has summarized the process by asserting "Significant changes in education occur only as a consequence of changes in overall s o c ia l, economic, and p o l i t i ­ cal relations."^ Corson summarized fiv e societal forces th a t have brought about change in governance of colleges and u n iv e rs itie s . They are: (1) the growth and substantial red istribu tio n o f the country's population; (2) the increasing pace at which new knowledge is accumu­ lated forced institu tio ns to expand; (3) the abandonment of the philosophy o f e litis is m in higher education to meet the demand fo r the f u lf illm e n t o f the democratic ideal; (4) the increased govern­ mental involvement in higher education in s titu tio n s through grant investment; and (5) the "uprising of the underdog" (students, women, 2 blacks) who demanded a voice in in s titu tio n decision making. As society changes, the needs of citizen s change, and thus the expectations and demands made upon its in s titu tio n s change. Richman and Farmer summarized the conditions as follows: I t is clear that universities and colleges are under strong pressure to change, and that such pressure is un likely to go away in the future. Academic in s titu tio n s . . . are becoming increasingly open systems as they function in increasingly turbulent, changing, and competitive environ­ ments. Pressures from the external environment and from students w i l l force academic in s titu tio n s to become more structured--though not necessarily less democratic— and more concerned with clearer and ordered goals. P r io r itie s w ill ^Henry M. Levin, Stanford University as quoted in the New York Times, November 16, 1975, Section 11, p. 37. p John Corson, "Changes in the Governance o f In s titu tio n s of Postsecondary Education," Changing Patterns of Governance in Higher Education (Tuscon: University of Arizona, 1976), p. 1. 3 have to be c l a r i f i e d and changed a t many schools i f the schools are to be viable and adequately successful.3 Strother stated th a t the university is in tra n s itio n from a period of extraordinary uncontrolled growth to a period o f general decline in enrollments. He concluded I would suggest therefore a rethinking of our mission and a s ig n ific a n t reassessment o f our p r io r itie s is essential to the maintenance of some reasonable degree of growth and to the vigor of our in s titu tio n s and that the prospect of such growth lie s prim arily in the public service and extension areas. . . A Strothers suggested the university confront two challenges: the use of university resources to solve societal problems and to reach new academic markets, as opposed to the tra d itio n a l 18-21 year 5 old residential student. Alan B. Knox summarized three broad societal trends that have contributed to a change in continuing education function in higher educational in s titu tio n s from a marginal p r io r ity to a burgeoning in te re s t: The societal trends are: 1. Increase o f the new m ajority or the adult part-tim e p a rtic ip a tio n in a l l types o f continuing education; 2. A wide variety of sponsors of continuing education offerings; 3 Barry M. Richman and Richard N. Farmer, Leadership, Goals and Power in Higher Education (San Francisco: Jossey-Bass, 1974, 1974), pp. 289-290. ^George B. Strother, "The U niversity's Role in Public Service and Extension," Proceedings (Athens, Georgia: University of Georgia, 1974), p. 13. 5Ibid. 4 3. S ta b iliz a tio n of in s titu tio n s ' resident instruction enrollments and budgets.6 As a result of the social trends Knox observed the following in s titu tio n a l trends: 1. Funding - leveling o f f or ^eduction in tax support fo r continuing education; 2. Control o f continuing education programming e ffo rts by departments and colleges; 3. Absorption of off-campus and evening c re d it courses by the academic units; 4. Rewards - an in te n s ity fo r competition among fa cu lty fo r salary increases, promotion, and tenure— thus a new focus on public service in the reward system; 5. Staffing challenges to a t tr a c t and reta in highly competent continuing education s t a f f members; 6. Competition - fo r c lie n ts between the community in s titu tio n s — the community colleges, the (public) schools and the uni­ v e rs itie s ! ' In Michigan the social order is in tra n s itio n and so are Michigan in s titu tio n s in tra n s itio n . The fa c t of change is evident in the area of continuing education by the following a c t iv it ie s : 1. The formation of the Michigan Coordinating Council for Continuing Higher Education in 1969; 2. The development of the University Consortium Center in Grand Rapids. Members in the 1973 action included Michigan State University, University of Michigah, Western Michigan University, and Grand Valley State Colleges; 3. The establishment o f the College of Lifelong Learning at Wayne State University in 1973; Alan A. Knox, "New R e a litie s , The Administration of Continu­ ing Higher Education," The N.U.E.A. Spectator, December, 1975, p. 6. 7I b i d . , p. 6-7. 5 4. The Michigan Council of State College Presidents presented a plan, requested by the Legislature, fo r the coordination of higher education a c t iv it ie s and services, including o f f campus continuing education in 1975. 7. The establishment by Michigan State University Board of Trustees, of Lifelong Education Programs in 1975; 8. The establishment of a community requested University Consortium in Birmingham in 1976. Participating In s t it u ­ tions include Michigan State U niversity, University of Michigan, Wayne State University, Eastern Michigan Uni-v e r s ity , and Central Michigan U n iv e rs ity .8 One other id e n tifia b le a c t iv it y is the change in the administrative t i t l e from Office of Field Services to Dean of Continuing Education a t Eastern Michigan University. Recognition of the need fo r change is evident among the Executive Committee of Michigan's Coordinating Council fo r Continu­ ing Higher Education in an Undated memorandum which states: . . . a number of changes in the status and operation of Michigan Continuing Education have developed. Most important of these changes have been: 1. The growing importance o f "Lifelong Education" on the national and state scene. 2. The increasing numbers o f part-time students attending our state colleges and u n iv e rs ities . 3. The development of new programs by some member in s titu tio n s involving third and fourth year work leading to a bachelor's degree. 4. Increased competition among member schools in the major population centers. . . Robert Sharer, To Be Continued . . . A Story of Adult Edu­ cation in Michigan 1876-1976 (East Lansing: Michigan State Univ e rs ity , 1976), pp. 22-29. ^Cornelius Lowe, Memorandum to the Executive Committee of the Coordinating Council fo r Continuing Higher Education, undated, pp. 1-2. 6 Michigan is involved in the trend toward the implementation of the concept of life lo n g learning in in s titu tio n a l philosophy, in s titu tio n a l policy, and in in s titu tio n a l programs and practices. At a spring, 1976 meeting of the Coordinating Council fo r Continuing Higher Education held a t Eastern Michigan University in Y p s ila n ti, Michigan, the deans, directors, and coordinators o f Michigan's thirteen public four year colleges and un iversities spent a major portion of th e ir agenda examining the organizational restructure of Michigan State University, Wayne State University, and Central Michigan University. The restructure appeared to be implemented by those in s titu tio n s to more e f f i c i e n t l y accommodate an expanded role in the area of public service and continuing education. As in s titu tio n s ' missions appear to be expanded, as the populations in s titu tio n s seek to serve are broadened, and as in s titu tio n s ' resources flu ctu ate; the functions and administrative demands made upon continuing education administrators are changed. The role of the principal public university continuing education administrator in Michigan seems to be an evolving, emerging, and expanding role because of the change in the in s titu tio n s in which they serve. There appears to be no current documentation of the scope of the resp o n s ib ilitie s or functions of the principal university continuing education administrator (PUCEA) in the execution of the public university continuing education o ffic e in Michigan. Change cannot be documented in that o f fic e u n til a baseline of functions has been established as essential competencies o f the 7 unique role of the PUCEA in the operation and management o f Michigan public university continuing education. A survey of existing l i t e r a ­ ture shows general descriptions o f the functions o f the continuing education o f f i c e , but not o f the relationship of the PUCEA to those functions. The lite r a tu r e does not show what a c t iv it ie s are the responsibility of the PUCEA and what functions the PUCEA supervises or delegates. Statement of the Problem The research focus is a descriptive study to establish the expressed functions and functional relationships of the principal continuing education administrator in Michigan public u n iv e rs itie s . Purpose o f the Study This study was undertaken fo r the purpose o f investigating the perceived c r it ic a l functions essential for administering central continuing education services in Michigan public u n iv e rs itie s . The major purpose of the study was: 1. To document a p r o file o f the principal public university continuing education administrator in Michigan as i t relates to sex, length of service, and academic rank; 2. To v e rify the functions expressed as essential to the exercise of the o ffic e of the principal university continuing edu­ cation administrator as presently practiced and as forcast ten years in the future; 3. To determine the organizational relationships of the principal university continuing education administrator as they apply to locus o f power, organizational rank, and sphere of in f lu ­ ence; 4. To compare aggregate responses o f Michigan principal university continuing education administrators with aggregate responses of public university presidents or th e ir designee; 5. To provide implications for the pre-service and in - service development of university continuing education adminis­ tra tio n majors. Assumptions 1. I t is assumed that although the Michigan population of public university principal continuing education administrators may not be typical of other national principal continuing education administrators in public un iversities of the nation, some generali­ zations o f this study are possible. 2. I t is assumed that findings within the Michigan public university continuing education system may be s im ila r to the functions and s k i ll s required of principal continuing education administrators in public universities in other states having sim ilar sys terns. 3. I t is assumed that the position o f the principal continu­ ing education administrator is s u f f ic ie n tly representative o f other public un iversities to provide a composite principal continuing education administrator role d e fin itio n . 4. It is s ig n ific a n t is assumed that a descriptive analysis and presentation at this time in the development of the principal continuing education administrator's role. 5. It participants w i ll is assumed provide that the expressed opinions o f individual acceptable data r e la tiv e to the functions and functional relationships of the principal continuing education administrator. Need fo r the Study A review of continuing education lit e r a t u r e concerning the functions of the public university principal continuing education administrator seems to show a lit e r a t u r e based on esoteric rh e to ric , generalizations of experiences and surveys of a decade old or more. In spite of continuing education's increasing popularity and societal demand for competent, aware, visionary leadership, the essential functions o f the public university principal continuing education administrator are less than lucid. As the in s titu tio n is emerging, the principal continuing education administrator appears to be emerging into a more prominent role in the public university. He appears to be impacting policy decisions, influencing the scope of university programs, and determining the locations o f services. This study was a step to begin to f i l l Michigan's research void. I t is a descriptive survey which establishesa benchmark o f the perceived functions and functional relationships o f the principal continuing education administrator in Michigan public u n iv e rs itie s . The survey establishes the current structure of the o ffic e in 10 university organization and i t establishes the expressed functions and functional relationships of the PUCEA. The study was needed because: 1. No in-depth analyses had been recently done to in v e s ti­ gate the functions and functional relationships of public university principal continuing education administrators in Michigan. 2. There existed no s u ffic ie n t data as a basis fo r improving the pre-service and in-service education of Michigan public uni­ versity principal continuing education administrators. D efinitio n of Terms Principal University Continuing Education Administrator (PUCEA)--is defined as the chief executive o f f ic e r responsible fo r the implementation of the public service program, extension or continuing education program and its related functions. may be given a variety of t i t l e s : The PUCEA Chancellor of Lifelong Education; Vice-president fo r Continuing Education; Dean; Director; Coordinator, et cetera. Public U n iv e rs itie s -- is defined as the comprehensive four year degree granting post-secondary in s titu tio n s which primarily rely on state appropriations fo r operating funds. The study focused on the public un iversity; excluded are state colleges, private in s titu tio n s and a ll other post-secondary in s titu tio n s . Functions— is defined as the resp on sibilities or acts performed in meeting the position's work requirements. function, and competency w ill be used interchangeably. S k ill, n Public Service-- is defined as one of the tra d itio n a l functions of American higher education. I t is that facet or a c tiv it y which links the university with the community through applied knowledge. I t may be referred to as the out-reach program o f the in s t itu tio n . I t involves more than instru ctio n. Continuing Education-- is defined in the terms of the Michigan State University Task Force on Lifelong Learning d e fin itio n . I t is defined in terms of the individual and as i t relates to post-secondary in s titu tio n s . For the individual i t is the process o f life lo n g learning; for the in s titu tio n i t is the process of providing instruction and services in meeting the life lo n g learning needs of society. Continuing education and life lo n g education or l i f e ­ long learning w ill be used interchangeably. I t is much broader in scope than university extension o f c re d it and non-credit course o ffe rin g s .^ Limitations of the Study This study was lim ited: 1. to Michigan public u n iv e rs itie s ; 2. to the expressed perceptions o f university presidents (or th e ir designated representatives) and of principal continuing education administrators employed in Michigan public un iversities as revealed by questionnaires; 3. to the collection o f data by mailed questionnaires; and 4. to the descriptive presentation o f data. ^Task force on Lifelong Education, The Lifelong University A Report to the President (East Lansing: Michigan State University, 1973), p. 5. 12 Organization of the Study The dissertation has fiv e chapters which are organized ac­ cording to the following format: Chapter I includes an introduction, a statement of the problem, the purpose of the study, the need fo r the study, a defini tion of terms, the lim ita tio n s of the study, and the organization of the study. Chapter I I provides a review of selected lit e r a t u r e pertain ing to the study. I II III IV V Topics summarized include: Introduction Purposes of Higher Education Purposes of the University Continuing Higher Education A. Periphery-Core Concept of Continuing Higher Education B. Historical Origins of Continuing Higher Education C. Functions of Continuing Higher Education D. Administration of Continuing Higher Education E. Functional Relationships of Continuing Higher Education Administrators F. Preparation o f Continuing Higher Education Administrators Sociological Role Theory A. Roles-Definitions B. Role Theory--The Getzel and Guba Model 13 Chapter I I I describes methodology and procedures of the study. The research instrument, the method of data c o lle c tio n , and the procedures fo r analyzing the data are included. Chapter IV displays the research findings and an analysis of those findings. Chapter V provides the study conclusions with the implications and recommendations fo r fu rth e r research. CHAPTER I I A SELECTED REVIEW OF THE LITERATURE Introduction As society moves toward the beginning of the eighth decade of the twentieth century, social relevance becomes a compelling key to in s titu tio n a l survival. In an era where i n f l a t io n , unemployment, recession, and retrenchment govern the social order's resource allocations, only changing in s titu tio n s w i l l survive in an ever evolving human system. As society changes, c itiz e n need changes and thus the c ollective expectations and demands made upon social in s titu tio n s change. As in s titu tio n s respond and emerge, those who function within the institu tio n s find th e ir roles in tra n s itio n . Higher education is a social in s titu tio n in a dynamic state of tra n s itio n . Higher education is moving from the expansion of the 1960's to the s ta b iliz a tio n or steadystate of the 1970's. Concomitantly the population higher education in s titu tio n s serve is changing from programs oriented fo r the tra d itio n a l eighteen to twenty-two year old student to programs designed for the life lo n g learner. As external forces impact higher education mission, purpose, organizational structure, and c lie n te le , the roles of those who administer higher education programs must also be in an evolving or emerging state. 14 15 Emergence is a means o f describing the role o f the principal university continuing education administrator (PUCEA) in the public university. The purpose of this study was to document the functions and the functional relationships of the PUCEA in Michigan public u n iv e rs ities . Chapter I I reviews selected li t e r a t u r e related to the study. An examination o f the functions and functional relationships of the PUCEA must be examined in re la tio n to the purposes of higher education. A b r ie f synopsis of higher education purposes w i l l be presented along with an overview of the functions and purposes of the un iversity. I t w ill be followed by a summary o f selected lite r a tu r e concerning continuing higher education, the organizational structure of continuing higher education, the periphery-core concept of the continuing higher education function, the h is to ric a l origins of continuing higher education, the preparation of continuing higher education administrators, and an overview o f Michigan continu­ ing higher education. The review w i l l conclude with a description of the Getzels and Guba model of sociological role theory, the theoretical framework upon which this study is based. Purposes of Higher Education The introductory assumption of Chapter I I concerned the changed and changing social order. The assumption is supported by the Carnegie Commission on Higher Education. In its report, Purposes And The Performance of Higher Education In The United States, the Commission members published the statement that as the 16 forces of change impact the surrounding society s u b s ta n tia lly , so w ill those same forces have d ire c t and in d ire c t impacts on the complex purposes of American higher education. The Commission observed that In few countries has higher education taken on largely of it s own accord, such major res p o n s ib ilitie s fo r service to society and fo r equality of opportunity as i t has in the United States. . . . The purposes of higher education in the United States are p lu ra l, the constituent in s titu tio n s are , diverse, and performance is subject to many interp retatio ns. The Carnegie Commission id e n tifie d fiv e major purposes of higher education in the United States today and in the future: 1. The provision of opportunities fo r the i n t e lle c t u a l, aesthetic, e th ic a l, and s k ill development of individual students, and the provision of campus environments which can constructively assist students in t h e ir more general developmental growth. 2. The advancement of human capab ility in society at large. 3. The enlargement of educational ju s tic e fo r the post­ secondary age group. 4. The transmission and advancement of learning and wisdom. 5. The c r i t i c a l evaluation of society--through individual thought and persuasion--for the sake of society's s e l f ­ renewal . ^ Social relevance in a changing society has long been an implied and stated commitment of American higher education i n s t i ­ tutions. The Proceeding of the 12th Annual Conference for College and University Leaders in Continuing Education showed that social ^Carnegie Commission on Higher Education, Purposes and the Performance of Higher Education in the United States (New York: McGraw-Hill, 1975), p. 53. 2I b i d . , p. 1. 17 relevance was the theme o f the 1970 meeting. In the preface to the Proceeding, Russell Kleis stated: Across the continent, higher education stands in a changed and changing relationship to society. Once a sanctuary fo r r e fle c tio n and detached c ritic is m , i t now is involved in a fre n e tic commerce in ideas. Once an enclave, hospitable to a few and hostile to most, i t now embraces many and is increasingly anxious about those s t i l l excluded. Once preoccupied with a quiet past and a predicted fu tu re , it s attention is persistently pre-empted by a clamorous present. Once characterized as a community integrated by shared values and procedures, i t has become specialized and segmented in value, purpose, function and discip lin e. Once the special domain of the young adu lt, i t is becoming the knowledge center fo r adults of a ll ages. Once restricted to a point on the map, i t now extends through dozens of devices across the community— be th a t a c ity , a state, a province or a w orld.3 Thus an in s titu tio n created by the social order to provide opportunity, to advance human c a p a b ility , learning, and s e lf ­ renewal is in the same dynamic transition state as it s social order. As society is changed, higher education is changed. Purposes of the University Although there are several in s titu tio n a l forms in American higher education, this review w ill focus only on the university since that in s titu tio n is the environment in which the PUCEA functions. The American university is expected to assist in providing the knowledge base fo r the citizens who support its many programs and a c t i v it i e s . Walter Limppman states: The community of professors i s , in the modern world, the best available source of guidance and authority in the f i e l d O Russell J. K leis, Toward the Impossible Dream: Social Relevance in Continuing Education (East Lansing: Michigan State University Continuing Education Service, 1970), p. V. 18 of knowledge. There is no other court to which men can turn and find what they once found in tra d itio n and in custom, in ecclesiastical and c i v i l authority. Because modern man in his search fo r truth has turned away from kings, p rie s ts , commissars and bureaucrats, he is l e f t , fo r better or worse, with the professors. . . . The u n iv e rs itie s , therefore, are not only the depositories of wisdom. . . . They are also laboratories where alchemists work, whose function is to transmute know­ ledge into human wisdom. I f the scholars do t h is , insofar as they do t h is , they transcend the s t e r il e controversies about the two cultures, the s c ie n t ific and the humanistic, and they learn to transcend the in te lle c tu a l puzzle about specialism and general ism. For knowledge transmuted into wisdom places the sciences and the humanities within one universe of d is ­ course.^ In order to achieve the purposes fo r which i t was created, the public university has id e n tifie d various appropriate programs that its publicly supported resources may provide in order to maximize contributions to the social order. Moos and Rourke state that the program and a c tiv it ie s emphasized by universities include the following: 1. Comprehensive o ffe rin g s . Id e a lly , the university is the only in s titu tio n capable of offering a comprehensive range o f subjects. The complete university is not only compre­ hensive in the range of disciplines i t offers; i t also provides study at every instructional le v e l, from 1styear undergraduate study through the doctoral degree le v e l, and offers opportunities for post doctoral scholarship. 2. Graduate education. At the heart of the university are it s scholars, special f a c i l i t i e s , research a c t iv it i e s , and graduate programs. This rare and costly environment is so d i f f i c u l t to create and maintain that progression from a 4-year senior college to a university cannot even be a t ­ tempted without a clear demonstration of unusual p o te n tia l. Aside from high cost and the s c a ric ity of scholars, most graduate programs are confined to un iversities because study of high quality cannot be successfully carried on ^Walter Lippman, "The University," The New Republic, May 28, 1966, pp. 18, 20. 19 in is o la tio n . In te rre la tio n among f ie ld s of knowledge and th e ir mutual interdependence make i t d i f f i c u l t to provide high level work in one subject without providing s im ilar work in related or cognate d is cip lin es. 3. Professional education. The university generally has exclusive ju r is d ic tio n over training in certain professions. These include d e n tis try , law, medicine, veterinary medicine, theology, and graduate architecture. 4. Sponsored research and technical services. The university is the primary agency for conducting sponsored (organized) research. The scarcity of q u a lifie d researchers, the need fo r m ultid is c ip lin a ry approaches to problem-solving, and the costly equipment and f a c i l i t i e s required explain in part the need to concentrate research at the university le v e l. So endowed, the university must share its special talen ts. Most universities normally provide reasonable access to t h e ir lib r a r ie s , computer centers, research f a c i l i t i e s , and other special f a c i l i t i e s , admitting q u a lifie d c itiz e n s , agencies, and members o f the fa c u ltie s of other higher education in s titu tio n s . 5. Public service. C le a rly , a tra d itio n a l function of the university is to provide a wide range of public service. V is ib le evidences of such service are the allocation of fa cu lty time to community betterment, the existence of university extension programs, and other e ffo rts designed to disseminate knowledge developed within the un iversity. Because a university has the in te lle c tu a l freedom to pursue tru th , i t serves society as both c r i t i c and designer of the future.^ Richman and Farmer cited a 1974 study of thirty-on e college and university presidents' opinions conducted by Cohen and March which concluded that university and college goal systems are ambiguous. Richman and Farmer b u i l t upon that conclusion and advanced the idea that the goals and p r io r it ie s universities and colleges a ctu ally pursue, s triv e to a t ta in , and desire to 5 Malcolm Moos and Francis E. Rourke, The Campus and the State (Baltimore, Md.: Johns Hopkins Press, 1959), pp. 317-318. 20 achieve--what they a c tu a lly do and would do i f they could— are dependent upon the perceptions of the administration and facu lty.*’ Richman and Farmer cautioned that conceptions o f higher education in s titu tio n goals and p r io r i t i e s are s t i l l largely in the hypothesis stage. They suggested that an examination o f pursued goals and p r io r itie s serve as a basis fo r prediction and prescription as well as reveal much about the troubles and conflicts in i n s t i ­ tutions. The authors fu rth e r asserted that "Perceived goals are often not the same as goals actually pursued, but they do shed much lig h t on pursued g o a ls .1,7 They concluded that although a number of factors may be used to make a meaningful assessment of an i n s t i ­ tu tio n 's goals and p r io r it ie s actually pursued, the budget sets constraints on goal attainment. Continuing Higher Education Richman and Farmer l i s t thirty-on e common goals pursued by higher education administration and fa c u lty . them into fiv e basic categories: The authors grouped program goals, student impact goals, faculty oriented goals, in s titu tio n and administration goals, and goals related to the outside world. "Part-time and continuing education" f a l l s under the category of "Program Goals" and is defined as follows: r Barry M. Richman and Richard N. Farmer, Leadership, Goals and Power in Higher Education (San Francisco: Jossey-Bass Publishers, 1943), p. 109. 7I b i d . , p. 111. 21 Part-time and continuing education . . . includes both degree and nondegree programs, usually fo r adults. Extension and correspondence programs, open university concepts, special courses, and conferences o f varying lengths and covering various topics, career tra in in g , general education, leisure and hobby courses, and current issue seminars a ll come under this category. Many of these programs may not even be conducted on the main campus.° Part-time and continuing education is placed twenty-sixth on the Richman and Farmer l i s t of pursued goals of American uni­ v e rs itie s and colleges. The following is Richman and Farmer's l i s t o f rank orderings, p r i o r i t i e s , and in s titu tio n a l typologies of pursued higher education goals: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. Protect the faculty Undergraduate education Financial support and resources Faculty benefits and privileges Graduate education Research Income, perquisites, prestige, and job protection for administrators Outside validation of programs High in s titu tio n a l prestige and pride, good f a c i l i t i e s , and healthy climate Top qu ality in most important programs Student in te lle c tu a l development Student scholarship, s c ie n t ific research, and/or creative endeavor Admission of students of high potential Faculty governance Student personal development Truth Athletics Cultural and religious assimilation Student a c t iv it ie s and rights Democratic governance Innovation Preparation o f students for useful careers, jobs, and status in society Public service Social egalitarianism 8 I b i d . , p. 113. 22 25. 26. 27. 28. 29. 30. 31. Provision of culture and information to community Part-time and continuing education Accountability and goal-attainment v e rific a tio n High qu ality in a ll programs in a balanced way Social criticism and activism Operating efficiency Effective and e f f i c ie n t s ta ffin g of management and support positions.9 Just as mission, purposes, p r i o r i t i e s , and goals impact a university program, so does the internal organizational structure impact the program. Several authors have discussed the internal university organization of continuing higher education. Some are included in the following: Organizational Structure of Continuing Higher Education C. Price Ratchford, President of the University of Missouri, stated there are variations of s iz e , mission, and special circum­ stances in public and private colleges and u n iv e rs itie s , but they are organized in essentially the same way. The basic unit is the department organized around a d is c ip lin e which is a subset of a school or college which is organized into a campus labeled a univ e rs ity . 10 Ratchford suggested that regardless of the size, mission, and organizational framework of an in s titu tio n the following basic conditions must e x is t fo r a public service or extension delivery system: 9lb id . , pp. 119-120. 10C. P. Ratchford, "Organizing to Accomplish the Public Service Objectives," Proceedings (Athens, Georgia: University of Georgia, 1974), p. 79. 23 1. 2. 3. 4. 5. 6. There must be a strong in s titu tio n a l commitment to the function. . . . The rewards system for the individuals who chose to devote t h e ir time to public service functions must o ffe r the same salaries and job security available to those involved with more tra d itio n a l university a c t iv it ie s . . . . The public service program must be continuous in order to develop continuing rapport and communications with the student body i t serves. . . . . . . the public service function should be integral to the university. . . . The extension programs must use the knowledge base of the university. . .. The system must have permanent off-campus s t a f f who in te rre a c t regularly with the consumers o f the service-students. . . . The in s titu tio n must develop a quite precise d e fin itio n of the role and scope of its public service or extension -j-j a c t i v it i e s . No university can be everything to everyone. Ratchford made the following suggestions fo r organizing an e ffe c tiv e university extension system: 1. The university, whether a campus or a system of campuses, should have a coordinated thrust. . .. There must be within the university a leader in a spot and with a t i t l e and with the administrative clou t, to achieve coordination. He must have a major voice in the allocation of resources within the public service area. . . . 2. [There is ] . . . no suitable a lte rn a tiv e to the basic model pioneered by Cooperative Extension. . . . This model included faculty within regular academic departments who were responsible fo r v a lid it y of program content and training of f ie l d s t a f f . The f i e l d s t a f f , or county agents and home agents . . . integrated the information from several depart­ ments and related this to t h e ir p a rtic u la r student bodies. . . . I f this model is applied to the e n tire campus . . . i t means that every department accepts public service as part of its r e s p o n s ib ility .^ Ratchford indicated that this organizational pattern required faculty paid to do extension work. 11 Ib i d . , pp. 80-81. 12I b i d . , pp. 81-82. I t required department chairmen 24 who accept resp on sibility fo r the program. I t required the dean's o ffic e to accept resp on sibility fo r the function at the college or school le v e l. In the university i t required a person in the o ffic e of the chief executive who has the resp on sibility fo r administering the extension function and serving as the advocate of the extension f u n c t io n .^ Cyril 0. Houle, in Major Trends in Higher Adult Education, addressed himself to trends among universities and colleges which were l i k e l y to impact adult education. In that work, he lig h t ly touched on the role of the dean or director o f higher adult edu­ cation. Houle proposed the idea that the higher adult education administrator has two sources of power. He stated that the two lines of authority in higher education are the administrators of the in s titu tio n and the facu lty o f the in s t itu tio n . Houle described fiv e alternatives the administrator may choose in working out organizational patterns and in balancing human relationships in order to advance higher education. Those alternatives are: 1. To a l l y with the administration of the un iversity, to exercise only the powers which i t gives, and to rely chiefly on authority. This strategy is used by those not grounded in academic tra d itio n and do not know how to cope with its mores and folkways. 2. To appoint a distinguished scholar as a dean or director of extension. He indicates they may contribute, but there are problems in making scholars into administrators. 3. To take the f i e l d of adult education as a proper academic specialty and to in s is t that i t provides the standing 25 needed. The approach is to stimulate and lead the i n s t ir . tution s' fa cu ltie s to a better re a liz a tio n o f the personal and social ends which might be achieved by sound programs in higher adult education. 4. To have the dean and members of his s t a f f become active powers within the academic senate. This may be d i f f i c u l t to achieve because leadership in university councils is seldom bestowed upon administrative o ffic e r s . 5. To pursue the organizational route, using two major devices. To create a special committee fo r extension, made up of leading faculty members. To establish a framework of facu lty members who are assigned, as part of this load, the resp on sibility fo r working with extension.14 Houle concludes the cause o f higher education w i l l be advanced only when the two lines of authority within in s titu tio n s can achieve harmony. The correct balance is achieved when the various s t a f f roles are discharged without too much internal c o n flic t . The various roles he describes are: . . . academicians with th e ir own subject-matter id e n tific a tio n ; as members o f the university community; as s tra teg is ts in the university councils; as representatives of the university to the publics outside i t ; and as adm inistrators.15 Houle sees the administrative hierarchy as the other source o f power. The purpose of that is to "get . . . administrative relationships completely established in a way which w ill be most favorable to the advancement o f [the continuing education] . . . program." 1 fi Direct access to the president is the best way to achieve the advancement of the program. 14 Houle suggested that higher Cyril 0. Houle, Major Trends in Higher Adult Education (Chicago, 111.: Center fo r the Liberal Education fo r Adults, 1959), pp. 30-33. 15I b i d . , pp. 33-34. 26 adult education needs men who act lik e deans whatever th e ir t i t l e , but the one problem is that when they act lik e deans, they soon become presidents. Kleis summarized his perceptions of the organizational patterns o f university continuing education as follows: 1. . . . [A university] may vest authority and resp o n s ib ility in each of its several colleges and departments. 2. . . . [A university] may authorize one of it s already established units to administer the Continuing Education work. 3. . . . [A university] to ta l resp on sibility 4. . . . [A university] may establish a c entral, highly placed unit fo r administrative, coordinative and service functions but with program responsibility shared throughout the u n iv e rs ity J ' may establish a new unit charged with fo r the Continuing Education function. Kleis stated experiences of many un iversities show that alternatives one and two are u n fru itfu l choices because of the few successes of those patterns. He asserted that alternatives three and four characterize strong central units and un iversities which have established strong central units have maintained s ig n ific a n t continuing education programs. Kleis cited his perceptions o f the advantages and dis­ advantages of alternatives three and four. The advantages of separate and centralized administrative patterns of university continuing education are: ^Russell J. Kleis, "Alternative Patterns of Organization for the Continuing Education Work of the University," mimeographed, undated, p. 1. 27 1. Minimum administrative confusion. 2. Speed in mounting the program. 3. C la r ity of purpose, res p o n s ib ility 4. Promptness of response to manifest needs. 5. Freedom to negotiate and innovate. 6. In te g r ity o f program and procedure. and function. Among the disadvantages are: 1. Separation o f the Continuing Education Function from other educational functions of the various units of the un iversity. 2. Necessity to develop separate s t a f f with p o s s ib ilitie s fo r competition, status d i f f e r e n t i a l , and c o n flic t. 3. Exclusion or withdrawal of some university resources from the Continuing Education arena. 4. Sharp delineation of budget with consequent prospect of competition and risk o f reduction or elimination of budget fo r Continuing Education. 5. Discontinuity and lack of communication between resident and Continuing Education program and student body. Universities which have adopted this pattern with success have given major attention to the budget hazards and staffin g problems. Conversely, un iversities who have adopted this pattern and who have f a ile d to attend to the peculiar s t a f f and budget problems have been singularly unsuccessful. 18I b i d . , p. 2. 18 28 Kleis observed the following advantages and disadvantages of the in s titu tio n s with an organizational pattern of strong centralized continuing education administration coupled with broad universitywide particip atio n in program: The advantages of this pattern include: 1. Integration of resident and Continuing Education functions. 2. Encouragement of collaboration within and between colleges. 3. S ig n ific a n tly larg er commitment of total university resources to Continuing Education. 4. Symbiotic relationship between resident and Continuing Education programs with special tendency to strengthen, enrich, and v i t a l i z e resident programs. 5. A "freeing up" of structures and policies of the i n s t i ­ tution which often results in development of new curricula and increased f l e x i b i l i t y in both resident and Continuing Education programs. 6. Exposure of facu lty to f r u i t f u l new areas fo r research and publication as well as for teaching. Among the very real disadvantages o f such a pattern of decentralization are: 1. Slow "s tart up." 2. Administrative and fis c a l ambiguity. 3. An element o f lethargy in the development of new program. 29 4. Problems of role and status confusion on the part of Continuing Education agency p e r s o n n e l J 9 Kleis concluded, "I . . . favor . . . the strongest possible central administrative unit and the broadest possible decentralization of program p a rtic ip a tio n ." 20 In a discussion concerned with serving the part-time student needs and the implications fo r university internal mechanisms, Philip E. Frandson, Dean of Extension, University of C a lifo rn ia , Los Angeles, addressed the issues of the contribution or impact of this group upon the status of university extension or continuing education. He asserted that ". . . with continuing education and it s part-tim e students accelerating into a majority component of higher education, extension has become a center of power and income." 21 He suggested that the concurrent decline in standard degree enrollment has contributed to the issue of c e n tra liz a tio n decentralization of continuing education. Frandson argued for strengthening of the centralized continuing education organization within the general structure of the higher education in s titu tio n . He defined c entralization as follows: Scope of structures: 1. At one end of the spectrum is the extension dean or directo r who serves prim arily a coordinating function, 19I b i d . , p. 3. 20Ibid. PI P h ilip E. Frandson, " T e rrito ria l Imperative: The Parttime Student," The N.U.E.A. Spectator, XL, No. 24 (June, 1976), p. 43. 30 with much o f program planning, budgeting, personnel hiring and related areas of res p o n s ib ility under the aegis of individual schools, colleges and departments on the main campus. 2. At the other end of the range, the extension dean or director has f u l l re s p o n s ib ility fo r program i n i t i a t i o n , planning, development and presentation, as well as employment of personnel, budgeting, promotional a c tiv itie s --in d e e d fo r a ll continuing education functions with the exception of fin a l academic approval of courses and the in s tru c to rs .22 Frandson argued for the l a t t e r based on the following: 1. . . . the increasing overlap of academic discip lin e s . . . . Study . . . has become in te rd is c ip lin a ry to an irre v e rs ib le degree. And major decision-making in individual lives as well as on the national level often involves a multi professional approach. 2. . . . of equal significance in service to the public, is the unique new breed of academic known as the continuing education s p e c ia lis t. 3. . . . an e ffe c tiv e continuing educational organization structure is also best based on a centralized support operation, rather than on a myriad of frangmented promo­ t io n a l, re g is tra tio n , budgetary, information systems and other support services in e f f ic i e n t ly scattered through a whole range of campus schools and department. . . . A centralized support function can also enhance long-range programming and budgetary planning as a whole . . . e ffe c tiv e planning would seem to be best directed toward f u l l campus support of strong, w e ll-finan ced , w e ll-s ta ffe d , centralized continuing education o p eration .23 Thus Richman and Farmer show that continuing education appears to be one of the lowest p r io r itie s in the pursued goals of higher education. One of the factors that appears to contribute to its status is the internal organizational structure. The periphery- core concept described by Eldon Johnson sheds fu rth e r lig h t on the 23I b i d . , pp. 4 3 -44. 31 internal rank of continuing education or extension a c t iv it ie s in the university. I t influences the functions and functional r e la ­ tionships of the PUCEA. The Periphery-Core Concept of the Continuing Education Function Eldon L. Johnson, Vice-president, University of I l l i n o i s , described the internal image of the extension function as being peripheral, not central to the university resp on sibility. He suggested that the academic community perceived the extension or public service function as a marginal role. He cited eleven status indicators to support his observations of the internal in s titu tio n a l image of university extension: 1. the lit e r a t u r e deficiency. (An incredibly small amount of hard data, and even less theoretical treatment, exists as compared with other university functions.) 2. faculty resistance or indifference. (This has been singled out as the No. 1 stumbling block in almost a l l the studies which have been made.) 3. the assumption that i t is competitive w ith, and subtracts from, research and w ritin g , to say nothing of teaching. 4. dependence on "surpluses" l e f t over from other functions, whether instructional time, or space or funds. 5. unequal treatment of students and faculty whenever they are caught in an "extension" category. 6. the common and often popular suggestion to " le t somebody else do i t , " somebody else being another part of the u n iversity, an e n tire ly new in s titu tio n , or a professional association. 23I b i d . , pp. 43-44. 32 7. the widely-accepted, but unexamined id e a l, that public service should "pay its own way," rather than share equitably in the basic in s titu tio n a l funding. 8. general absence from centers of academic power and financial clout. 9. the extraordinary ambiguities which pervade every feature, from style o f organization to whether there is an id e n tifia b le profession. 10. the d e riv a tiv e , f a l l - o u t theory which ways that teaching or research is service ( i . e . , the l a t t e r needs no e x p lic it a t te n tio n ) . 11. the "state papers," both of the universities and th e ir national spokesmen, which "forget" to mention the function. (The higher-education theses of the American Academy of Arts and Sciences found space in one item out of a total of 8 5 .) 24 Petersen and Petersen provided a s im ila r perspective to Johnson. In a summary of the place of continuing education, Petersen and Petersen directed attention to the fa c t that in contrast to Cooperative Extension: General extension . . . has no roots outside the un iversity; and in the university i t is a marginal a c t i v it y , lacking both the prestige and the funds afforded to nominally equivalent divisions. Among university adult educations, one can find l i t t l e or no agreement on basic mission, educational practices, or organization and administrative p a t t e r n . Ronald R. Renne, at the time, President of Montana State College, suggested: One of the f i r s t major statements r e la tiv e to adult edu­ cation concluded the origin of the problem lie s deep within the in s titu tio n and what i t perceives to be it s purposes. A on Eldon L. Johnson, "The Internal Image," Proceedings (Athens, Georgia: University of Georgia, 1974), pp. 84-85. 25 Renee Petersen, University Adult Education (New York: Harper and Brothers Publishers, I9 6 0 ), p. 228. 33 workable solution can be found only when the in s titu tio n as a whole attaches purpose, p r i o r i t y , and standards to the education of adults and indeed the whole of the in s t itu tio n 's extension a c t i v i t i e s . 26 I f in s titu tio n a l p r io r it ie s are to be reordered, the university must change. Among the authors who have addressed the problem of change are Volkart and Carson. Edmund H. Volkart id e n tifie d four elements s ig n ific a n t to change within the university in his essay "Role of the Administrator and Faculty Member in the Process of Change." are: goals. Those four elements the personnel, organization, curriculum, and in s titu tio n a l 71 John J. Corson id e n tifie d four major impediments to change in the university as follows: 1. the individualism of the fa cu lty member, 2. the isolation of the academic department, 3. the inh ibition of the dean or vice-president fo r academic a f f a i r s , and 4. the in e rtia of presidents and trustees. 28 Carson concluded that changes in the university are prim arily a ttrib u ta b le to forces external to the un iversity. The facto r of external social order impact upon the in s titu tio n was the i n i t i a l 26I b i d . , p. IX. 27 Edmund H. Volkart, "Role of the Administrator and Faculty Member in the Process of Change," In s titu tio n a l Backgrounds of Adult Education, 1966, p. 41. 28 John J. Corson, "Impediments to Essential Change in the College and University," In s titu tio n a l Backgrounds of Adult Education, ed. by R. J. Ingham, 1966, pp. 14-18. 34 premise o f the stucty. I t is apparent that the current internal status o f continuing higher education and the external fa c t of social change impacts the functions and functional relationships o f the PUCEA. Historical Origins of Continuing Higher Education The roots of the history of university adult education are not c le a rly discerned. Non-existent records, undefined programs, and p r o life ra tio n of in s titu tio n a l endeavors cloud the precise documentation. In s titu tio n a l mission, policy, goals and organi­ zational patterns and roles cloud the search fo r a precise id e n ti­ fic a tio n o f the individuals and in s titu tio n s responsible fo r i n i t i a t i n g continuing higher education a c t i v i t ie s . I t is impossible to completely separate philosophical beginnings from processes and practices. Kolbe concluded: The educational system of the United States represents not a uniform plan, developed in accordance with pre-determined laws, but rather the res u lt of innumerable separate i n it ia t iv e s whose aims and methods have been dependent upon th e ir attendant conditions of inception and growth.™ The following statements are merely a b r ie f summary of what appeared to be the s ig n ific a n t highlights o f the history concerned with higher adult education. I t provides a framework fo r estab­ lishing the current status of the functions and functional re la tio n ­ ships of the principal university continuing education administrator. pq P. R. Kolbe, "The Colleges in War," School and Society, May 31, 1919, p. 12. 35 Petersen and Petersen alleged that: Adult education in un iversities has grown haphazardly, with l i t t l e consideration given to underlying princip les, with each problem met ad hoc when i t arose. University adult edu­ cation, thus, is at least as heterogeneous as American higher education i t s e l f ; and ju s t as there are few statements that would apply without q u a lific a tio n to Harvard and the University of C a lifo rn ia , and to small independent lib e ra l arts colleges, and to denominational schools and ju n io r colleges, so also there are few generalizations about university adult education that could not be challenged by citin g this or that exception. Since this d iv e rs ity is combined with a paucity of s t a t is tic a l or other objective data, any analysis of university adult education necessarily r e f le c ts , at least in its emphases and overtones, the point of view of the a n a ly s t.30 Thus continuing education a c tiv it ie s appear to be s i g n i f i ­ cantly related to the h is to ric a l development of the American uni­ ve rs ity . I t is also related to administrative leadership perceptions of the purposes, mission and role and programs of the in s titu tio n . Liveright id e n tifie d ten historical highlights and landmarks in the development of American adult education. He referred to (1) the colonial town meeting as the f i r s t c iv ic a ffa irs discussion group; (2) the Junto organized by Benjamin Franklin in 1730 in Philadelphia as the f i r s t discussion group; (3) the organization of the Philadelphia Library Society in 1735 which serves as the progenitor o f United States lib r a r ie s ; (4) the Lyceum movement started by Josiah Holbrook in 1826 in Milbury, Massachusetts to promote improvement and to disseminate knowledge by establishing lib ra rie s and museums; (5) the Mechanics In s titu te begun in 1831 to enrich the lives and provide educational resources fo r American workers; (6) the Chautauqua Movement begun in 1874 as a residential and 30 Petersen and Petersen, p. 52. 36 touring adult education a c t iv it y ; (7) the launching of the f i r s t university program of continuing education and extension (The Universities o f Wisconsin, Minnesota, and C a lifo rn ia claim c re d it fo r launching the f i r s t programs;) (8) the a g ric u ltu ra l extension concept created by the M orrill Act of 1862 and the Hatch Act of 1887; (9) the establishment of vocational education under the SmithHughes Act in 1917; and (10) recent landmarks which included worker and labor education, occupational and professional education, and Congressional support of university extension and continuing education.^ Liveright cited fiv e common characteristics of American adult education: 1. Adult education has always been a basic part of American life . I t . . . has stimulated educational progress in lib r a r ie s , museums, correspondence study, and the public elementary school system; 2. Significant advances, innovations, and developments in adult education appear to be the combined product o f a social need and a creative in d iv id u a l. . . . 3. Federal involvement in adult education has followed private innovation and demonstration u n til recently. 4. Federal involvement in adult education has been almost e n tire ly vocational and ag ricu ltu ral u n til r e la t iv e ly recent years, whereas voluntary associations have been concerned primarily with c iv ic and lib e r a l education. 5. Although some twenty-five m illio n adults now p a rtic ip a te in adult education, involvement was probably proportionately greater during the fin a l decade o f the 19th century and the f i r s t decade of the present century.32 ^ A . A. Live rig h t, A Study of Adult Education in the United States (Boston: Center for the Study of Liberal Education fo r Adults, 1968), pp. 19-22. 32I b i d . , pp. 22-23. 37 Drazek, et a l . , summarized the f i r s t h a lf century o f university extension history as a period o f changing goals and philosophies. "Extension's heritage was predominantly a lecture-based program of lib e ra l education following the English model. I t s early leaders were imbued with the Lyceum and Chautauqua program patterns and objectives. [The University of Wisconsin] broke away from this concept. She [ s i c . ] determined to make the resources of the state university available and fa m ilia r to every c itiz e n o f the state. . . . Radio and television erased the Lyceum and Chatauqua influences . . . [as] group discussion-and individual p a rtic ip a tio n . . . replaced the lecture method. The authors concluded th e ir b r ie f historical description with the statement that many programs developed by university administrators have been taken over by other competitive community adult education agencies. 34 As to the place of adult education in the university, Creese stated: University extension, unlike most other forms of adult education, is d ir e c tly related to the accredited, tra d itio n a l functions o f higher education. . . . professional, graduate and undergraduate teaching, research, and f i n a l l y , extension. These are not always congenial elements.35 Extension teaching has lacked prestige in the academic community. Academic advancement is to be earned more readily by research, by publication, and by campus teaching than by teaching at night, by patient work with students at a distance, or by bringing together professional, trade, labor, or social groups fo r some kind o f consistent study.35 33 Stanley Drazek, et a l . , Expanding Horizons . . .Continuing Education (Washington, D.C.L North Washington Press, 1965), pp. 34-35. 35 York: James Creese, The Extension of University Teaching (New American Association of Adult Education, 1941), p. 21. 36I b i d . , p. 22. 38 University o f Wisconsin, delivered at the F ir s t National University Extension Conference held a t the University o f Wisconsin, at Madison, Wisconsin on March 10, 1915. His basic premise was that a general princip le o f the university function is to "carry to people the knowledge which they can assimilate fo r th e ir b e tte r­ ment. . . . 3^ Van Hise labeled the function "University Extension" and described several in s titu tio n s ' methods o f placing university scholarship at the "service o f the population desiring information concerning varied fie ld s o f in te lle c tu a l endeavor. 38 Van Hise stated that u t iliz in g the opportunity to carry out knowledge to the people w ill contribute to the growth of the university. He cautioned th a t this should not be the purpose; "the purpose should be simply that of service." 39 Van Hise concluded that the aim of extension should be to assist every individual with the opportunity to "develop to the f u lle s t degree the endowments given him by nature whether they be i large or smal„ 1. 40 37 Charles E. Van Hise, "The University Extension Function in the Modern University," Proceedings of the F ir s t Annual Meeting o f the National Conference on University Extension, 1915, mimeo­ graphed, p. 1. 38I b i d . , p. 4. 39I b i d . , p. 14. 39 Functions of Continuing Higher Education The numbers of a rtic le s and volumes w ritte n about continuing higher education appear to be increasing. A general review of the lit e r a t u r e showed the primary themes o f continuing education lite r a tu r e focus on opinions, observations, and summaries o f experi­ ences on designing programs for adults; s yllabi fo r extension courses, costs and plans for university extension departments; modes and methods for teaching adults; promotion, p u b lic ity , and commercial approaches to marketing programs, accountability; student data; and among others, studies o f students. The lit e r a t u r e shows general descriptions of the functions o f the continuing education o f f ic e , but l i t t l e is w ritten on the relationship o f the principal continuing education administrator to those functions. Keith Glancy examined sponsorship, instructional s t a f f , program planning, groups fo r whom programs are planned, and sources of funds for non-credit university adult education. He concluded that university personnel attitudes impact non-credit adult education programs. 41 Continuing Education Programs in C a lifo rn ia Higher Education defined the programming functions of C a lifo rn ia in s titu tio n s in an e ffo r t to r e f le c t the roles, resources, strengths, and c a p a b ilitie s o f ju n io r colleges, state colleges, and the University of C a lifo rn ia . ^ K e ith Glancy, Noncredit Adult Education of the University Level, a Summary Report, Purdue University, Lafayette, Indiana, 1958, L XXXVIII, pp. 7-19. 40 The in te n t was to coordinate program delivery rather than duplicate and eliminate competition. The monograph did not define functions of administrators. I t addressed only the programmatic function along with in t e r in s titu tio n a l coordination and cooperation. The conclusion o f the report quoted a mimeographed statement of Jack London and Robert Wenkert on "Some Reflections on Defining Adult Education" in which they stated that the more important present functions of continuing higher education may provide: 1. Education made necessary by special occasions of social dislocation ( i . e . , re tra in in g , citizenship tr a in in g ). 2. Remedial programs. 3. Education in connection with actual experience. 4. Duplication o f instruction provided by the formal education in s t it u t io n s . 5. Specialized vocational tra in in g . 6. Cultural materials and support to the values o f education, learning, thinking, and re fle c tio n . 7. Instruction fo r special in te re s ts . 42 Professor Russell Kleis stated that the university continuing education agency has a unique set o f functions. One could in fe r that the chief administrator is responsible fo r a unique set of functions: 4? Coordinating Council fo r Higher Education, Continuing Education Programs in C a lifo rn ia Higher Education Delineation of Functions, Coordination, Finance, General Extension Centers, Number 1005 Sacremento, 1963. p. 36. 41 1. I t is the one unit in the university to maintain an o v e r-a ll view o f the total Continuing Education program of the in s titu tio n . 2. I t must be both free and competent to objectively evaluate, constructively c r i t i c i z e , acceptably propose and im p a rtia lly negotiate. 3. I t must be e ffe c tiv e ly involved in budget allocation and control, and must i t s e l f have budget fo r assisting in the development of new and needed projects (preferably through the appropriate college or department; i f necessary on its own). 4. I t must maintain its own s t a f f of f i e l d "counselors" with d ire c t and continuing relationship to the individuals and groups who are to be served. 5. Its directors must have ready access to chancellor or president, as well as to a ll other principal administrators so that: (1) s ig n ific a n t problems and programs are not d elib erately or inadvertently kept from th e ir attention; (2) appropriate budget provision may be made; (3) changes in direction or emphasis may be recommended; (4) the highest council of the university may be constantly responsive to the opportunities and obligations that the in s titu tio n has in Continuing Education.43 Milam advised that the function of those who manage general university extension is to influence the president of the in s titu tio n ; since the president is the manager's primary access to the board of trustees and through them to the p o litic a l decision makers. 44 Frandson indicated that marketing is a function of the continuing education administrator. He asserted that Madison Avenue and Academia must be merged in meeting the continuing education needs and interests o f potential audiences, 43 He suggested that the Kleis, loc. c i t . , p. 5. ^Max Milam, "How to Influence Decision Making by In s titu tio n Presidents, Boards of Trustees and Legislators," N.U.E.A. Spectator, Vol. XXXVII, No. 17 (December, 1974), p. 30. 42 development of academic programs must be combined with the communication o f information about those programs. 45 Buchanan suggested that the continuing education s p e c ia lis t is responsible fo r marketing programs in the most e f f i c i e n t way possible. He defined marketing as a philosophy of management which is client-need oriented and cost conscious. I t is the re s u lt of manipulating the variables o f product, place, promotion, and price. 4-fi Petersen and Petersen s ta te , The chief administrative o ffic e rs o f adult education generally have l i t t l e or no voice in broader university councils and thus a reduced prestige among t h e ir nominal peers . . . we f e e l , t h e ir p articip atio n is setting o v e r-a ll policy should be taken fo r granted. Hall-Quest id e n tifie d the function o f the university extension service as any contribution the university makes to human welfare. He id e n tifie d problems and d i f f i c u l t i e s in f u l f i l l i n g the extension function. His perceptions, summarized, follow: Problems of reg istratio n -need fo r uniform s t a t is t ic a l blanks fo r various bureaus -methods o f keeping o ffic e records and f i l e s -the determination of standard fees -standard correspondence course assignments 45 P h ilip E. Frandson, "The Great American Merger: Madison Avenue and Academia (or--0h Say, Can You S e ll? )" N.U.E.A. Spectator, VOL. XXVIII, No. 16 (June, 1974), pp. 8-13. 46 Wroy W. Buchanan, "Continuing Educators are Marketers, The Marketing Function," N.U.E.A. Spectator, Vol. X X V III, No. 16 (June, 1974), pp. 14-16. 47 Petersen, loc. c i t . , p. 147. 43 -more uniform and d e fin ite policies pertaining to cred it -la c k of complete social s t a t i s t i c data -la c k of enrollment d istinction data between (class) enrollments and matriculations -c le a r records o f cost accounting -uniform system o f catalogue announcements Problems of instruction -how to secure adequate instructors -how to supervise instruction -how to measure value of educational a c t i v i t i e s , such as in s titu te s , short courses, etc. -how to provide s u ffic ie n t materials fo r instruction Problems o f promotion (p u b lic ity ) -"the weakest lin k in the chain that draws the university to the state" Problems of capacity to meet demands. 48 Hall-Quest then summarized the essential interaction that must occur between the university and society as a whole: I t is conceivable that through the windows of the extension divisions w ill come fu rth e r lig h t upon the meaning of university education and the re la tio n o f the university to society as a whole. The problems o f the extension division point the way to a larg er and more e ffe c tiv e u n i v e r s i t y . 49 48 York: Alfred Lawrence Hall-Quest, The University A fie ld (New MacMillan Company, 1926), pp. 253-273. 4 9 I b i d . , p. 264. 44 Continuing Higher Education Administration A few authors have examined continuing higher education administration through general administrative theory lit e r a t u r e and thorough the survey technique. of 1920 through 1974. They wrote in the time frame Their assumptions, purposes, d e fin itio n s , hypotheses, perceptions, and conclusions w ill serve as the basis of the discussion of continuing higher education administration. B ittner Study Based on the assumption that there was a large need for university extension in 1920 and that i t would grow in the next few years, B ittn er in The University Extension Movement described, among others, the development and d e fin itio n of university extension, the history of university extension, the essential elements of university extension, the extent and content of university extension. Bittner discribed the organizational structure of t h ir t y - fo u r institu tio ns surveyed in his study. The administrative issues he summatively and b r ie fly addressed are: - instruction, lectu res, i . e . , the method of facu lty employment, supervision and evaluation of instruction and correspondence study as well as group study effectiveness; - cooperation, i . e . , the re la tio n o f cooperation established with a variety o f in s titu tio n s , agencies, and organizations fo r business, charitable, general welfare, and general educational purposes; and - budget--described the appropriateness fo r extension work, the fees charged, and fund accounting, the methods of instruction and instructor expense payment, and sources of division income. D.C.: 50H. S. B ittn e r, The University Extension Movement (Washington, United States Government Printing O ffic e , 1920). 45 Morton Study In 1951-1952, John R. Morton, Director o f Continuation Education at the University o f Alabama, conducted a study o f uni­ versity extension in the United States. The research project was funded by the National University Extension Association and the Fund fo r Adult Education. The purposes of the study were: 1. to obtain a complete and detailed account of university extension a c t i v it i e s in the United States; 2. to determine the place of extension in the structure of contemporary colleges and u n iv e rs itie s ; 3. to distinguish the p a rtic u la r place o f university extension in the total adult education pattern of our nation. Morton reported his findings in a book, University Extension in the United States. Only two Michigan in s titu tio n s were included among the seventy-six members of the National University Extension Association in 1951. They were the University of Michigan and Michigan State College (which became Michigan State U n iversity). The report included the origins and development of university extension, the functions and administrative arrangements, the f a c i l i t i e s used, s ta ffs , users, financing, principal subject areas, and methods o f development and instruction in the National University Extension Association member u n iv e rs itie s . Morton summarized the major function of university extension as follows: 51 John R. Morton, University Extension in the United States (Birmingham, Alabama: University o f Alabama Press, 1953), p. V. 46 Its major function is to take the university and its resources d ire c tly to the people, and i t is the means by which the people can be brought into the l i f e of the university. Essentially i t is a mechanism fo r projecting the functions o f the university into the widest possible f i e l d of service offered by the culture supporting the in s t itu tio n . The extept to which i t does these things is the measure of its s u c c e s s . The researcher reported nine "aims of university extension organizations as reported by f i f t y - t h r e e u n iv e rs itie s ." The aims are: To expand the services o f the parent in s titu tio n by making i t s physical f a c i l i t i e s and fa c u ltie s available to the supporting communities in every possible way; To encourage and to help every individual develop himself to the extent o f his capacities; To distinguish and to c all public attention to problems and issues s ig n ific a n t to the development of supporting communities; To promote the establishment and maintenance of essential edu­ cational f a c i l i t i e s in the supporting communities; To promote understanding of the educational process; To provide leadership in the development of continuing education; To assist in the location and use o f educational resources throughout the supporting communities whether or not these resources are associated with the parent in s titu tio n ; To emphasize educational rather than purely service functions; To provide the parent in s titu tio n essential intramural service not otherwise a v a ila b le .53 Morton reported a general p r o file of the university extension chief o f f ic e r r e la tiv e to t i t l e , rank, tenure, and degrees held. The specific functions of the principal administrative o f f i c i a l of 52I b i d . , p. 30. 53I b i d . , p. 27. 47 the university extension organization were not c le a rly described by Morton. He did indicate a difference between part-time and f u l l ­ time chief o f f ic e r re s p o n s ib ilitie s . He indicated that time was divided between a one term per year teaching assignment and one or two administrative services. He stated that in large organizations administrative s t a f f members were sometimes responsible fo r one or more functions, but more often fo r general administrative problems in certain geographical areas. 54 Thus, although functions and functional relationships were implied by Morton's study, they were not the focus o f his study. Carey Study In 1957, James T. Carey conducted a diagnostic survey o f eighteen American colleges and un iversities in order to obtain "as accurate and as detailed a description as possible" o f the lib e ra l arts programs in extension and evening colleges. A detailed questionnaire was sent to 266 universities and colleges in order to gather information regarding the forces that shaped program a c t i v i t y . Carey examined the assumed crucial forces of factors which e ith e r favor or i n h ib it the development o f lib e ra l adult education. The factors he examined are lis te d below in the p rio rity of significance: 1. The c a lib e r and local status of the adult dean or directo r. The attitudes o f the key administrative o f f ic e r were c ru c ia lly important. ^ I b i d . , p. 74. 48 2. The degree of parent in s t itu tio n acceptance of adult edu­ cation. Other key university personnel and the president's view of lib e r a l adult education. 3. The local history and budgeting tra d itio n was a s ig n ific a n t index o f university acceptance of lib e ra l adult education. 4. The source of control and organization of the adult division was another indices o f internal support within the university. 5. The community context or c lie n te le of the adult program was important but considered of lesser importance than the other f a c t o r s .55 Carey developed fiv e hypotheses which attempted to relate the characteristics o f the key administrator to the program he administered. The characteristics he examined were: the edu­ cational background o f the dean, his career l i n e , his length of time on the job , and his attitudes toward lib e ra l education fo r adults. ^ Carey declared th a t the schools offering a larger share of adult education programming were those in which "the president has a kind of 'missionary' goal" fo r adult education. 57 Carey concluded: The long-range future fo r lib e ra l adult programming seems most favorable in the large private u n iv e rs ities . Prospects look brighter there than in the state universities or the struggling urban colleges. The immediate future seems to favor the state u n iv e rs itie s . Their budgets are la rg e r, they are more d iv e r s ifie d , and they actually have more plans afoot fo r lib e r a l adult programs. But the long-run e ffe c t of 55 James T. Carey, Forms and Forces in University Adult Education (Chicago: Center fo r the Study of Liberal Education for Adults, 1961), pp. 5-13. 56I b i d . , p. 127. 57I b i d . , p. 160. i 49 le g is la tiv e queries about expenditure of public money fo r this purpose may d ra s tic a lly c u rta il any e f f o r t in lib e ra l education. The development begun with the Lyceum and Chautauqua and carried through the early extension divisions, may well be taken up by the large private un iv e rs ities , who in the fin a l accounting may be th e ir only h e i r . 58 Daigneault Study Daigneault's 1961 study was prim arily concerned with descriptive information to c la r i f y the decision making process in university evening colleges p rio r to 1961. The intent was to make the information available to evening deans and other university administrators "when the purposes and organization of university adult education are being re-examined in many in s titu tio n s ." 59 Based upon Herbert Simon's Administrative Behavior88 model, the author explored the role of the department chairman through perceptions of evening college objectives, legitimacy of the evening programs, authority of the department chairman, and evalu­ ation o f the evening programs. Administrative functions were implied through a description of the expectations o f the chairmen and evening deans in meeting objectives o f the department. The expectations were grouped as follows: 58I b i d . , p. 153. 59 George H. Daigneault, Decision Making in the University Evening College, The Role o f the Resident Department Chairman (Chicago, I l l i n o i s : Center fo r the Study o f Liberal Education for Adults, 1963), p. V. fin Herbert Simon, Administrative Behavior (New York: Press, 1957). Free 50 - Mechanistic expectations-- i . e . , the execution of mechanical tasks, i . e . , class r o l l s , class physical environment, or operational concerns. - Combination o f Mechanistic and Policy Expectations— specific mechanistic factors to general policy statements re la tin g to the discussion of ideas fo r courses, a b i l i t y to sponsor a c t i v i t i e s , maintaining academic standards. - Policy l e v e l - -the findings ranged from involvement in policy making with the assumption that o ffic e s t a f f would handle mechanical problems.61 N.U.E.A. Survey The Golden Anniversary publication o f the National University Extension Association (N.U.E.A.) was t i t l e d , Expanding Horizons . . . Continuing Education, edited by Stanley J. Drazek, Nicholas P. M itc h e ll, Hugh G. Pyle, and Willard L. Thompson. The purpose o f the publication was to provide a short history of the university extension movement in the United States and its English anti cedents. The volume also provided a b r ie f summary of the programs administered by member in s titu tio n s in 1965. Michigan In s titu tio n s included; Central Michigan U niversity, Eastern Michigan University, Michigan Techno­ logical University, Michigan State University, Northern Michigan University, Oakland University, University o f Michigan, Wayne State University, and Western Michigan University. An N.U.E.A. "Policy Statement" was included which lis te d seven problem areas fo r which American un iversities have responsi­ b i l i t y and one may extrapolate from that the implied resp on sibility of the university extension administrator. included: 61 I b i d . , pp. 5-11. The resp o n s ib ilitie s 51 -Education fo r adults whose regular academic program has been interrupted -Technical, professional and post-graduate education -Opportunity throughout l i f e fo r in te lle c tu a l growth and creative a c tiv it y -Education fo r family liv in g and the advancing years -Citizenship education fo r c iv ic lite r a c y and public responsi­ b ility -Education fo r international cooperation -Community development programs to cope with the problems o f changing population p a tte rn s .62 A more detailed statement of resp on sibility was described by the division o f General Extension o f the National Association o f State Universities and Land-Grant Colleges, The resp o n s ib ilitie s suggested: -U niversity work fo r adults whose regular academic program has been interrupted. -Citizenship tra in in g fo r civ ic lite r a c y and public responsi­ b ility -Continuing opportunities fo r c u ltu r a l, in t e lle c t u a l, physical, and emotional development -Family l i f e and consumer education -Retirement orientation -Urban and community development including applied research on a wide range of urban problems -Labor education -In tern a tio n a l education fiP Stanley J. Drazel, e t a l . , Expanding Horizons . . . Continuing Education (Washington, D.C.: North Washington Press, 1965), p. 37. -Assistance to and cooperation with a wide range of adult edu­ cation agencies; public and private; local and national, and intern atio nal; compulsory and voluntary.63 Although not stated e x p l i c it ly as a function, the responsi­ b i l i t i e s tend to imply the functions o f university extension adminis­ trators. Shannon and Schoenfeld Theodore J. Shannon and Clarence A. Schoenfeld in University Extension stated, "In t h e ir organizational patterns university general extension divisions are characterized by a lack of uniformity." 64 Whatever the organizational patterns the authors sug­ gested that the general extension operation must accomplish the following re s p o n s ib ilitie s : 1. Executive management--broad planning, supervision, fiscal control, rendering o f reports, and p a r t ic u la r ly , personnel relations. 2. Administrative support--accounting, re g is tr a tio n , recording, stenographic and c le ric a l services, p u b lic ity , and so on. 3. In s tru c tio n -in c lu d in g the gamut of informal consultative relationships as well as the more formal types of teaching. 4. Program development, promotion, and evaluation—determining the interests and needs of c lie n te le and the arrangements by which they are w illin g and able to u t i l i z e university resources e ffe c t iv e ly . 5. Liaison—with campus colleges, schools, departments, o ffic e s , and fa c u lty members; and with off-campus in d i­ viduals, groups, organizations, and agencies. 63I b i d . , pp. 37-38. fid Theodore J. Shannon and Clarence A. Schoenfeld, University Extension (New York: The Center fo r Applied Research in Education, I n c . , 1965), p. 26. 53 6. Instructional resources— duplicating, p rin tin g , e d itin g , te s ts , audio-visual m aterials, lib r a r y services, programmed m aterials, electronic devices— the ever-increasing tech­ nology of learning. 7. Logistics—management of f a c i l i t i e s , stocking of supplies, fis c a l control. 8. Applied research— surveys, f i e l d investigations, and so on, concerning public problems. 9. In s titu tio n a l studies—self-analyses, formal or informal, designed to reveal or inspire ways of improving extensions operations. 10. Basic research—fundamental investigations, p rin c ip a lly in the areas of psychology, socialogy, and education, designed prim arily to explore the phenomena of adult learning. Shannon and Schoenfeld asserted that there are four primary functions that can be id e n tifie d fo r general university extension in seeking to accomplish the mission of transmitting university s k ills and resources widely in usable form. Those functions are: 1. The d ire c t transmission of regular university course study to people who, fo r whatever reason, cannot come to the campus but who seek academic credits. 2. The transmuting o f regular university instruction into patterns ta ilo re d to meet the i n t e lle c t u a l, c u lt u r a l, or vocational needs o f youths and adults. 3. The placing o f university departments and schools into a d ire c t and essentially consultative relationship with secondary schools, lib r a r ie s , state and federal agencies, organizations, groups, communities, industry, unions, counties— the gamut of public associations. 4. The the and the actual creation of new, substantive agencies w ithin un iversity, sharply attuned to emerging public needs; the creation or encouragement of new agencies outside university, focused on public problems. 65I b i d . , pp. 26-27. 66I b i d . , pp. 28-29. 54 The authors id e n tifie d three support functions in order to carry out the four primary functions. Those functions are: 1. Reconnaissance. Through a variety of devices organized and informal, extension serves as the eyes and ears of the campus, fe rretin g out public problems, deducing public needs, verbalizing public aspirations, and transmitting these impulses back to the un iversity, where they form the basis fo r new directions in research and teaching. 2. Program development . . . a set of a c t iv it ie s s im ila r to, although more refined than, what business would call product development and promotion. 3. Applied research. Before i t has viable data to extend, extension must frequently find the fa cts . As residence departments move increasingly into the o r b it of basic research, extension divisions are assuming more and more of the applied-research function. ^ Drazek Study A 1974 survey conducted by Stanley J. Drazek concerned developments in continuing education between 1964 and 1974; one facet focused on the "role" of the "senior" administrator. functions Drazek described were: The planning; programming; budgeting; financing; data collecting and marketing. Drazek asked one question concerning the fu tu re , "What important trends do you visualize in terms o f the next decade?" Response analysis indicated administrators were concerned with growth in continuing education, closer in t r a - in s t itu tio n a l re la tio n ­ ships and cooperation in continuing education, change in programming types, more e ffe c tiv e educational methodology and technology, and increased budgets.^ ^ S h a n n o n , loc. c i t . , pp. 28-29. ^S tan ley J. Drazek and Henry Walker, "Survey o f Senior Continuing Education/Extension Administrators: A Summary," The N.U.E.A. Spectator, Vol XXXVIII, No. 16 (June, 1974), pp. 20-27. 55 Others Professor Russell Kleis summarized the role of the continuing educator as follows: A peculiar role of the Continuing Education agent is that of "friend o f the c lie n t ." He speaks with and fo r the Continuing Education student; he counsels the student in areas both personal and professional; he id e n tifie s and c l a r i f ie s objectives; he participates in the designing of program; he e n lis ts the involve­ ment o f appropriate departments in program development, and f u l l y respects th e ir competence to implement and d ire c t i t ; he in v ite s , where necessary, collaboration o f disparate s p e c ia litie s or discip lin e s ; he serves as a bridge of two-way communication between the c lie n t community and the academic community, and not infrequently between units of the l a t t e r . 69 Alan A. Knox described the need fo r continuing education administrators to develop greater internal collaboration and greater external collaboration. The strategies he recommends fo r internal collaboration are: 1. Coordination of contact with individual and organizational c lie n ts fo r a l l those in the university involved in continuing education. This can best be accomplished by someone in the president's or chancellor's o ffic e re­ sponsible fo r coordination of continuing education and public service a c t i v i t i e s . 2. P r io r it ie s - partic ip a tio n of the continuing education administrator in policy meetings related to the central adm inistration, individual colleges, academic senate, planning committees fo r individual programs. 3. Faculty - develop c r it e r ia of excellent faculty performance in continuing education and public service a c t i v it i e s . Seek out facu lty members who have great potential fo r planning and conducting programs. 4. Program Development - exploration of program ideas, develop­ ment of innovative and e ffe c tiv e program designs, and atten­ tion to program evaluation.70 ^ K l e i s , loc. c i t . , p. 4. ^A la n A. Knox, "New R e a litie s , The Administration of Continu­ ing Higher Education," The N.U.E.A. Spectator, December, 1975, pp. 6-7. 56 The strategies fo r greater external collaboration are: 1. Outreach - structure a single door to the in s titu tio n con­ cerning continuing education. Increase marketing e ffo rts and id e n tify requests fo r programs. 2. D iffe re n tia tio n - encourage the wide range of continuing education sponsors to emphasize t h e ir unique po ten tia l. 3. Colleagueship - jo in forceses with counterparts from sim ilar in s titu tio n s and other sponsors o f continuing education (ex. governmental agencies) to accomplish together that which is d i f f i c u l t to accomplish separately. 4. Support - influence in s titu tio n a l and state policies that impart continuing education.'* Sadler suggested that continuing education administrators are responsible fo r moderately good teaching, fo r forming a student union, for using a p erip atetic s t a f f and fo r rotating curriculum. 72 Scott called for a university mechanism to "integrate and synthesize the cap ab ilities o f the academic community" resolution of local and state problems. 73 in the He suggested the develop­ ment of a process of setting long-range goals and the development of policies to achieve those goals. A fter a panoramic overview summary o f the his to ry , patterns, structures, and eras of higher education; Houle suggested the need for the establishment of new forms of university collaboration with ^ I b i d . , pp. 8-9. 72 M. E. Sadler, "The Organization and Function of Local Centres," The Proceedings of the F ir s t Annual Meeting of the National Conference on University Extension (Philadelphia: J. B. Lippencott Company, 1892), pp. 113-121. 73 Robert W. Scott, "State Government as a C lient fo r Public Service and Extension A c t iv it ie s ," Proceedings (Athens, Georgia: University o f Georgia, 1974), p. 23. 57 other in s titu tio n s of society. Among the in s titu tio n s Houle recom­ mended fo r collaboration are professional societies or associations, government bureaus, commerical purveyors of information, voluntary associations, l i b r a r i e s , museums, labor unions, commercial and industrial companies. 74 The Task Force fo r Lifelong Education at Michigan State University recommended the following organizational pattern and functions fo r the administrator of life lo n g education: . . . the o ffic e of the provost should assume responsibility fo r life lo n g education a t Michigan State U niversity. Its duties should include: (1) monitoring, coordinating, and evaluating life lo n g education programs in re la tio n to evolving individual and community needs; (2) stimulating new life lo n g education opportunities and projects; (3) overseeing the phased cen tra liza tio n o f the university telecommunications system, and e ffe c tiv e ly relating that system to others developed in the state; (4) administering the Kellogg Center and the regional continuing education centers, conference and in s t itu te programs, and telecommunications system o f the u n iversity; (5) engaging in community-university lia is o n , enuciating the mission of life lo n g education, and providing v is ib le access points, information, and assistance to the public, fa c u lty , s t a f f , and student body; (6) providing required managerial and f a c i l i t a t i n g services in support of life lo n g education a c t i v i ­ tie s ; (7) maintaining cooperative relationships with external agencies and in s titu tio n s and, where appropriate, developing collaborative arrangements in the in te re s t of e ffe c tiv e and e f f i c i e n t life lo n g education programs at both state and com­ munity levels; (8) developing budgets and obtaining funds fo r life lo n g education programs and support services and seeking resources from private foundations and federal and state governments to support life lo n g education; (9) providing direction and management fo r the community life lo n g education project; and (10) maintaining, both on and o f f campus, a total university response capability fo r re la tin g in s titu tio n a l resources to complex education problems of in te rd is c ip lin a ry character.75 7^Cyril Houle, "The Third Era o f American Higher Education," Proceedings (Athens, Georgia: University of Georgia, 1974), p. 44. 75Theodore Hesburgh, e t a l . , Patterns fo r Lifelong Learning (San Francisco: Jossey-Bass Publishers, 1973), p. 98. 58 Prisk compared the perceptions of the actual and ideal role behavior o f the Directors of Adult Education in North Carolina's community colleges as perceived by deans o f in s tru c tio n , directors of student personnel services, and directors of adult education. Prisk explored f i f t y - e i g h t behavior statements clustered into the six role areas o f planning, organizing, promoting, supervising, managing, and controlling. Prisk concluded that a s ig n ific a n t degree of disagreement existed between the three role-defining groups in the area of managing for ideal role behavior. There was a s ig n ific a n t degree of difference perceived by directors of adult education between actual and ideal role fo r planning, organizing, supervising, and controlling. Deans of Instruction showed a s ig n ific a n t degree of difference between actual and ideal role behaviors fo r planning, promoting, supervising, and controlling. Directors o f Student Personnel Services perceived a s ig n ific a n t degree of difference between actual and ideal role behavior fo r planning, organizing, promoting, supervising, and c o n tro llin g .77 Preparation of Continuing Education Administrators In 1973 Thomas K. Connell an conducted a study to determine the twenty competencies, from a test of ninety competencies, which ^ D e n n i s Prisk, "The Role of the Director of Adult Education" (unpublished Ed.D. dissertation, Virginia Polytechnic I n s t itu te and University, 1975). 77I b i d . , pp. 106-112. 59 were perceived as c r i t i c a l to the job success o f continuing education adninistrators in public community colleges. He surveyed community college continuing education administrators and the membership of the Professors of Adult Education of the Adult Education Association of the U.S.A. Connellan made seven s ig n ific a n t graduate program planning recommendations which follow: 1. Professors should deemphasize the development of competencies which are related to the management of larger organizations; 2. Professors should place more emphasis upon the community service and marketing aspects of continuing education; 3. Professors should concentrate less upon the development of instructional competencies and more upon the development of program planning competencies; 4. Professors should concentrate upon the development of certain administrative competencies which are more c r i t ic a l in small organizations than in large organizations; 5. Professors should place less emphasis upon the nature of the adult learner; 6. Professors should more actively u t i l i z e f i e l d internships fo r the development of competencies; and 7. Professors should improve the effectiveness of th e ir graduate programs. Connelan concluded his recommendations with: The number of competencies upon which there were s i g n i f i ­ cant differences was quite substantial, as were the differences in these competencies selected by d iffe r e n t percentages of professors and administrators. What this suggests is that perhaps students in graduate programs of continuing education are not learning the proper competencies, a costly and wasteful situ a tio n . . . . ' 9 ^Thomas K. Connellan, "The Administration of Continuing Edu­ cation in Public Community Colleges: A Study of Competencies Perceived C ritic a l to Job Success" (unpublished Ph.D. dissertation , University of Michigan), pp. 90-108. 79I b i d . , p. 110. 60 Continuing Higher Education in Michigan John Dale Russell's The Final Report of the Survey of Higher Education in Michigan (1958) included a survey of extension and adult education services o f the State-controlled in s titu tio n s . The Report stated: An adequate program of higher education in a state should be organized so as to reach as many people as possible who are not able to be in f u ll- t im e attendance a t the various campuses of the colleges and u n iv e rs itie s . The objective of the extension service is to extend the educational advantages of an in s titu tio n beyond the borders of it s c am p u s e s .80 The report indicated that Michigan's "general university extension a c t iv it ie s dates back to 1911 when the University of Michigan f i r s t set up such a c t i v i t i e s . " ^ By 1958, as i t is today, a ll o f the state-controlled in s titu tio n s o f f e r extension services. Extension a c t iv it ie s include among others, c re d it and non-credit a c t i v it i e s , workshops, conferences, correspondence courses, com­ munity services, and consultant services. The Russell Report addressed some of the problems and issues of general university extension in Michigan and made recommendations. Many of the issues and problems s t i l l e x is t and may be interpreted as a PUCEA function. The recommendations are: A. That the in s titu tio n s have in view as an ultimate objective a single, State-wide extension system, pooling the resources o f a l l the in s titu tio n s and applying these resources as wisdom and economy indicate they should be applied. B. That in order to give b etter service to the people of Michigan, a judicious but substantial enlargement of j o i n t 88John Dale Russell, The Survey of Higher Education in Michigan (Lansing: Michigan Legislative Study Committee on Higher Education, 1958), p. 33. 81 I b i d . , p. 34. 61 offerings in extension services be seriously and studiously undertaken. C. That there be a greater measure of self-imposed lim ita tio n s on extension services by the various in s titu tio n s , extending to a refusal to operate a c t iv it ie s th a t could be made available through the services of such local educational institu tio n s as the high school, the community college, or other nearby State-controlled in s titu tio n s , or perhaps private in s titu tio n s , unless the local or neighboring in s titu tio n is unable or unwilling to undertake the services. Even here, the S tate-controlled in s titu tio n s of higher education should, by and larg e, leave to the lower schools the f ie ld of sub-collegiate adult education. D. That a serious analysis be undertaken of the total edu­ cational needs of the State fo r extension and adult edu­ cation, and that a reasonable determination be made o f the proportion of public funds which should be made available fo r such purposes, with the idea that subsidies fo r adult education and extension a c t iv it ie s need to be enlarged s u ffic ie n tly so as to remove from such a c t iv it ie s the burden of almost complete support. E. That there be a cooperative examination and analysis of the available curriculums and programs in extension and adult education on the part of a ll State-controlled i n s t i ­ tutions in order to determine whether or not the offerings are responsive to actual needs, in order to confine the offerings and a c t iv it ie s of each o f the State-controlled in s titu tio n s to fie ld s in which the in s titu tio n a l resourceses are adequate, and to insure that the instructional qu ality of such offerings and a c t iv it ie s w i ll be maintained a t a level consistent with c o lle g ia te or university performance and standards.82 A 1970 Status Report to the Council o f State College Presidents on Continuing Education Programs and Services prepared by a committee chaired by Armand Hunter was an attempt to provide information to assist in decision making in in s titu tio n a l extension and public services planning fo r the fu tu re . The report is a compliation of data on programs, services, and a c t iv it ie s of elevan 82I b i d . , pp. 39-40. 62 of the thirteen members of the Michigan Coordinating Council o f State College Field Services. I t is an attempt to: analyze the trends and developments, and [to ] id e n tify the problems and needs of the adult and continuing education divisions o f the state-supported colleges and universities of Michigan over the period of the 60's (1960-1969).88 One s ig n ific a n t paragraph in the report concluded: . . . the general extension or continuing education divisions o f the state-supported colleges and universities in Michigan are not standard. They have certain common elements and program services; but th e ir range in administrative structure, scope of function, nature of re s p o n s ib ilitie s , number of a c t i v i t i e s , size of s t a f f , and level of support, is quite extensive. There is no apparent pattern or design in this v a rie ty , other than what might be attrib u te d to the variation in education resources available fo r extension and/or in the educational philosophy of the individual in s t itu tio n s .84 The scope o f the report is lim ited to the data and a c t iv it ie s of the general extension divisions of the reporting in s titu tio n s as reported by the Deans or Directors of general extension and th e ir fiscal o ffic e r s . The detail o f the report implied a multitude of essential functions, but at no time are they e x p lic it ly stated. Sociological Role Theory Roles Broom and Selznick referred to the basic unit of social structure as "social role" or "role." 83 They stated that " I t (ro le ) Armand Hunter, Status Report to the Council o f State College Presidents on Continuing Education Programs and Services (East Lansing: Michigan State University, 1970), u.n.p. 84I b i d . , p. 5. 63 may be defined as a pattern of behavior associated with a d is tin c tiv e social position. . . . 85 While concerned with the complexity of the concept, the authors dichotomized roles into ideal role and actual role behavior. The ideal role represented prescribed obligations as well as rights and duties of a social position. The actual role is specific to a social setting , to an individual personality, and to actual performance or conduct. The authors suggested that in emergent roles, where expectations are unclear or undefined, the distinction between ideal and actual f a lt e r s . The complexity of roles though they may be d e fin ite ly specified are learned through interactions with others. The authors asserted that "to analyze a role completely i t is necessary to specify in detail the social position with which i t is associated." 86 They concluded that an analysis of specific roles reflected the p a rtic u la r way a given group is organized. J. P. Chaplin in the Dictionary of Psychology defined role as: 1. an ind iv id u a l's function or part in a group or in s titu tio n 2. the function or behavior which is expected of an individual or is characteristic of him.87 The concept of "role" is central to the analysis of organized social in te ra c tio n . Role is a term adapted from the language o f the 85 Leonard Broom and Philip Selznick, "Roles and Role S train ," Sociology (New York: Harper and Row, 1968), p. 18. 86I b i d . , p. 19. 8^J. P. Chaplin, Dictionary of Psychology (New York: Publishing Company, 1968), p. 433. Dell 64 theatre by sociologists "to denote the p a rt, or pattern of behavior, 88 which one is expected to play in social in te ra c tio n ." Popenoe defined ro le as: A set o f expectations and behaviors associated with a specific position in a social system. . . .89 Social systems are a res u lt of human e ffo rts to organize in order to resolve problems. Parsons defined social systems as: " . . . being composed, not of individuals, but of the actions of ind ividu als, the principal units of which are roles and the constellation of r o le s ." 90 Bay stated that: American society as a whole can be considered one large social system that can be analyzed in terms of an almost i n f i n i t e v a rie ty of subsystems. Higher education in the United States, too, is one social system o f which the many colleges and un iversities are the most obvious subsystems. Within each college, professors and students may fo r various purposes of analysis be said to form separate subsystems, criss-crossed fo r other purposes by other systems in which professors and students are united. . . . Every . . . new college, or department, or type of course, creates a new social system. . . . . . . they are organizations as well as social systems. A college . . . is a d e lib e ra te ly established social system; i t is an organization with e x p l i c i t rules of procedure, including rules fo r determining who makes the important decisions, under what circumstances, u t i l i z in g what procedures, and guided by what c r i t e r i a . 9 ' 88 David Popenoe, "Social Relationships and Social Roles," Sociology (New York: Appleton, Century, Crofts, 1971), p. 32. 89I b i d . , p. 641. 90 Talco tt Parsons, Toward a General Theory of Action (Cambridge, Mass.: Harvard University Press, 1953), p. 197. 91 Christian Bay, "A Social Theory of In te lle c tu a l Develop­ ment," The Sociology of Education, ed. byRobert R. Bell (Homewood, 111.: The Dorsey Press, 1968), p. 339. The theoretical framework for the study o f the functions and functional relationships of the PUCEA w ill be role theory. The nine public universities of Michigan comprise the social system fo r the study of the expressed functions and functional relationships of the PUCEA. Role Theory J. H. Getzels and E. G. Guba's psycho-sociological framework for the study of educational administration served as the theoretical base fo r the examination of the perceived functions and functional relationships of the principal continuing education administrator in Michigan public un iversities. Getzels, in an a r t i c l e t i t l e d "A Psycho-Social Framework for the Study of Educational Administration," summarized the following assumptions: -Administration relationships is the basic unit fo r inquiry. -S tru c tu ra lly , administration is conceived as the hierarchy o f subordinate-superordinate relationships within an in s titu tio n . -The hierarchy of relationships is the locus fo r allocating and integrating roles and f a c i l i t i e s in order to achieve in s titu tio n a l goals. -Administration always operates in an interpersonal setting that makes the nature of the relationship the crucial factor in the administrative process. -The functioning of the administrative process depends on the nature of the interaction; i . e . , in terms of the individual expectations, needs, and goals of the subordinate and the expectations, needs and goals of the superordinate. -There are three dimensions of the relationship: 66 - authority dimension—the source of the superordinate's dominance and the subordinate's acceptance of dominance. -scope of the relationship dimension--the e ffe c tiv e range of roles and f a c i l i t i e s covered by the relationship. - a f f e c t iv i t y dimension--the nature of the personal interaction between the participants in the re la tio n s h ip .92 The Authority Dimension o f the Administrative RelationslrTp^ The authority dimension of Getzels and Guba is premised on Max Weber's three types of legitimate authority: t r a d it io n a l, charismatic, rational--none of which operates in pure form. Though the authors assert that " i t is possible to use them as r e la tiv e ly unambiguous concepts fo r ordering empirical data and fo r systematic analysis. 93 Getzels stated that the educational administrator does not claim his rig h t to authority based on tra d itio n a l or charismatic grounds— rather i t is based on superior knowledge and technical competence in a p articu lar element in the division of labor; thus, the educational administrator's source of authority is r a t io n a lity . The educational administrator has the technical trainin g and the competence fo r allocating and integrating roles and f a c i l i t i e s re­ quired fo r attaining the in s titu tio n a l goals as perceived by both the superordinates and the subordinates in the hierarchy. 94 go G. W. Getzels, "A Psycho-Socialogical Framework fo r the Study of Educational Administration," Harvard Education Review, Vol. X X II, No. 4 ( F a l l , 1972), pp. 235-237. 93I b i d . , p. 237. 67 The Scope o f Roles and F a c ilitie s Dimension of the Administrative Relationship The "scope of roles and f a c i l i t i e s " dimension of the adminis­ tra tiv e relationship is defined by Getzels as concerned with two types of interpersonal in te ra c tio n --fu n c tio n a lly diffuse and func­ tio n a lly s pecific. The types describe the boundaries and obligations of the superordinate and subordinate in the hierarchy. In the functionally diffuse type of inte ra c tio n , boundaries and obligations are p o te n tia lly lim itle s s . In the functionally specific type, of which educational administration is characterized, the obligations and boundaries are res tric te d to the individuals' technical competence and in s titu tio n a l status. 95 The A f f e c t iv it y Dimension of the Administrative Relationship The administrative act functions within an interpersonal relationship. Educational administration, according to Getzels, is distinguished by the concepts of universal ism and particularism . The important question in the p a r t ic u la r is t ic relationship is who is involved: in the u n iv e rs a lis tic relationship the important question is what is involved. A relationship is p a r t ic u la r is t ic when the interaction between the participants in the relationship is determined by personal-emotional ties and u n iv e rs a lis tic when the relationship is determined by the impersonal function o f o ffic e s . Getzels stated that in educational administration impersonal 68 functional competence relationships are more important factors than personal-emotional factors. 96 The Getzels' model provided the theoretical ju s t if ic a t io n for examining the functions and functional relationships o f the principal university continuing education administrator in Michigan public u n iv e rs itie s . Summary Chapter I I provided a summary of selected lit e r a t u r e concerned with the purposes o f higher education, the purposes of the uni­ v e rs ity , the goals o f continuing higher education, the functional relationships o f the PUCEA and preparation of continuing education administrators. I t also provided an overview of continuing higher education in Michigan and sociological role theory. Chapter I I I which follows, summarizes the methodology and procedures used in determining the functions and functional re la ­ tionships of Michigan public university principal continuing edu­ cation administrators. I t describes the research population, the research instrument, the method of data c o lle c tio n , and the data analysis procedures. 96 Ibid. CHAPTER I I I DESIGH AND METHODOLOGY Introduction Chapter I I I w ill describe the methodology and procedures used in this study. The research design includes a description of: the research population, the research instrument, data collection procedures, and the data analysis procedures. The Research Population Two populations were selected to determine the expressed functions and functional relationships of principal university continuing education administrators in Michigan public u n iv e rs itie s . Questionnaires were mailed to Michigan's nine public university presidents (or his designated representative) and to the nine p rin c i­ pal continuing education administrators as id e n tifie d from the roster of the 1976-77 Directory of Michigan In s titu tio n s of Higher Education published by the Michigan Department of Education, They represented the to ta l potential population. The rationale fo r lim itin g the study to Michigan public universities is based on the following assumptions: 1. Michigan public universities o ffe r s u ffic ie n t breadth in terms of mission, r o le , size, scope and programs in order to permit generalizations regarding the functions and functional 69 70 relationships of the principal university continuing education administrator in Michigan. 2. The functions and functional relationships o f the principal university continuing education administrator in Michigan public universities are sim ilar to each other and to those in public universities in other states. 3. The data gathered may serve as a basis fo r investigating the functions and functional relationships of the principal continuing education administrators in private u n iv e rs itie s . The Research Instrument The research instrument was adapted and redesigned from a sim ilar instrument designed by Frederick R. WhimsJ Whims designed the original instrument to establish and c l a r i f y the functions and organizational relationships of Michigan comprehensive community college chief business o fficers in 1974. He lim ite d his research to the practices as perceived at that time. The questionnaire, as adapted by the researcher, is designed to describe present practice and future practice of principal uni­ versity continuing education administrators as expressed by Michigan's nine public university presidents and nine principal continuing education administrators. ^Frederick Whims, "A Descriptive Study to Establish and C la rify the Functions, S k i l ls , and Organizational Relationships of Chief Business Officers in Selected Michigan Comprehensive Community Colleges" (unpublished Ph.D. dissertation , Michigan State U niversity, 1974). 71 The questionnaire, "A Questionnaire Concerning the Principal University Continuing Education Administrator" is divided into three separate parts. Part I , "PUCEA Functions" consists of eighteen PUCEA functions examined from four dimensions. Each function is stated, defined, and illu s t r a t e d assignments are described as follows: 1. Administrative Support: A c tiv itie s performed by PUCEA designed to f a c i l i t a t e programming a c t i v it i e s . ments: Illu s tra te d Assign­ Registration of students fo r programs, recording, accounting, stenographic and c le ric a l services . . . e t cetera. 2. Accountability: A c tiv itie s performed by PUCEA designed to formally or informally report to superordinates, the public, the State Department o f Education, the le g is la tu re , accrediting agencies et cetera. 3. Communication: A c tiv itie s performed by PUCEA designed to inform colleagues, co-workers, and constituency. Assignments: Illu s tra te d A communication bridge between the c lie n t conmunity through promotions, public speaking, council membership . . . et cetera. 4. F a c ilit ie s Management: A c tiv itie s performed by PUCEA designed to insure e ffe c tiv e use o f available f a c i l i t i e s . Assignments: Illu s tra te d Id e n tify space type, size, number of students, estimate percentage of use of space (hours used per week—weekly cost) . . . et cetera. 5. Fiscal Management: A c tiv itie s performed by PUCEA designed to determine allocations fo r programs, to prepare budgets, and to 72 maintain accurate financial records. Illu s t r a t e d Assignments: Prepare budget requests, project long-range financial needs, prepare monthly and annual financial reports, receive and account fo r a ll funds . . . et cetera. 6. In s titu tio n a l Studies: A c tiv itie s performed by PUCEA designed to reveal or inspire ways of improving university continuing education operations. Illu s tra te d Assignments: Self-analyses, formal s t a f f evaluations, and informal assessments o f a c t iv it ie s . . . et cetera. 7. In te r in s titu tio n a 1: A c tiv itie s performed by PUCEA designed to promote cooperation, coordination, and a rtic u la tio n among postsecondary educational agencies. Illu s t r a t e d Assignments: Develop cooperative programs with in s titu tio n s o ffe rin g programs in a geographical area . . . e t cetera. 8. I;nstruction: A c tiv itie s performed by PUCEA designed to f a c i l i t a t e advanced learning. Illu s tr a te d Assignments: Formal classroom teaching, consultative relationships . . . e t cetera. 9. Legislative Relations: A c tiv itie s performed by PUCEA designed to inform legislators of programs, needs, and le g is la tiv e impact. Illu s tra te d Assignments: Personal contact with le g is la tiv e representatives, maintaining knowledge of proposed and pending le g is la tio n , maintaining contact with university le g is la tiv e representatives . . . e t cetera. 10. Liaison: A c tiv itie s performed by PUCEA designed to inform campus colleges, schools, and departments, and facu lty members of unit a c tiv it ie s and needs. A c tiv itie s designed to inform 73 off-campus individuals, groups, organizations, and agencies of in s titu tio n a l resources and services . . . e t cetera. 11. Personnel Management: A c t iv it ie s performed by PUCEA designed to provide a corp o f competent support s t a f f ; to provide a system fo r recruitment, use and inservice development; to maintain a high level of s t a f f morale. Illu s tr a te d Assignments: Recruiting and screening applicants, establishing a trainin g and supervisory program, developing salary and wage plans, maintain personnel records . . . et cetera. 12. Planning: A c tiv itie s performed by PUCEA to provide the university with anticipated expenditure requirements fo r f a c i l i t i e s , s t a f f , program a c t iv it ie s and so forth and to assist the university in making expenditure commitments in keeping with anticipated revenues. Illu s tra te d Assignments: Obtain long range data projections . . . cost o f liv in g data projections, prepare an analysis of cost/revenue factors . . . et cetera. 13. Policy Formulation: A c tiv itie s performed by PUCEA designed to assist the university president in iden tifying and preparing policy recommendations fo r board o f trustees action and to translate board policies into operational procedures and guide­ lines. Illu s tr a te d Assignments: Serve as a member of the presi­ dent's policy formulating cabinet . . . policy development recom­ mendations . . . et cetera. 14. Program Development: A c tiv itie s performed by PUCEA designed fo r determining the interests o f c lie n t e le , planning curriculum development, promotion, and evaluation of program. 74 Illu s tr a te d Assignments: Field investigations to assess areas of need, designing programs that best use resources of the university, follow-up evaluations . . . et cetera. 15. Research: A c tiv itie s performed by PUCEA to gather basic information to contribute to the knowledge base. Assignments: Illu s tra te d Field investigations, surveys, and so forth concerning public problems or issues. Basic research to explore the phenomena of adult learning . . . et cetera. 16. Statesman: A c tiv itie s performed by PUCEA designed to represent the in s titu tio n on a state or national scale. Assignments: Illu s tra te d Participating in conferences, in s titu te s , and work­ shops aimed at improving the university stature. 17. Student Personnel Services: A c tiv itie s performed by PUCEA designed to provide support to students participating in continuing education programs. Illu s tr a te d Assignments: Counseling students, financial aid directions, ease of access to programs . . . et cetera. 18. W riting: A c tiv itie s performed by PUCEA designed to inform and apply for support. Illu s t r a t e d Assignments: Annual report w ritin g , l e t t e r w ritin g , proposal w ritin g , grantsmanship publishing a r t ic le s , books, et cetera. The functions were id e n tifie d by reviewing the lite r a tu r e in continuing education concerned with the functions o f the o ffic e of continuing education. That lit e r a tu r e was summarized in Chapter I I and shows that very few authors have addressed themselves to the specific functions o f the principal university continuing education 75 administrator in carrying out the functions of the o f f ic e . A digest of lite r a tu r e follows in Table 3.1. As the lite r a tu r e was analyzed, the functions were id e n tifie d and each was w ritte n on a card in order to devise a "Q-sort" approach. Upon completion of that task the cards were taken to Len Bianchi, Research Counsultant, Office o f Educational Research, Michigan State University, fo r evaluation of form and content. Concepts and function statements were c la r if ie d and rew ritten. Function content v a lid ity was ju r ie d by Dr. Floyd Parker, Associate Director of Michigan State University's Continuing Edu­ cation Service and by Dr. Melvin C. Buschman, Director of Uni­ versity Extension, Michigan State University. All were acceptable as stated and three additions were recommended. The functions were then designed into a questionnaire format based upon Whims' model which required four responses to each function statement as i t was perceived in the present practice and four responses to the same statement as i t was perceived that i t w ill be ten years in the future referred to as future practice. A model of the cell responses follows: ACCURACY OF DESCRIPTION ESSENTIALNESS OF FUNCTION ASSIGNMENT OF FUNCTION TIME DEMAND OF FUNCTION PRESENT PRACTICE Description Essential ness 1 2 3 4 5 1 2 3 4 5 Assignment 1 2 3 4 5 Time Demand 1 2 3 4 5 FUTURE PRACTICE 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 TABLE 3 .1 .—A Comparison o f the O ffice of Continuing Higher Education Functions as Id e n tifie d in Selected L ite ra tu re . Author Function 1. 2. 3. 4. 5. 6. 7. 6. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. Adm inistrative Support A c cou n tab ility Communication F a c i l i t i e s Management Fiscal Management I n s t i t u t i o n a l Studies In te rin s titu tio n a l In s tru c tio n L e g is la t iv e Relations Liaison Personnel Management Planning Policy Formulation Program Development Research Statesman Student Personnel Services Writing X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X V A X X X X X X X X X X X X X X X X X X X X X X aB i t t n e r , 1920 hFrandson, 1976 nMorton, 1953 ^Buchanan, 1974 C l a n c y , 1958 °Petersen and Petersen, 1960 CC a l i f o r n i a , 19C3 j H all-Q u e s t, 1926 pR ussell, 1958 dCarey, 1961 ^K le is , n.d. qS a d le r, 1892 eDiagneault, 1963 1 Knox, 1975 r Shannon and Schoenfeld, 1965 f Drazek, 1965 nV lila n, 1974 sTask Force fo r Lifelo ng Education, 1973 gDrazek, 1974 77 The questionnaire subjects were asked to respond to each function on an adaptation of a Likert-Type Scale of 1 to 5. The meanings of each cell follows: "The Description of The Function." Each subject was asked "How would you judge the accuracy of the statement pertaining to this function?" The Response Guide Key required one of the following answers: 1. Is not a function at your university. Proceed to next function. 2. Inaccurate 3. Accurate with major modification required. 4. Accurate with s lig h t modification. 5. Accurate as stated. I f answers 2, 3, or 4 were given, please w rite a modified statement where comments are requested. "The Essentialness of the Function." Each subject was asked, "How would you judge the essential ness or significance of the stated function to the operation of your university?" Response Guide Key required one of the following answers: 1. Not essential 2. Somewhat essential 3. Essential 4. Highly essential 5. Extremely essential The 78 "The Assignment of the Function." Each subject was asked, "Your resp on sibilities in relationship to the a c t iv it ie s associated with this function is best described as: 1. Not involved 2. Occasional contribution 3. Assisting in supervision 4. Direct supervision 5. My total responsibility no supervision involved "The Time Demands of the Function." Each subject was asked, "How would you measure your time spent in a c t iv it ie s related to this function?" The Response Guide Key required one of the following answers: 1. None (0 Hours) 2. L i t t l e (Less than 1 hour per week) 3. Occasionally (1 to 2 hours per week) 4. Considerable (3-4 hours per week) 5. Extensive (over 5 hours per week) Table 3.2 shows the "Principal Continuing Education Adminis­ tra to r Inventory Response Guide." Part I I of the instrument consisted o f three questions con­ cerning the principal university continuing education administrator "Functional Relationships." Three questions were asked r e la t iv e to the position of the PUCEA in the organizational structure of the in s titu tio n . The dimensions examined were (1) "locus of power" which was concerned with the reporting status of the PUCEA; (2) "rank" which was concerned with the organizational status of the TABLE 3 .2 .—Principal Continuing Education Administrator Inventory Response Guide. The Description o f the Function The Essentialness of the Function The Assignment o f the Function The Time Demands o f the Function How would you judge the accuracy o f the statement p ertainin g to t h is function? How would you judge the es­ sentialness or s ig n ific a n c e o f the statement fu nction to the operation o f your uni­ versity? Your r e s p o n s i b i l i t i e s in r e la tio n s h ip to the a c t i ­ v i t i e s associated with th is fu nction is best de­ scribed as: How would you mea­ sure your time spent in a c t i v i t i e s r e l a ­ ted to t h is func­ tion? Key Key Key Key 1. Is not a function a t your u n iv e r s ity . Proceed to next fu n ctio n . 1. Hot essential 1. Not involved 1. None (0 Hours) 2. Inaccurate 2. Somewhat essential 2. Occasional c o ntrib u tion 2. L i t t l e (Less than 1 hr/wk) 3. Accurate w ith ma­ j o r m odification required. 3. Essential 3. A ssisting in supervision 3. Occasionally (1 to 2 hours per week) 4. Accurate with s l i g h t m odification 4. Highly e s sen tial 4. D ire c t supervision 4. Considerable (3 - 4 hrs/week) 5. Accurate as stated 5. Extremely essential 5. My t o t a l r e s p o n s i b il ity no supervision involved. 5. Extensive (over 5 hours/week I f answers 2, 3, & 4 were given, please w r i t e a modified statement where comments are requested. 80 PUCEA; and (3) "sphere of influence" which was concerned with the council and committee status of the PUCEA. Part I and Part I I of the questionnaire were sent both to the nine university presidents and the nine PUCEA in Michigan's public u n iv e rs itie s . Part I I I o f the instrument was sent only to the PUCEA. was divided into sections 1.0 and 2 .0 . with "Background Data" of the PUCEA. It Section 1.0 was concerned Nine questions were asked. Section 2.0 sought "Background Data" r e la tiv e to the in s titu tio n . Fourteen questions were asked r e la tiv e to the university s iz e , t i t l e of the continuing education u n it, organizational structure of the u n it, and the status o f a formal mission statement or policy s tate ­ ment of the u n it. The Whims' questionnaire adaptation and the fin a l question­ naire format design was completed with the guidance of the researcher's doctoral committee. The questionnaire was f ie l d tested in Washington, D.C. in February, 1977 at two major national organizations concerned with university continuing education a c t i v i t i e s . to test the instrument were: The experts contacted Dr. Lloyd Davis, Executive Director of the National University Extension Association, and Dr. James Turman, Executive Director of the National Advisory Council on Extension and Continuing Education along with his associate, Dr. Richard McCarthy. Each made recommendations fo r minor revisions which resulted in the fin a l d ra ft of the questionnaire sent to the Michigan university presidents and principal continuing education 81 administrators. The appendices shows a copy of the questionnaire (see Appendix A). Data Collection Procedures Questionnaires were concurrently mailed to Michigan's nine public university presidents and nine principal continuing education administrators during A p r il, 1977. Each was sent with a cover l e t t e r in which th e ir support was requested in the research project. Each administrator was informed that the other administrator had been sent a s im ila r questionnaire. The cover l e t t e r to the president directed the president to "please respond to the s tate ­ ments in terms o f your perceptions of the PUCEA r o le ." The cover l e t t e r requested that the questionnaires be returned within one week in an enclosed self-addressed stamped envelope. See Appendix B for the cover l e t t e r contents. Six deans and four presidents responded immediately. All of the deans' questionnaires were usable while three of the presi­ dents' questionnaires were usable. The following week a l l of those who had not returned the questionnaire were telephoned. Each was asked i f a questionnaire had been received and upon an a ffirm a tiv e answer was asked to complete the questionnaire. to dictate his responses by telephone. One dean preferred Two deans and two presidents returned th e ir usable questionnaires within a two week period. One in s titu tio n indicated they would not respond because th e ir temporary s t a f f were not q u a lifie d to r e f le c t the in s t itu tio n 's position in a meaningful manner. The fin a l c u t-o ff resulted in an 89% return from 82 the PUCEAs, a sample of eight o f the population potential o f nine and a 67% return from the presidents which represented a sample of six of the population potential of nine. Analysis of the Data The population o f Michigan PUCEAs and presidents o f public universities was small (nine of each). A two-thirds response from the PUCEAs and a two-thirds response from presidents was established as an acceptable return. The analysis o f responses was based on a weighted formula developed with the cooperation o f the O ffice of Research Consultation, College o f Education, Michigan State Uni­ versity. The weighted means was id e n tifie d as the most useful tool as opposed to establishment of s t a t is tic a l significance, v a l i d it y , or r e l i a b i l i t y o f the functions. The sample was too small to employ such s t a t is t ic a l methods. The formula was based on the questionnaire response guide Likert scale. In order to r e f le c t each responses' r e la tiv e importance each cell was assigned the weight o f its own number with the exception o f the f i r s t c e ll . I t was assigned a -1 value. Each response concerned with the highest possible value indicated a greater perceived function of the PUCEA. involvement in the a c tiv it y by the PUCEA. I t indicated a greater The responses were weighted as follows fo r each cell of each of the four dimensions and the sum was divided by the number of responses: 1 weighted - 1 2 weighted + 2 83 3 weighted + 3 4 weighted + 4 5 weighted + 5 The collected data was grouped together according to PUCEAs' responses by c ell and according to presidents' responses by c e ll . Data was aggregated so that no individual responses could be id e n tifie d . The gathered data was hand tabulated and analyzed as follows: 1. A tabulation by frequency of presidents' responses separated by university headcount enrollment in the f a l l o f 1975 (Appendix C). 2. A tabulation by frequency of PUCEAs' responses separated by university headcount enrollment in the f a l l o f 1975 (Appendix C). 3. A comparison o f composite responses grouped by presidents and PUCEAs by each function and function dimension based on the perception o f the present practice and future practice (Appendix D). 4. A rank order o f each function was developed based on a weighted mean formula developed in cooperation with the Office of Research Consultation, College of Education, Michigan State Uni­ versity fo r the essential ness and assignment dimensions. The w rite r took the option to exclude the other two dimensions. 5. A comparison of composite responses to determine the highest and lowest ranked functions in the essentialness and assignment dimensions o f each function. 84 Summary Chapter I I I summarized the methodology and procedures used in determining the functions and functional relationships o f Michigan public university principal continuing education administrators. research population, the research instrument, the method o f data c o lle c tio n , and the data analysis procedures were described. Chapter IV w il l be a report and analysis o f the research fin din gs. The CHAPTER IV RESEARCH FINDINGS Introduction The purpose of the study was to establish the functions and functional relationships of Michigan public university principal continuing education administrators (PUCEA) through the questionnaire survey process. Chapter IV is a report of the research findings beginning with a discussion o f information concerned with PUCEA background information and in s titu tio n background information. It w ill be followed by a discussion o f functional relationships which provides the context fo r the discussion of function essential ness and function assignment. A three-part questionnaire was mailed to the nine principal university continuing education administrators in Michigan public un iversities. A two-part questionnaire was mailed to the nine presidents o f the same in s titu tio n s . The responses o f the PUCEAs and presidents are compared through a weighted mean approach. The formula was designed in cooperation with the Office of Research Consultation, College of Education, Michigan State University, fo r analysis of the f i r s t two parts of the questionnaire which were identical for both populations. The dimensions compared included the perceptions of present and future practice r e la tiv e to the function essential ness, and the assignment of eighteen d iffe r e n t 85 86 functions associated with the o ffic e of public university continuing higher education. Data from part three of the PUCEAs' questionnaire is summarized f i r s t . I t contains information r e la tiv e to PUCEAs' background and the in s titu tio n s ' organizational backgrounds. Background Data: Subject Information A ll o f the PUCEA responders were males who had spent an average of seven and one-half years in th e ir position. The range of years in the position of PUCEA was less than one year to nineteen years. All but one PUCEA was in a f u l l- t i m e position. The PUCEA in the part-time position spent s ixty percent of his time with continuing education a c t iv it ie s and fo rty percent of his time as secretary to the governing board. The t i t l e s o f Michigan PUCEAs varies. Five have the t i t l e of Dean while three are Directors and one is a Vice-President for Continuing Education. One PUCEA has two t i t l e s ; one is Director and the other is Acting Dean. The following shows the f u l l t i t l e s : PUCEA TITLES IN MICHIGAN PUBLIC UNIVERSITIES Dean, Division of Continuing Education (2) Acting Dean, Lifelong Education Programs Dean, College o f Lifelong Learning Dean, School o f Continuing Education and Community Service Director of Continuing Education Service D irector, Extension Service Director of Public Service Vice-President fo r Continuing Education and Extension 87 Five PUCEAs hold j o i n t appointments with another department or college. One is with the Department of Speech Communication and Theatre, three are associated with a College o f Education and one is in Public Service--Adult Education. Two indicated teaching as th e ir resp on sibility and three indicated administration as a res p o n s ib ility . Only two responded that twenty-five percent of th e ir time was spent in meeting j o i n t appointment area re s p o n s ib ilitie s . that t h e ir academic rank was f u l l professor. Five indicated Two indicated rank of associate professor. Three-fourths o f the PUCEAs do not have formally-stated job descriptions. Of the two who do have job descriptions only one sent a copy to the researcher. Background Data: In s titu tio n a l Information There are nine public un iversities in Michigan's state supported higher education system. All o f the in s titu tio n s have a central unit for continuing education or extension a c t i v i t i e s . The eight in s titu tio n s represented in this study include Central Michigan University, Michigan State University, Michigan Techno­ logical U niversity, Northern Michigan University, Oakland U niversity, University o f Michigan, Wayne State University, and Western Michigan University. The discussion which follows is concerned with summary statements about the PUCEAs* organizations. Seven o f the PUCEAs are at single campus in s titu tio n s . One PUCEA indicated that classes are offered at one-hundred locations while one other indicated operations a t four regional centers. 88 Division is the most frequent term fo r re fe rrin g to the PUCEAs' organizations. Four in s titu tio n s have division in the t i t l e . each have the following: One school, u n it, service, program, and college. Full t i t l e s are lis te d below: PUCEAS' ORGANIZATION'S TITLES IN MICHIGAN PUBLIC UNIVERSITIES Division o f Continuing Education (2) College of Lifelong Learning Continuing Education Service Division of Continuing Education and Extension Division o f Public Services Extension Service Lifelong Education Programs School of Continuing Education and Community Service Five PUCEAs report to the president of th e ir in s titu tio n . One reports to the academic vice-president and two report to the provost. One PUCEA reports to the vice-president fo r academic a ffa ir s . One PUCEA reports both to the president and the provost. The major pattern of internal PUCEA communication appears to be to the o ffic e to which he is responsible and with his immediate subordinate. The following shows the o ffic e t i t l e s o f the people within the PUCEAs' in s titu tio n with whom they most frequently confer: PUCEA PATTERNS OF INTERNAL COMMUNICATION IN MICHIGAN PUBLIC UNIVERSITIES Assistant or Associate Director (4) Provost (3) President (2) Director of Development Academic Vice-president Associate Vice-president Vice-president fo r Business A ffa irs Vice-president fo r Campus A ffa irs Vice-president o f Finance and Operations Associate Provost Vi ce-provos t —Academic Servi ces Vice-provost— In s titu tio n a l Research There appears to be no regular pattern of external PUCEA communication. The most frequent contacts appear to be with counter­ part deans or directors o f continuing education and the Michigan Department of Education. One PUCEA simply stated "None re g u la rly -- no pattern" in response to the t i t l e s and agencies o f the three people external to your in s titu tio n with whom you most frequently confer. The following shows the grouped responses. 90 PATTERNS OF PUCEAS' EXTERNAL COMMUNICATION FROM MICHIGAN PUBLIC UNIVERSITIES Counter-part deans o f continuing education (3) Chamber o f Commerce Personnel (2) Chairman o f Coordinating Council fo r Continuing Higher Education Business and industry personnel Michigan Employment Security Commission Executive Director o f J.C.E.T. Executive Director o f National Advisory Council fo r Extension and Continuing Education President and Executive Director o f National University Extension Association HEW--Upper Great Lake Regional Reg. Commission President Upper Peninsula Health Education Corporation Various superintendents o f schools PUCEAs' s t a f f sizes range from nine to two-hundred. average s t a f f size when a simple mean is computed is f o r ty . size apparently is unrelated to in s titu tio n s iz e . s t a f f size mentioned is nine personnel. The S ta ff The most frequent The largest s t a f f o f two- hundred does include an unknown number of c le ric a l-te c h n ic a l s t a f f . The number o f professionals who report d ir e c tly to the PUCEA ranges from two to twenty-two. The two largest number of personnel d ir e c tly reporting to the PUCEA are f if t e e n and twenty-two. Michigan PUCEAs apparently do re ly on support from advisory councils. Six appear to have ongoing advisory councils while the 91 other two indicated that they use many ad hoc advisory groups by program, though not fo r the overall u n it. The general background of advisory council members is lis te d below with the number o f institu tio ns using the representative lis te d in parenthesis: GENERAL BACKGROUND OF PUCEAS' ADVISORY COUNCIL MEMBERS Faculty of my in s titu tio n (6) Administrators (other than deans of my in s t itu tio n ) (5) Deans o f in s titu tio n (4) Business Representative (3) Industrial Representative (3) Volunteer Agency Representative (2) Senior Citizen Representative (2) Governmental Representative (2) Students o f my in s titu tio n (1) Community members (1) Five in s titu tio n s have a Governing Board approved continuing education in s titu tio n a l mission statement or policy statement. This indicates in s titu tio n a l goals, but when compared to a PUCEA job description there is apparently a need to develop the means of accomplishing the goals. written in 1977. The most current policy statement was Although one PUCEA did not respond, the oldest was revised in 1968 while the two others were w ritte n in 1973 and 1975. Continuing education began operating in public universities in Michigan in 1911. Two PUCEA indicated they did not know, while 92 years 1928, 1949, 1957, and 1958 were indicated as beginning years for un it continuing education. Organizational patterns of Michigan public university continu­ ing education is shown in the following display. ORGANIZATIONAL PATTERNS OF PUBLIC UNIVERSITY CONTINUING EDUCATION UNITS AS DESCRIBED BY MICHIGAN PUCEAS 6 A central un it is established fo r administrative coordinative and service functions, but the continuing education program responsibility is shared throughout the university. 2 One central un it is charged with the to ta l responsibility fo r continuing education 2 The unit was established to carry on continuing education The un it was carrying on other a c tiv itie s and continuing education was added to its responsi­ b ilitie s Each college and/or department has the authority and resp on sibility fo r carrying on continuing education. Table 4.1 presents a summary p r o file of the continuing edu­ cation organizations in the responding Michigan public u n iv e rs ities . I t shows a comparison of PUCEA t i t l e s , the o ffic e to which the PUCEA reports, PUCEA s t a f f s iz e , number of advisory councils, and whether or not the in s titu tio n has a mission statement fo r continuing education along with a PUCEA job description. Functional Relationships There were three areas of agreement in the realm o f functional relationships. Six of the presidents and a ll o f the PUCEAs agreed TABLE 4 .1 .- - P r o f ile of Michigan Public University Continuing Education Organizations. U niversity Enrollment F all 1975d PUCEA T i t l e Reports to S taff Si zec Advisory Councils Mission Statement Job Description Central Michigan U n iv e rs ity 3 16,744 Dean School of Continuing Education Provost Michigan State U n iv e rs ity 3 48,488 D ir e c t o r , Cont. Ed. & Dean Lifelong Ed. Programs Provost ii President 200 President 9 Many Ad Hoc by Program Yes Yes D ir e c t o r , Public Services 15 3 Yes Yes Michigan Technological Uni v e r s i t y b 5,958 Northern Michigan U n iv e rs ity 3 9,548 V.P. f o r Continuing Ed. & Extension President 30 5 Oakland University^ 10,526 Dean o f Continuing Education President 18 3 Yes U niv ers ity of Michigan3 45,837 Di re c to r Ext. Services Academic V ice-Presi dent 28 3 Yes Wayne State U n iv e rs ity 3 38,073 Dean of L ifelo ng Learning President 9 Western Michigan U n iv e rs it y 3 23,279 Dean, D ivision Continuing Education Vice President f o r Academic A ffairs 9 Yes i n s t i t u t i o n has a central u n it esta blished f o r a d m in is tra tiv e , co ordinative and service fu n c tio n s, but the continuing education program r e s p o n s i b il it y is shared throughout the u n iv e r s i t y . ^ I n s t i t u t i o n has established one central u n it charged with the to t a l r e s p o n s i b il it y fo r continuing education. cSome reported only professional s t a f f , oth er reported to t a l s t a f f . ^Michigan Department o f Education, 1976-77 D ire c tory o f Michigan In st i t u t i o n s of Higher Education (Lansing: Michigan Department o f Education, 1977), pp. 5-11. co co 94 that the PUCEA should be a member o f the administrative councils. While a ll of the presidents and six of the PUCEAs agreed that the PUCEA should be a member of standing and/or special committees. Four PUCEAs and fiv e presidents agreed that the PUCEA should have faculty rank. There was considerable disagreement r e la tiv e to PUCEA rank with the chief academic o f f ic e . No one agreed that the PUCEA should have higher status than the c h ie f academic o f f i c e r while fiv e PUCEA agreed that the PUCEA should have equal organizational status with the chief academic o f f ic e r . No one agreed that the PUCEA should report to a member of the Board o f Trustees. The highest response was that the PUCEA should report to the chief academic o f f ic e . while three PUCEA agreed. Six presidents agreed The response showed a disparity between the perception of locus o f power. Six PUCEA agreed that the PUCEA should report d ire c tly to the president while only one president agreed. Five presidents agreed that the PUCEA should report to a vice-president. Only two presidents and one PUCEA agreed that the PUCEA should hold a s t a f f position in the organization. Table 4.2 shows the responses o f the presidents and PUCEAs rela tiv e to the functional relationships of the PUCEA. Essential ness of the Function--Introduction The essential ness of the function was concerned with the PUCEAs' and presidents' judgment of the essential ness or significance of the function to the operation of the university. Judgment was 95 expressed in a L ikert Scale response of one to f iv e . One indicated the function was not esse n tia l, two indicated somewhat e ssential, three indicated the function was essential while four indicated the function was highly essential, and fiv e indicated the function was extremely essential to the operation o f the respondent's university. Responses were aggregated and weighted means were computed to obtain a PUCEAs1 mean and a presidents' mean fo r the essential ness of each function. A discrepancy greater than + 1.0 was selected to indicate a difference between PUCEAs' and presidents' perception of the essentialness o f the function. Responses were evaluated in terms o f present practice and future p ra c tic e , defined as ten years in the future. Essentialness of the Function--Present Practice The weighted means of PUCEAs' and presidents' responses showed l i t t l e disparity between perceptions of the essential ness of nine functions in terms of present practice. The functions were administrative support, accountability, communication, in s titu tio n a l studies, lia is o n , personnel management, policy formulation, program development, and research. Table 4.2 is a display of the response d iffe r e n tia l between PUCEAs and presidents r e la tiv e to the essential­ ness of the function in present practice. Apparently there is general agreement between the PUCEAs and the presidents concerning the significance of those functions to th e ir respective in s titu tio n s . 96 TABLE 4 - 2 . --The Functional Relationships of the Principal Continuing Education Administrators as Expressed by Presidents and PUCEAs. Number Agree Functional Relationships Number Disagree Number No Opinion Locus o f Power The PUCEA should: 1. Hold a s t a f f position PRES. PUCEA 2 1 4 0 2. Report d ir e c tly to the president PRES. PUCEA 1 6 5 2 0 0 3. Report to a vicepresident PRES. PUCEA 5 1 0 5 1 0 4. Report to the chief academic o ffic e PRES. PUCEA 6 3 0 5 0 0 5. Report to a member of Board o f Trustees PRES. PUCEA 0 0 0 6. Higher organizational status than the chief academic o f f ic e r PRES. PUCEA 0 0 7 5 0 0 7. Equal organizational status with the chief academic o f f ic e r PRES. PUCEA 0 5 7 0 0 0 8. Faculty Rank PRES. PUCEA 5 4 0 0 1 1 PRES. PUCEA 6 8 0 0 0 0 PRES. PUCEA 7 6 0 0 0 1 Rank The PUCEA should have: Sphere of Influence The PUCEA should be: 9. A member o f the ad­ m in istrative councils 10. A member of standing and/or special commi ttees Note: Presidents--N = 7 PUCEAs— N = 8 97 There were nine functions where a discrepancy greater than + 1 . 0 occurred between the weighted mean responses of the PUCEAs and the presidents re la tiv e to the essential ness of the function to th e ir u n iv e rs ities . The functions with the greatest response disparity were le g is la tiv e relations and planning. difference in both functions was 2 .0. The value In both instances the PUCEAs indicated that le g is la tiv e relations and planning were o f greater significance to th e ir o ffic e than did the presidents. The six functions in which the presidents expressed a greater degree o f essential ness to the operation o f the university than did the PUCEAs were f a c i l i t i e s management, fiscal management, i n t e r in s t it u t io n a l, statesman, student personnel services and w riting. The comments o f one PUCEA c la r i f i e d the d is p a rity of responses. yes! The comment was: For the PUCEA? No!" "Essential?? Essential to the o f f ic e , Other comments from both PUCEAs and presidents indicated that other personnel and/or other o ffice s were responsible for the functions. Another function in which the PUCEAs indicated a greater significance than did the presidents was the instruction function. The apparent disp arity was c la r i f i e d by one president's statement, "Instruction the function of the college, not continuing education." Houle appropriately summarized the situation as follows: The leaders of higher adult education are essentially administrators who spend most of th e ir time e ith e r organizing and arranging instruction or supervising the work of those 98 who do. As in every other in s t itu tio n , the more important the academic administrator is in the hierarchy the less he is able to share in the basic work i t s e l f . 1 The statement seems to apply to Michigan PUCEAs. Highest and Lowest Functions— Essential ness— Present Practice The six functions rated highest 1n essentialness by Michigan university presidents were fis c a l management, lia is o n , program development, communication, i n t e r in s t i t u t i o n a l , and w ritin g . Table 4.3 shows the function ranks by presidents' weighted means responses. The six highest rated functions in essential ness by PUCEAs were lia is o n , personnel management, planning, policy formulation, program develop­ ment and accountability. Table 4.4 is a display of the functions' essential ness ranks based upon PUCEAs weighted mean responses. The functions were PUCEAs and presidents agreed upon the highest ranking in terms of essential ness o f the function to the public university were lia is o n , program development, communication, and personnel management. Table 4.5 is a chart of the comparison of the highest and lowest function ranks of the presidents and PUCEAs. The fiv e lowest ranked functions in terms of essential ness in present practice rated by the presidents were le g is la tiv e relation s, instruction, research, planning, and administrative support. The fiv e functions ranked lowest by the PUCEAs were le g is la tiv e relation s, administrative support, research, student personnel services, and instruction. ^Houle, lo c . c i t . , p. 12. 99 TABLE 4 . 3 . —Response D iffe re n tia l Between PUCEA and Presidents Relative to Essentialness of the Function-Present Practice. Function PUCEAs Mean Presidents Mean Difference Pum-Prm + 2.3 3.0 -0 .7 2. Accountability 3.8 3.3 0.5 3. Communication 3.8 4.5 - 0 .7 4. F a c ilitie s Management 2.9 4.3 -1 .4 a 5. Fiscal Management 3.5 4 .8 - 1 .3a 6. In s titu tio n a l Studies 3.6 4.2 -0 .6 7. In te rin s titu tio n a l 3.3 4.5 - 1 .2 a 8. Instruction 2.6 1.3 1. 3a 9. Legislative Relations 2.0 0.0 CM 10. Liaison 4.9 4.9 0.2 11. Personnel Management 4.8 4.2 0.6 12. Planning 4.5 2.5 2.0a 13. Policy Formulation 4.1 3.7 0.4 14. Program Development 4.1 4.7 -0 .6 15. Research 2.5 2.3 0.2 16. Statesman 2.8 4.1 -1 .3a 17. Student Personnel Services 2.5 3.8 - 1 .3a 18. Writing 3.0 4.5 - 1 .5 a Note: + PUCEAs Mean - Presidents Mean = Difference S i g n i f i c a n t differences. o 1. Administrative Support 100 TABLE 4 . 4 . —Presidents' Responses Essential ness of the Function— Present Practice. 0 1 2 3 4 1. Fiscal Management 4.8 CO cn 2. Liaison 4.7 ! 2. Program Development 4.7 ; 3. Communication 4.5 3. In te rin s titu tio n a l 4.5 3. Writing 4.5 4. F a c ilitie s Management 4.3 5. In s titu tio n a l Studies 4 .2 5. Personnel Management 4.2 6. Statesman 4.1 7. Student Personnel Services 3.8 8. Policy Formulation 3.7 9. Accountability 3.3 --------------------- r ..... 1 i “ O -s fD to 10. Administrative Support —j . Cl 11. Planning 2.5 12. Research 2.3 fD =3 c+ to CD “S 13. Instruction 1.3 03 3 14. Legislative Relations 0 fD Q. CD 3 5 TABLE 4 . 5 . --PUCEA 0 1 Responses Essentialness of the Function Present Practice. 2 3 1. Liaison 4.9 2. Personnel Management 4.8 3. Planning 4.5 4. Policy Formulation 4.1 4. Program Development 4.1 5. Accountability 3.8 5. Communication 3.8 6. In s titu tio n a l Studies 3.6 7. Fiscal Management 3.5 8. In te rin s titu tio n a l 3.3 4 9. Writing 10. F a c ilitie s Management 2.9 11. Statesman 2.8 12. Instruction 2. 6 13. Student Personnel Services 2.5 14. Administrative Support 2.3 15. Legislative Relations 2 TJ O m > o -s Q) C l =5 CL n> cu 5 102 The points o f agreement fo r lowest ranked functions in the dimension of essentialness were le g is la tiv e re la tio n s , instruction, research, and administrative support. Comments both from presidents and PUCEAs indicated the functions were f u l f i l l e d by other uni­ versity departments or s t a f f . Essentialness of the Function--Future Practice The presidents' and PUCEAs' weighted mean responses re la tiv e to the essential ness of the function in future practice (ten years in the future) showed agreement for twelve functions. there That is , was less than a + 1.0 difference in the weighted mean ratings of the functions. The functions were administrative support, accountability, communication, in s titu tio n a l studies, in t e r i n s t it u t i o n a l, instruction, lia is o n , personnel management, policy formulation, program development, research and w ritin g . Table 4.6 shows the response d if fe r e n tia l between presidents and PUCEAs r e la tiv e to the essentialness of the function in future practice. A d if f e r e n tia l greater than + 1 . 0 was evidenced in the weighted mean responses o f six functions in the future practice in terms of the essential ness of the function. The presidents rated f a c i l i t i e s management, fis c a l management, statesman, and student personnel services higher than the PUCEAs ratin g . The PUCEAs rated le g is la tiv e relations and planning higher than did the presidents. Apparently the PUCEAs perceive a greater s i g n i f i ­ cance fo r th e ir involvement with le g is la tiv e a c tiv it ie s and planning 103 TABLE 4 .6 .-- A Comparison of President and PUCEA Responses Essentialness of the Function-Present Practice. Function 0 1 2 3 1. Administrative Support 4 + X 2. Accountability + X 3. Communication X 4. F a c ilit ie s Management X 5. Fiscal Management + + X + 6. In s titu tio n a l Studies X 7. In te rin s titu tio n a l + X 8. Instruction 9. Legislative Relations 5 + + + X X + X 10. Liaison + 11. Personnel Management + 12. Planning X + 13. Policy Formulation X X 14. Program Development 15. Research +x 16. Statesman X 17. Student Personnel Services X 18. Writing Note: Mean of Presidents' Responses (N = 6) = + Mean of PUCEA Responses (N = 8) = X X + + + X + 104 than do the presidents. When one examines the Michigan le g is la tu r e 's posture that continuing education a c tiv itie s must be self-supporting one readily perceives the desire o f the PUCEAs to be involved with le g is la tiv e a c t iv i t i e s . Both presidents and PUCEAs indicated that the functions were conducted by separate offices in the university. Highest and Lowest Functions--Essentialness-Future Practice The seven functions ranked highest in the dimension of function essential ness in future practice by Michigan public uni­ versity presidents were fis c a l management, lia is o n , program develop­ ment, communication, i n t e r i n s t i t u t i o n a l , f a c i l i t i e s management and w riting. Table 4 .7 shows the rank order of the eighteen functions based upon the weighted mean of the presidents' responses to the essential ness of the function in future practice. The seven functions rated highest by the PUCEAs were personnel management, planning, policy formulation, program development, lia is o n , com­ munication, and in s titu tio n a l studies. Table 4 .8 shows the PUCEAs rank order of the eighteen functions r e la tiv e to the essential ness of the function in future practice. Table 4.8 is a display of the comparison of the presidents' and PUCEAs responses. I t shows agreement in the rank fo r lia is o n , program development, and communication as highest in essentialness in future practice. The presidents rated fiv e functions as lowest in the essential­ ness of the function in future practice. The functions were 105 TABLE 4 . 7 . --Response D iffe r e n tia l Between PUCEAs and Presidents Relative to Essential ness of the Function-Future Practice. Function PUCEAs Mean Presidents Mean Difference Pum-Prm + 1. Administrative Support 2.7 2.3 0.4 2. Accountability 3.4 3.3 0.1 3. Communication 3.9 4.5 -0 .6 4. F a c ilitie s Management 2.8 4.3 - 1 .5 a 5. Fiscal Management 3.6 4.7 -l.la 6. In s titu tio n a l Studies 3.9 4.2 -0 .3 7. In te rin s titu tio n a l 3.6 4.5 -0 .9 8. Instruction 1.9 1.8 0.1 9. Legislative Relations 2.1 0.0 2.1a 10. Liaison 4.0 4.7 -0 .7 11. Personnel Management 4.8 4.2 0.6 12. Planning 4.4 2.5 1.9a 13. Policy Formulation 4.1 3.7 0.4 14. Program Development 4.1 4.7 -0 .6 15. Research 2.7 2.3 0.4 16. Statesman 2.9 4.1 - 1 .9 a 17. Student Personnel Services 2.6 3.8 - 1 .2 a 18. Writing 3.6 4.3 -0 .7 Note: + PUCEAs' Mean - Presidents' Mean = Difference S i g n i f i c a n t differences. 106 TABLE 4 . 8 . --Presidents' Responses--Essentialness of the Function-Future Practice. 0 1 2 3 4 cjO cTv 1. Fiscal Management 4.7 1. Liaison 4.7 1. Program Development 4.7 2. Communication 4.5 2. In te rin s titu tio n a l 4.5 3. F a c ilit ie s Management 4.3 3. Writing 4.3 4. In s titu tio n a l Studies 4.2 4. Personnel Management 4.2 5. Statesman 4.1 6. Student Personnel Services 3.8 7. Policy Formulation 3.7 8. Accountability 3.3 9. Planning 2.5 rd i/> 10. Research 2.3 Q. 10- Administrative Support 2.3 -o -s __ i . 11. Instruction 1.8 12. Leg islative Relations 0 fD Z3 CD -5 CU =3 CL ft) CU 5 107 le g is la tiv e rela tio n s , instru c tio n , administrative support, research, and planning. The PUCEAs rated instru ctio n, le g is la tiv e re la tio n s , student personnel services, research, and administrative support lowest (Tables 4 .7 and 4 . 8 ) . The four functions rated lowest by consensus were le g is la tiv e relations, instru ctio n, administrative support, and research. The areas of disp arity were student personnel services and planning. Comments indicated that a ll six functions are the responsibility of support s t a f f or other departments in the university. Assignment of the Function-Present Practice The assignment o f the function concerned the resp o n s ib ilitie s of the PUCEA in relationship to the a c t iv it ie s associated with the function. The presidents and PUCEAs agreed in terms of the assignment of four o f the functions. That i s , there was less than a + 1.0 difference in the weighted mean rating of administrative support and student personnel services (PUCEA not involved to an occassional contribution); accountability and in te r in s titu tio n a l (PUCEA sssist in supervision to involved with d ire c t supervision). Table 4.9 shows the response d iffe r e n tia l between presidents and PUCEAs rela tiv e to the assignment of the function in present practice. Seven functions showed a disparity between the perceptions of the presidents and the PUCEAs r e la tiv e to the assignment o f the function in present practice. Three functions showed over a 2.5 span of rating difference r e la tiv e to the following functions: 108 TABLE 4 . 9 . --PUCEAs' Responses--Essentialness of the Function— Future Practice. 0 1 2 3 4 CO 1. Personnel Management 4.8 2 . Planning 4.4 3. Policy Formulation 4.1 3. Program Development 4.1 .pa 1 4. Liaison 5. Communication 3.9 5. In s titu tio n a l Studies 3.9 _6. Fiscal Management 3.6 6 . In te rin s titu tio n a l 3.6 6 . Writing 3.6 _7. Accountability 3.4 8 . Statesman 2.9 9. F a c ilit ie s Management 2.8 10. Administrative Support 2.7 1L Research 1 2 . Student Personnel Services 2.7 2.6 o m 3= CD -5 13. Legislative Relations 2.1 14. Instruction 1.9 cu =3 Q- fD QJ =3 5 109 liaison , policy formulation, and program development. Based on the response guide PUCEAs indicated th e ir relationship to function a c tiv itie s ranged from d irect supervision to to ta l resp on sibility while the presidents indicated that PUCEAs were not involved or made only an occassional contribution to the function a c t iv it ie s . PUCEAs indicated an occational contribution to assisting in super­ vision while presidents indicated that PUCEAs were not involved in the functions concerned with planning, personnel management, research, and w ritin g . Table 4.10 shows that communication, f a c i l i t i e s management, fiscal management, in s titu tio n a l studies, in s tru c tio n , le g is la tiv e relations, and statesman were rated d iffe r e n tly by presidents and PUCEAs. Responses exceeded a + 1.0 span of difference and in each case the PUCEAs1 perception of the assignment exceeded the presidents perception. Highest and Lowest Functions—Assignment-Present Practice The fiv e functions ranked highest, based on weighted means of presidents' responses re la tiv e to the PUCEAs' res p o n s ib ility in relationship to the a c tiv it ie s associated with the present practice, were i n t e r in s t i t u t i o n a l , accountability, in s titu tio n a l studies, communication, and fis c a l management. Table 4.11 shows the broad span of the rating of assignment by the presidents. In contrast, Table 4.12 shows the highest ranked functions by the PUCEAs. Ten functions received a ranking over 3.6 which was 0.3 above the highest ranked assignment of the function of the presidents. PUCEAs ranked 110 TABLE 4 .1 0 .--A Comparison of President and PUCEA Responses Essentialness of the Function--Future Practice. Function 0 1 2 1. Administrative Support 3 4 + X 2. Accountability +X 3. Communication X 4. F a c ilitie s Management X X 6. In s titu tio n a l Studies + X+ X 7. In te rin s titu tio n a l + +x 8. Instruction + X X 10. Liaison + + 11. Personnel Management 12. Planning + 13. Policy Formulation 15. Research + X X + + X X 16. Statesman 17. Student Personnel Services 18. Writing Mean of Presidents' Responses (N = 6) = + Mean o f PUCEAs' Responses (N = 8) = X X X 14. Program Development Note: + + 5. Fiscal Management 9. Legislative Relations 5 X + + X + Ill TABLE 4 . 1 1 .--Response D i f f e r e n t i a l Between PUCEAs and Presidents R e la t iv e to the Assignment o f the F u n ctio n -P re s en t P r a c tic e . Function PUCEAs Mean Presidents Mean Di fference Pum-Prm + 1. Administrative Support 1.4 1.3 0.1 2. Accountability 3.6 3.2 0.4 3. Communication 3.9 2.2 1. 7a 4. F a c ilitie s Management 2.0 0.8 1 .2a 5. Fiscal Management 2.9 1.7 1 .2a 6. In s titu tio n a l Studies 3.9 2.3 1.6a 7. In te rin s titu tio n a l 3.8 3.3 0.5 8. Instruction 1.1 0 1. l a 9. Legislative Relations 1.9 0.1 1. 8a 10. Liaison 4.4 1.2 3.2a 11. 3.9 1 .0 2.9a 12. Planning 3.9 0.3 3.6a 13. Policy Formulation 4.1 0.8 3.3a 14. Program Development 4.1 1.0 3.1a 15. Research 2.6 -0 .2 2.8a 16. Statesman 3.0 1.5 1.5a 17. Student Personnel Services 1.0 0.3 0.7 18. Writing 3.9 0.7 3.2a Note: Personnel Management + PUCEAs' Mean - Presidents' Mean = Difference S i g n i f i c a n t differences. 112 TABLE 4 . 1 2 . - - P r e s id e n t s ' Responses--Assignment o f the FunctionPresent P r a c tic e . PO h 3.3 In te r in s ti tutiojial 2 . Accountability 3. 3.2 In s titu tio n a l Sltudies 2.3 _4_. Communication 2.2 _5. Fiscal Management 1 .7 6 . Statesman 1.5 7. 1.3 Administrative Support 8 . Liaison 9. 1. 2 Personnel Management 1. 0 9. Program Development 1. 0 10 . Policy Formulation 10 ; 1 .8 : F a c ilit ie s Management .8 1 1 . Writing .7 12. Student Personnel Services -1 ! 12. Planning i .3 13. Leg islative Relations I I I I CD “ O 14. Instruction .1 .3 —1 0 I -s -s I Q j fD 15. Research I 3 CO I CL -»• I CL * 2 fD I fD 3 I QJ r t I =3 I I I CO - .2 113 liaison , policy formulation, program development, communication, in s titu tio n a l studies, personnel management, planning, w r itin g , in te rin s titu tio n a l and accountability in the PUCEA resp on sibility range from assisting in supervision to d irect supervision. None were ranked by any PUCEA as his total re s p o n s ib ility . The points o f agreement were administrative support, accountability, and student personnel services. Only those three functions revealed less than + 1.0 difference in span of rank between presidents' and PUCEAs perception of the assignment of the function. Table 4.14 displays the great differences between the responses of the two groups. The ten functions ranked the lowest by presidents re la tiv e to the PUCEAs' resp on sibility in relationship to the a c t iv it ie s associated with the functions ( a ll were ranked at 1.0 or less which indicated that the PUCEA was perceived to not be involved) were research, instru ctio n, le g is la tiv e re la tio n s , planning, f a c i l i t i e s management, personnel management, policy formulation, program development, student personnel services, and w ritin g (Table 4.11). The six functions ranked the lowest by the PUCEAs were student personnel services, instru ctio n, administrative support, le g is la tiv e rela tio n s , f a c i l i t i e s management, and research (Table 4.12). 114 TABLE 4 . 1 3 . — PUCEAs' Responses--Assignment o f the Function— Present P r a c tic e . 1. Liaison 4.4 2. Policy Formulation 4.1 2. Program Development 4.1 3. Communication 3.9 3. In s titu tio n a l Studies 3.9 3. Personnel Management 3.9 3. 3.9 Planning 3. Writing 3.9 4. In te rin s titu tio n a l 3.8 5. Accountability 3.6 6. Statesman 7. Fiscal Management 2.9 8. Research 2.6 9. F a c ilit ie s Management 2 10. Legislative Relations 11. Administrative Support 1.4 -o c: o m 3^ 12. Instruction 1.1 -i a> “ 1--------- 1.9 CT3 Z3 Q. 13. Student Personnel Services 1 FcT Q> 3 115 TABLE 4 .1 4 .--A Comparison o f President and PUCEA Responses Assignment of the Function--Present Practice. Function 0 1 1. Administrative Support 2 3 4 +X 2. Accountability + X 3. Communication + 4. F a c ilitie s Management + X X + 5. Fiscal Management X + 6. In s titu tio n a l Studies X + 7. In te rin s titu tio n a l 8. Instruction + 9. Legislative Relations X X + X + 10. Liaison X + 11. Personnel Management X + 12. Planning X 13. Policy Formulation + X 14. Program Development + X 15. Research X + + 16. Statesman 17. Student Personnel Services 18. Writing Note: 5 + X X + Mean of Presidents' Responses (N = 6) = + Mean of PUCEA Responses (N = 8) = X X 116 Assignment o f the Function--Future Practice The responses of the presidents when compared to the PUCEAs re la tiv e to the PUCEAs' resp o n s ib ilitie s in carrying out the functions in the future continued to show considerable d is p a rity . There are six functions in which there is agreement. That is there was less than a + 1.0 difference in the weighted mean rating of administrative support, accountability, f a c i l i t i e s management, fiscal management, in t e r i n s t i t u t i o n a l , and student personnel services. Table 4.15 shows the response d if f e r e n tia l between PUCEAs and presidents r e la tiv e to the assignment of the function in future practice. Twelve functions showed a disparity between the perceptions of the presidents and the PUCEAs re la tiv e to the assignment o f the function in future practice. d iffe r e n tia l greater than 2.0. Eight functions showed a response Included were communication, lia is o n , personnel management, planning, policy formulation, program development, research, and w ritin g . In each instance PUCEAs1 weighted mean rating ranked a greater resp on sibility fo r the PUCEA than did the presidents. Highest and Lowest Functions--Assignment-Future Practice The fiv e functions ranked highest by presidents based on the weighted means responses r e la tiv e to the PUCEAs responsibility in relationship to the a c t iv it ie s associated with the function in future practice were in t e r in s tit u t io n a l, accountability, in s titu tio n a l studies, communication, and fiscal management. Table 4.16 displays 117 TABLE 4 - 1 5 . --Response D i f f e r e n t i a l Between PUCEAs and Presidents R e la t iv e to the Assignment o f the F u n c tio n -F u tu re P r a c tic e . Function PUCEAs Mean Presidents Mean Difference Pum-Prm + 1. Administrative Support 1.4 1.3 0.1 2. Accountability 3.5 3.2 0.3 3. Communication 4.0 2.2 2.2a 4. F a c ilit ie s Management 1.6 1.3 0.3 5. Fiscal Management 2.9 2.0 0.9 6. In s titu tio n a l Studies 4.0 2.3 1.7a 7. In te rin s titu tio n a l 3.9 3.3 0.6 8. Instruction 1.1 0.0 l.la 9. Legislative Relations 1.6 0.3 1.3a 10. Liaison 4.0 1.2 2.8a 11. Personnel Management 3.5 1.0 2.5a 12. Planning 3.5 0.3 3.2a 13. Policy Formulation 4.0 0.7 3.3a 14. Program Development 3.6 0.8 2.8a 15. Research 2.6 -0 .2 2.8a 16. Statesman 3.1 1.5 1.6a 17. Student Personnel Services 1.1 0.3 0.8 18. Writing 3.5 0.7 2.8a Note: + PUCEAs' Mean - Presidents' Mean = Difference S i g n i f i c a n t differences. 118 the rank o rd e r r a t in g o f the p re s id e n ts . None o f the fun ctions were ra te d above an a s s is tin g in supervision statu s by the p re s id e n ts . In contrast the PUCEAs rank ten functions above those o f the presidents r e la tiv e to th e ir perception of PUCEA involvement with the function in the fu tu re . Again the PUCEAs did not indicate that any function would be t h e ir total re s p o n s ib ility . The functions PUCEAs ranked as e ith e r assisting in supervision or d ire c t supervision included com­ munication, in s titu tio n a l studies, lia is o n , policy formulation, in t e r in s t it u t io n a l, program development, accountability, personnel management, planning, w r itin g , and statesman. Table 4.17 displays the rank order rating o f the weighted mean responses o f the PUCEAs r e la tiv e to the assignment o f the function in future practice. Three functions showed r e la tiv e agreement of responsibility in comparison o f presidents and PUCEAs responses. Those functions are i n t e r in s t it u t io n a l, accountability, and in s titu tio n a l studies. The functions ranked the lowest both by presidents and PUCEAs were research, instruction, student personnel services, and le g is la tiv e re la tio n s . A comparison of the president and PUCEA responses re la tiv e to the assignment o f the function in future practice (Table 4.18) shows a considerable span o f difference r e la tiv e to the role of the PUCEA in carrying out the a c t iv it ie s related to the functions. The greatest differences e x is t in the areas o f policy formulation and planning. Comments by presidents and PUCEAs indicates that a separate university o f fic e carries out the functions. One president 119 TABLE 4 . 1 6 . - - P r e s id e n t s ' Responses--Assignment o f the F u n c tio n --F u tu re P r a c tic e . 4 1. In te rin s titu tio r)a l 3.3 2 . Accountability 3.2 3. In s titu tio n a l Studies 2.3 _4. Communication 2.2 _5. Fiscal Management 2.0 JL Statesman 1 .5 r _7. Administrative Support 1.3 7. F a c ilit ie s Management 1.3 8 . Liaison 1 .2 9. Personnel Management 1. 0 ! 1 ! 10 . Program Development 0.8 11 Policy Formulation 0.7 12, Writing 0.7 11 J^egislative 11 0.3 Relations 0.3 Planning 13. Student Personnel Services 0.3 14. Instruction 0.0 i i i cd ~a l-s -s IO ) 15. Research fD 13 l/i ID- I CL i s fD I fD 3 lOJ c+ 1 3 I I I CO ■ 0.2 120 TABLE 4 . 1 7 . --PUCEAs' Responses--Assignment o f the F u n c tio n --F u tu re P r a c tic e . 0 1 2 3 1. Communication 4 1. In s titu tio n a l Studies 4 1. Liaison 4 1. Policy Formulation 4 2. In te rin s titu tio n a l 3.9 3. Program Development 3.6 4. Accountability 3.5 4. Personnel Management 3.5 4. Planning 3.5 4. Writing 3.5 5. Statesman 3.1 6. Fiscal Management 2.9 7. Research 2.6 i 8. F a c ilit ie s Management 1 8. Leg islative Relations 1 9. Administrative Support 1.6 1.6 ro o “U a m > CD -s o> 1.4 3 10. Instruction 1.1 31 fD 10. Student Pers.• ..!•;•\S S DESCRIPTION [ ! OF FUNCTION TKIE FUNCTION I);.,;I.WD j OF FUNCTION 1 Of 9 ' J N ._ . p I 2x I ___ 1+ 3 A lx lx 4x 4+ _____ -------- — 1+ lx p I lx 1+ 1+ 2 1 '----— -------- 1 Cl t — --------- 2x lx 2+ 1 + 2x 4x lx lx 4+ ;l+ __ _ lx 2+ ...... _■ !> I1 2 3 2x 3x I 2x 3+ 3+.... —. — 2x 3x ftLNA::lx 3+ | 3+ ____ i.. __ ...... 167 j __ _ 4 - 4x 2± 3x 2+ ____ T) 1__ 5x 2x 3x :lx ._i+ 3x lx 1+ ;> 9 4+ 1+ ------- 2x 2x 3x 4+ 1 + — 1+ 1+ — 168 /. Y 1UPY;K l K'JTTr 7 KEY: x - puciv'. F K ' i E y C j . \ p = p r e s e n t p r a c t i c e *!• = P R K S J H E n V ’ R E S P O K E l ’ COMMUNICATION: Activities performed by PUCEA designed to inform colleagues, co-workers, and constituency. Illus­ trated Assignments: A communication bridge between the client community through promotions, public speaking, council membership ... et cetera. FUNCTION: ACCURACY OF THE | ESSE N'TIAT.HESS DESCRIPTION V * ,W DC •NAN i g ASSIGNMENT OF OF FUNCTION FUNCTION | OF FUNC1 10NT ||W . *J W|- 1 3 lx f F =•• FUTURE PRACTICE FNAj 2 _ A 4 2x 5x lx 1+ 5+ lx 2x 4x ;lx 4+ 1+ 3+ 3x 2x 1+ 1+ 2x 5x 1+ 5+ lx 2x 1+ 1+ 4x 4+ !1+ 3+ 2x 3x 2+ 2+ tl 2 3 2x 3x 3x lx 2+ 1+ : i+ 2x 2+ lx i+ 2+ 1+ 4x 2+ 3x 2x i FACILITIES MANAGEMENT: Activities performed by PUCEA designed to insure effective use of available facilities. Illustrated Assignments: Identify space type, size, number of students, estimate percentage of use of space (hours used per week— weekly cost) ... et cetera. FUNCTION: ACCURACY OF TUI’ DESCRY PTTON n I 2x 3 5 : 1. 3 4 lx 1+ 2x 3x 5+ 1+ 2x 3x 5+ ____ LNAa ESSKNIIALNESS OF FUNCTION 2 _iL 4x 2x 2+ lx 2x 3x 2+ ASS IC .5.1 1 ;t or TAME OF FUNCTION FUNCTION 2 4 3 - DC 'IAND ~5 :1 9 5 5x lx lx 5x 2x 3+ 1+ 2+ -- *-- •2+ --- 4+ — 7" •-----___ -- --5x 2x 6x lx lx 2+ 4+ 2+ 2+ 2+ lx 4+ 1) 169 £ J j “ V:LVv'- 3 (3 ; JM TTTrH; j TIC T KKY i x '• PUOhi\ KV:SP0>«'3fC P -■= PRESENT PEACTICI s- « PR ESSU 3K? R IIS rO P S K F - FUTURE PRACTICE FISCAL MANAGEMENT: Activities performed by PUCEA designed to determine allocations for programs, to prepare budgets, and to maintain accurate financial records. Illustrated Assignments: Prepare budget requests, project long-range financial needs, prepare monthly and annual financial re­ ports, receive and account for all funds ... et cetera. FUNCTION: ACCURACY' OF TEE ESSKKTIAT.NESS DESCRIPTION I OF FUNCTION I I 3 A 5 :1 2 TIME DIT-iANO OF FUN C H O N a ASSIGNMENT OF J 3 A 5 FUNCTION 1 rrrrr 5 ! 2 I3 lx lx 2x 14- Ax ilx 54 2x 2x 14- 2x 5x 3x 54- 24- -24- lx 24- lx lx 2x 14- Ax ilx 54 i 2x lx 24- Ax A4- ;2+ 3x 3x 2x 2+ 3x Ax :24- 24- lx 24- 3x 2x 34L __ 3x 24- 24- '14- FUNCTION • INSTITUTIONAL STUDIES: Activities performed by PUCEA designed to reveal or inspire ways of improving university continuing education operations. Illustrated Assignments: Selfanalyses, formal staff evaluations, and informal assessments of activities ... et cetera. ACCl'RA cv or 'it!.E ! J DESCR I P T T O N ASSIGNMENT OF FUNCTION I’ i ? 3 * " u . __ ___ p lx F , lx 5 :i A J J ! 1■ 2_ ! /: 14- lx 6x :lx 54- lx 24- 3x 14- 3x lx 3x 3+J 1-l- 34- Ax lx 14- 1+ lx 6x ; 54- i 3x 14- 24- 1+ Ax a 2x lx 34- i 14- 34- 5x lx 14- 14- $ .... TiME of L. vice .lie: TIT 1+ lx 2x 3± it Ax lx it. 14- lx lx 34- 14- 5x 14- lx 170 A FREQU.EiwY l>ISV;-rrjBUTTC’:\: KK Y: X '• PUCEA KEAPC)A3 A p R ~ P R E S ID E N T RESPONSE F U N C T IO N = PRESENT F = FUTURE P R A C T IC E P R A C T IC E : INTERINSTITUTIONAL: Activities performed by PUCEA designed to promote cooperation, coordination, and articulation among postsecondary educational agencies. Illustrated Assignments: Develop cooperative programs with institutions offering programs in a geographical area ... et cetera. ACCURACY OF THE E S S E N T IA L N E S S D E S C R IP T IO N OF A S S IG N M E N T F U N C T IO N I OF T IM E F U N C T IO N OF DEMAND F U N C T IO N 6x i lx 2x INSTRUCTION: Activities performed by PUCEA designed to facilitate advanced learning. Illustrated Assignments: Formal classroom teaching, consultative relationships ... et cetera. F U N C T IO N : ACCURA CY OF THEj ! DF.SC R T . P T I O N 1 *'1 i'i” 2 i 3 lx _ I3x 3+ r 1+ A 5 4x 2+ L- SSE!s T I i -l.NESS OF r~A 2 3 i lx 2x 1+ 4 5 :i 2x 1+ 1+ 4x LNAj . 3x 2+ lx lx lx JL 4 1NA :lx 2x 1+ 2+ . F _2__ 2x — . ------- - ----- 2x lx OF . __ 5 _ i_ F U X C T I ON 2+ ; 2+ _ . -it 14- { 2 ± 2+ 3 .A_ J> ? lx ■ 5x 1+ --------2+ --------- — — lx — _ _ --------- 4x i i t 1+ DL '•LAND T IM '-! o f F U N C T IO N F U N C T IO N ;1 .s t g n m f n t 2+ 2+ 2x — **• 171 KEY; X r- PUCEA KEvSpOESis P - PRESENT PRACTICE 4 “ PHE3JOBTCr K E S P O C S E F --- FUTURE PRACTICE FUNCTION: LEGISLATIVE RELATIONS: Activities performed by PUCEA designed to inform legislators of programs, needs, and legislative impact. Illustrated Assignments: Personal contact with legislative representatives, maintaining knowledge of proposed and pending legislation, main­ taining contact with university legislative representa­ tives ... et cetera. ACCURACY OF THE ESSENTIALSESS DESCRIPTION ® Si" 2 p | 3x lx J 44 24 3 4 0U 5 I lx lx lx 14 14 14 lx 3x 1+ 24 FUNCTION: lx TINE DEMAND OF FUNCTION of FUNCTION function 5 4x |3x F !lNA: 1-44 asstonnknt 3x 14 lx lx 14 lx 2x lxl lx 2x 14 lx 3x 1+ 14 ; 14" I 5 f 3 I 3 5x 24 14 lx lx 24 14 ;14 14 3x LIAISON: Activities performed by PUCEA designed to inform campus colleges, schools, and departments, and faculty members of unit activities and needs. Activi­ ties designed to inform off-campus individuals, groups, organizations, and agencies of institutional resources and services...et cetera. ASSIGNMENT 0; FUNO (MON ACCURACY OF I HE i ESS.KNTf At.KF.SS DESCRIPTION A !i 1 ___ 3 2 __ I 5 4 OF FUNCIION ii 3 4 lx lx lx 24 14 2x 5x 14 44 14 2x 5x ilx 14 44 | i ~ \ lx 9 2_ 5 lx 5x 44 !34 14 3_ L[ t t in e i)).::\N!) OF FUMCTlON V _3_ s 2x 3x 24 lx 14 2x 3x 24 2x lx lx 3x 3x 14 24 --- — ~ ---- lx 14 2x 2x 24 3x . j lx __ _ . ..... .. ... 2x 5x 24 44 |: _ ______ --- --- ______ 7 172 /. FRlvOlt.’ I'/l S 'rR IB U !. .1 u KEY i X *- PUCK/. f'EHYONSE P - PRESENT PRACTICE + ” F - FUTURE PRACTICE P R E S ID E N T R K S P O N S K FUNCTION: PERSONNEL MANAGEMENT: Activities performed by PUCEA designed to provide a corp of competent support staff; to provide a system for recruitment, use and inservice development; to maintain a high level of staff morale. ACCURACY OF THE_ DESCRIPTION .. , |! 2 3 4 5 i PJ lx 24- lx 6x 44- 2+ lx 6x 44- lx F FUNCTION: , ESSSNTIALNESS OF FUNCTION | ASSIGNMENT OF J FUNCTION 2 IlNAd F | 1+ 1NA-I TINE DEMAND ’ OF FUNCTION , 1 2 lx 3 4 5 f1 2 3 4 2x lx 24- 14- 5x | lx 3+ I 34- 14- lx 4x 1+ 14- 2x 24- 1+ 5x | 3+ | 34- 14- 2x 3x 14- 1+ 2 5 :i 2x 2x i | 3+ 24- 3 lx /, 2x 2x 1+ 4x lx 1+ j 3+ lx 1+ pm- 4x lx 14- PLANNING: Activities performed by PUCEA to provide the university with anticipated expenditure requirements for facilities, staff, program activities and so forth and to assist the university in making expenditure commit­ ments in keeping with anticipated revenues. Illustrated Assignments: Obtain long range data projections...cost of living data projections, prepare an analysis of cost/ revenue factors...et cetera. 3 4 1 5 2. j 4 T iMR ASS TC n :if.Cl OF .L.NF.SS ACCURA CY (IF THE ] F.3SK ,rr ‘• OF FUNCTION DESCRIPTION 1 i | lx r 24- ; DLMAM f OF FUNCTION FUNCTION b 1 2 3 ..4—. 5 ;JL„ 2 j 1+ lx 6x 1 14- 24lx 6x lx _ 3 . 4_ 2x 5x 14- lx lx 1 ’ 24- 4- 2x 14- 5x 5x lx 3x 3x lx lx 2x 3x 2x 2+ | 23- 14 24- 14- 14- lx 2x 14- 14- 5x 24- 2x 24- 14 i 14- 1+ 24- 1+ 14- 1 + .. 173 A FREQUENCY R V E t HYIFT.i'TCN KEY: PUCEA KEHPGXEK P PRESENT PRACTICE I’ivESYDKNT RE3A0ASE F FUTURE PRACTICE FUNCTION : POLICY FORMULATION: Activities performed by PUCEA designed to assist the university president in identifying and pre­ paring policy recommendations for board of trustees action and to translate board policies into operational procedures and guidelines. Illustrated Assignments: Serve as a member of the president’s policy formulating cabinet...policy development recommendations...et cetera. N'J.’lA l,NE:RFUtR:vio:4 DESCRIPTION : ])] rlAU ‘i | OF FUN Cl iON f ASS If NME NT OF 1 FUNCTION 1 tut i ■■■niiiiMiiwuiiwiwm ~n ;i ;— i 4 1 lx lx lx 1+ 2+ 3 lx 5x 3+ 1+ 5x lx 2+ 2x 2+ r, '> 2 3 !4 lx 2x lx 4x 5x 1+ j2+ 2+ ! 2+ 7+ 2x 3x 3x , 1+ 3+ 4 2+ ACCURACY OF THE I F.SSEETI ALNESS DESCRIPTION ( OF FUNCTION’ i 2 3 /, 5 ’•i lx 6x 5+ » _ lx P £ 1+ 2+ ! 2+ 2+ ■2+ • 3x lx Ix 2x 4x 1+ 1+ 1+ r, »tr> •i. PROGRAM DEVELOPMENT: Activities performed by PUCEA designed for determining the interests of clientele, planning curriculum development, promotion, and evaluation of program Illustrated Assignments: Field investigations to assess areas of need, designing programs that best use resources of the university, follow-up evaluations...et cetera. FUNCTION: * 2x 4x 2x lx 2+ 3 /, 3x lx 1+ ? 1+ lx F ^ lx 1+ 6x 5+ t i o J lx lx lx lx __ LJ. 2x 2+ 2x 2+ ------ -------- ASSIGNMENT OF FUNCTION 2 5x 1+ lx lx 6x 4xf 4+| 3+ 1+ 1+ 1+ _t__ ------ — _ .— 1>;i:\ND OF FUNCTION i :_i„ ? 3__ n 3x 4x | 1+ 1+ 4+1 3+ I I 11IE 3+ _JL lx 5x 1+ 2+ 3+ lx 4x 1+ 2+ 2x I -— lx 2x . -\ 174 / t:' \ ikv t ' j fat: i ‘j . •: • • r" PU"!- ; '. KFF:;v Pi;E :. y j l ) - T P =- PRESF'CT ]V '.CTiCr a -p'P.’ r - rorcm: i’^At.■ to; F;i ;;:vi O.NI: RESEARCH: Activities performed by PUCEA to gather basic information to contribute to the knowledge base. Illus­ trated Assignments: Field investigations, surveys, and so forth concerning public problems or issues. Basic research to explore the phenomena of adult learning... et cetera. ACCURACY or x'l.i-; p ESSCrriA’ IiPLoS DrsorrnTio;.: co Furor ior r> .» 3 I, '.S’1> ■1 t r rl', :C •) lx 2x 4x, 2x lx 4+; 2x lx 24 "'fix’ lx 1 11NA4 lx 5xf' 2x 2x 2x 'lx lx’4x : 2x~ 24 ‘ 34 1+ p v lx it 2+ i ! 1+ 4+( ;i rr [■ c)!' F ’* T ? i' o:: T T 2x .lx lx 4x 2x 14 24 34 ■ I T * Or' i i 13+ 4x 14 3 ' 3x lx 2x 6x "i 1 L+ 14 .. FUrCil'O'-.: STATESMAN: Activities performed by PUCEA designed to represent the institution on a state or national scale. Illustrated Assignments: Participating in conferences, institutes, and workshops aimed at improving the uni­ versity stature. _ /CC' ■i.’K r : rr ’riin; d ::scu >t’T or T.— : 1 i 2x ¥* \ 3 ? : j . 2 f,nsv, ;■J o’ - :T7Crj j or ..I ■*, T lx 5x lx 3x lx 24 14 54 ; J... T lx 14 j "ASS}! 5x lx 2x 2x 54 2+ 4 . "T !) .:.•:i> t ..or i- .O'. ii' nr no 5 V_] 'ill-' ;'i v,r-| ■> •1 34 lx 14 __ 2x j lx 3x 3 + v 34 14 lx 3x 24 lx 14 2x | lx 2x lx 34 i; 34 1+ lx 3x ; 24 r34 * "> ... T 4x 2x lx lx 14 14 14 3x 2x 14 14 2x lx 14 175 A T’NKOUNNRY KEY: X P U C Iv', KKSy'OESE p ^ PRESENT PRACTICE *5- P R E Y Y D E E T REST'OESE F - FUTURE PRACTICE FUNCTION: STUDENT PERSONNEL SERVICES: Activities performed by PUCEA designed to provide support to students participating in continuing education programs. Illustrated Assignments: Counseling students, financial aid directions, ease of access to programs...et cetera. ACCURACY 01’ THE* ESSFM.TIADNESS DESCRIPTION I OF FUNCTION *i I 2. p | 3x f 3 4 lx 1+ lx 3x :ix lx 5+ 1NA X .1+ lx 3x jlx lx 5+ 1NA K 1+ lx 1+ ! 3x 1 5 FUNCTION: WRITING: ACCURACY OF THE DESCRIPTION l P £ 2 3 2x A 1+ /, 3 lx 3x 2+ lx 3+ 2x 4x 4+ 2x 3+ 2x 4x 4+ 3 2 3 lx 2+ rt TIME DEMAND OF F U N C U O N 3 -4+ 2 5x 2+ lx U+ 5x 2+ 5 h 2x «■m * i»ti» lx 2x 2+ i lx 2+ lx Activities performed by PUCEA designed to inform and apply for support. Illustrated Assignments: Annual report writing, letter writing, proposal writing, gransmanship publishing articles, books, et cetera. ’ESSENTIA',NESS’T"ASSIGNMENT OF 5 11 OF FUNCTION J 4 lx 5x ■lx lx 3x 1+ 5+ i lx 1+ lx 5x ;lx lx 2x 3x 1+ 2+ 5+ i . ..._ ... _ 1+ | 2x 2 8 ASSIGNMENT OF -J ASSIGNMENT OF IX 3 — —.---- 4 n n fi1„1 1 2X 2+ jix i+ 2X z i ? IX IX 2+ ! 1+ 1+ 2X i 1+ i 1+ IX IX IX i 4 i IX 'ICE 4 IX ii i * 3 1+ 2+ i IX 2X ;i+ IX 2X 2X >\ 1+ 2+ i_ DEMAND OF FUNC ITON .-=v™ e-TVs,.. 3 ! TIM E — . . . . n j FUNCTION •“.1 D-"-H1 , p pr uOEF Ti r m •) SIZE * 5 ii j 4 IX 2 3 4 5 •i+ IX 1+ 2X ; ! \ 1+ IX IX IX 2X 2+ I i !l+ 1+ IX IX IX i t ! 1+ IX IX j 2+ !1+ ______ FUTURE Pit\CTICE i --------------- i 2X 2+ IX f IX 1+ 2X 2+ i1+ 1+ IX IX i 1+ 1+ i IX IX j IX IX 2X IX • IX 5 j IX 2X 2+ IX IX IX IX 2X 2+ 1+ » ---— "The Director of Continuing Ed. and Ext., is the Chief operational officer, handles most of the financial matters. I approve or disapprove. "Also assisted by Division of Administrative Services." "(PUCEA) helps with budgets and planning." "Someone else does all spade work on budgets. Actively supervise." "Have major staff member responsible for detailed pre­ paration." 2X 1+ 2+ ------------------- COMMENTS: AX- BXB+CXCX- Si+ KEY: * UNIVERSITY HEADCOUNT ENROLLMENT A - Br-Iov- 12,000 B - 12,001 to 25,000 C = Over 25,000 --------------------------------- ----------------- ------------------ — — 1970 X :=• PUCEA RESPONSE + - PRES]DENT RESPONS 182 PUCEAS' A ND PRESIDENTS' RESPONSES TO FUNCTIONS BY INSjriTl.ITf_OX_ SIZK * FUNCTION: INSTITUTIONAL STUDIES: Activities performed by PUCEA designed to reveal or inspire ways of improving university continuing education operations. ACCURACY OF THE 8 ESSKNTTALNESS DFSCRIFTTON OP' FUNCTION ■ SVi AS SIGN'[ENT OF S FUNCTION TIME DEMAND | OF FUNCTION :.STc ' -5r_.*: PRESENT PRACTICE 2 virr A 2+1 IX J jjlx IX 1+ 3 4 IX i+| 2x| IX 2+1 3x| 1+ 2+ 2X , 5 u 1 2+ i IX f 1+ } IX * { 2 3 4 2+ 2X IX 1 5 ii i i i j 2 3 4 5 2+ IX IX JL2L j < 1+ i i IX 1 1+ IX IX rt. IX IX 1 1+ 2X i 1+ Hl+ »__ 1+ IX IX 1+ IX 1+ 2X -- FUTURE PRACTICE 2+ IX IX IX A 'IX B : IX 1+ i+ 2X IX 2+ 3X 2+ 1+ IX T 2+ j ! IX ) 1 z+ IX 1+ 1+ IX i 2X IX 1+ 2X j1+ IX IX 1 2X r. .. i \ 2+ 1 IX ■ I i J IX i i 1+ |l+ I nj 2X 1+ IX 1+ 1+ IX 2X IX COMMENTS: AX- "The Director of Continuing Education and Ext. and I work jointly on these." BX- "Assisted by Division of Administrative Services and Assistant Deans." B + - " (PUCEA) Review reports, analysis etc. CX- "In areas of programs, involvement similar to fiscal activities." 1 KEY: * UNIVERSITY HEADCOUNT ENROL :A ■'■NT, 1975 A - Below 12,000 B - 12,001 Lo 25,000 C - Over 25,000 X - PUCI’A RESPONSE + = PRESIDENT RESPONSE 183 PUCEAS1 AND PRESIDENTS 1 RESPONSES TO_ FUNCTIONS BY_INSTITUTTON ST 7.V. * FUNCTrON:INTERINSTITUTIONAL: Activities performed by PUCEA designed to promote cooperation, coordination, and articulation among postsecondary educational agencies. ACCURACY OF THE ESSE NT IAT,NESS OF FUNCTION DESCRIPTION ASSIGNMENT OF FUNC'l [ON [| t i m e d ;;>l\nd i OF FUNCTION t 2_ 3 1+ IX IX m ix 5 \l 2 (1 1+ ;i+ 1+ 2X IX i I__ 4 3 IX i IX IX * • 1+ IX IX 1+ 2+ 2X IX 1 I 1+ 2X 2+ IX ll+ 1+ _1X IX IX 1+ IX IX 1+ IX IX 1+ FUTURE PRACTICE is 1+ IX FIX ....... IX < --------------- 1+ IX IX ‘j J 1+ ------------ 2+ 2X IX 1+ J ------------- --------------- --------------- ---------------- * ___ 2+ IX 2X --------------- ---------------- ---------------- AX- "I delegate most of this to the Director of Continuing Education and Ext." B+ - " (PUCEA) evaluates proposals, etc." CX- "Do much more as university, involved in Coordinating Council Continuing Higher Ed.; on occasion have other people." COMMENTS: KEY; * UNIVERSITY HFA:;COUNT KNROLT.Mi,NT icy, A - Belov; 12,000 ’ ' B =-. 1 2 , 0 0 C - Over 1 t o 2 b , 0 25,000 0 X - PUCEA RESPONSE 0 + « PRES IDENT RFSl’ONSf INSTRUCTION: Activities performed by PUCEA designed to facilitate advanced learning. FUNCTION: ACCURACY OF THE DESCRIPTION 1+ 1+ IX IX ESSENTIALNESS OF FUNCTION FUNCTION TIME DEMAND OF FUNC''TON 1+ 1+ IX ASSIGNMENT OF 1+ IX IX IX 2X 1+ IX IX 1+ 2+\ IX IX 1+ 2+ IX fLNA 2+ IX 1+ IX IX IX 2X FUTURE PRAC i+ IX 1+ 1+ IX 1+ 1NA IX 1+ 2+ IX 2X COMMENTS: A+ CX- 2+ i+ IX IX IX 2+ 3X IX IX IX 2+ 1+ IX IX itLNA 2+ 2X IX Instruction responsibility of academic area." Can't administer and teach. Both demanding jobs UNIVERSITY HEADCOUNT ENROLLMENT A - Below 12,000 B =■• 12,001 to 25,000 C - Over 25,000 PRESIDENT RESPONSE 185 PUCEAS* AND PRESIDENTS' RESPONSES TO FUNCTIONS BY INSTITUTION STZEjv FUNCTTON: LEGISLATIVE RELATIONS: Activities performed by PUCEA designed to inform legislators of programs, needs, and legislative impact. ACCURACY 01- THE DESCRIPTION ESSENTIA],NESS OF FUNCTION ASSIGNMENT OF TIM E FUNCTION DEMAND OF FIjNCTTON PRESET PRACTICE f1 A 2+ IX B 1+ IX r; 1+ IX 2 3 4 IX 5 1 IX 2 4 IX 5 1 2 IX 3 5 4 1 2 IX IX 2X IX 1+ 1+ IX 1+ IX IX 2+ IX 1+ IX IX 1+ 1+ 1+ IX IX IX ___ __ 3 1+ /, 5 1+ 2X FUTURE PRACTICE A B 2+ IX IX 1+ 1NA IX IX IX IX 1+ IX 1+ 2X IX IX 1+ 2+ C IX i+ 1+ IX IX 1+ 1+ IX IX 1+ IX IX IX 1+ IX IX COMMENTS: AX- All administrators at do this through the President no direct contact with legislators. B+ - The president and V.P.'s performs these functions. CX- Present university policy does not permit contact with legislative representatives. CX- University has legislative representative to deal strictly with legislature. C+-Present administrative structure prevents this. C + - W e have separate office which handles all liaison with legislators. KEY: * UNIVERSITY HEADCOUNT ENROLLMENT' 1P/5 A = Be"lo\; 12,000 ’ B - 12,001 to 25,000 C = Over 25,000 x ^ pucea response + - PRESIDENT HI SPONSE 186 PUCEAS/ AND PRESIDENTS' RESPONSES TO FUNCTIONS I»Y TNST1TUTION FUNCTION: SIZE * LIAISON: Activities performed by PUCEA designed to inform campus colleges, schools, and departments, and faculty mem­ bers of unit activities and needs. JU ACCURACY OF THE ESSENTIALNESS OF FUNCTION DESCRIPTION RMS* iiw uanui itu.- ASSIGN,Ml-: NT OF FUNCTI ON TI ME DE! LAN 0 OF FUNCTION PRESENT P.V\CTICE * A 1 2 3 4 5 IX 1+ IX IX 1+ IX 14 IX r> 1+ c 1 24 3X 2 3 J L _ __5_jJ _ _2 __3_ 4 2+ 2+ IX IX IX 3 IX IX 4 -5_ IX IX 14 — 14 IX 1+ 2X 2 24 2X 1+ 1+ 2X 2+ IX _5_ 1 IX IX 2X _ 24 2X IX IX IX 14 IX 24 2X IX IX FIHURE FRACTICE A B C IX 14 IX IX IX 1+ IX IX IX 14 24 3X 24 IX' IX 24 1+ 2X 14 24 IX 1+ 2X IX 24 IX 14 14 IX IX 24 IX 2X IX 2X 14 IX 24 IX IX COMMENTS: AX- "We call upon our Department of Information Services to perform the above externally; we handle it internally." BX- "Also assisted by Assistant Deans." CX- — ; --- -— - ..... „ .... --j*otcu KEY: * UNIVERSITY HEADCOUNT ENROLLMENT 197-5 — — • ... — A - Below 12,000 ’ ' X - PUCEA RESPONSE B = 12,001 to 25,000 C ,= Over 25,000 + =■ PRESIDENT RESPONSE 187 PUCEAS' AND PREST.DENTS1 RESPONSES TO FUNCTIONS BY INSTITUTION FUNCTION: SIZE * PERSONNEL MANAGEMENT: Activities performed by PUCEA designed to provide a corp of competent support staff; to provide a system for recruitment, use and inservice development; to main- ACCURACY OF THE DESCRIPTION ESSENTIALNESS OF FUNCTION J ASSIGNMENT OF ] TIME 1 j OF FUNCTION FUNCTION DEMAND PRESENT PRACTICE 2 A 3 4 1+ IX IX 5 I1 2 i+i IX | 3 4 5 I 2+ IX 2X 2 3 1 5 il 2 3 IX jl+ 1+ IX IX IX ! IX 1+ r! + C 1+ IX 2+1 2+ IX IX IX ! 1+ ! i+ 1+ 3X1 3X 5 IX 1 jl+ 1+ i+i 2X| B 4 1 I i 1+ 1+ IX 2X l1+ 1— - IX IX 1 1+ 1+ 2X IX FUTURE PRACTICE A IX 1+ IX 2+ 1+ 11+ IX IX lx, 1+ B C 1+ IX IX 1+ 2X IX 2+ 3X 2+ 1+ 1+ IX i+ 1+ IX 2X 1 |i+ IX | IX i+ 3X h + 1+ IX ^ 1+ 2X IX IX jl+ 1+ IX IX 1+ 2X COMMENTS: AX- "This handled by the Director of Continuing Education and Ext. and his 5 bureau chiefs." AX- "As in previous areas of your questionnaire too many descriptions contained in your function. All univer­ sities of which I am aware have an Employee Relations Department or Personnel Office, etc." A+ - "Performed by other personnel in Continuing Education." CX- "Activities important. Not handled by me or colleagues because of collective bargaining. Just supervise." KEY:'* UNIVERSITY HEADCOUNT ENROLLMENT 1975 A = Relow 12,000 ’ B - 12,001 to 25,000 C = Over 25,000 X ---- PUCEA RESPONSE + - PRESIDENT RESPONSE 188 KVPI1ASJ AND PRESIDENTS * RESPONSES TO FUNCTIONS BY INSTTTUTIOX. S'!XF PLANNING; Activities performed by PUCEA to provide the uni1 UNCTION: versity with anticipated expenditure requirements for facilities, staff, program activities and so forth and to assist the university in making expenditure commitments in _______ keeping with, anticipated revenues.________ ACCURACY OF 5f tTihlle. r ESSENTIALNESS ASSIGNMENT OF ,i T'.lMi' DEMAND DESCRIPTION ION 1 OF FUNCTION 1 FUNCTION i OF FUNCVION PRESET PRACTICE -.v A 2 h A i^ lx i' 5 h 1+ i 2X 1 ■ i 2 3 4 IX i+ 1+ 1+ C IX IX i. i 3X 1 < IX 1+ 1 IX C i+ COMMENTS: IX 3X 2X — ! i IX 1+ ‘1 t 1+ I'1 i i i+ 2X IX i L — 1+ Ii 1+ - 1 i i! { 1+ IX 1+ IX 3 IX 4 5 2X 1+ IX 1+ IX IX 1+ IX IX IX j 2X i 1+ 2X 2X 2X 1+ IX IX 1+ 2X I i+ CT i , i i j 2X 2 PRACTICE 1+ IX i i. ... 1+ 1+ I 5 11 4 3X IX ! i \ 2X 1+ B 1+ 1 1+ 1+ FUiliRE 2X i 3 2X i i ‘ IX L .. A n 1+ ! i+ 1+ B 5 |l 2X ti" i 1+ i 1+ IX IX IX AX- "Too many descriptions in function as in 11." BX- "Assisted by Assistant Deans and Division of Admin­ istrative Services." B+- "Review function only. Sometimes requires adjustment of PUCEA." CX- "Program planning yes. Other areas no." C+ - "Articulates with university office of planning." C + -"We have a separate office which performs these tasks for the total university." KEY': * UNIVERSITY HEADCOUNT ENROLLMENT UV/S A = Below 12,000 ’ B - 12,001 to 25,000 C - Over 25,000 X » PUCEA RESPONSE + = PRESIDENT RES POX'S I 189 PITCEAS1 AND PRESIDENTS' RESPONSES TO FUNCTIONS BY INSTITUTION SIZE * POLICY FORMULATION: Activities performed by PUCEA designed to assist the university president in identifying and preparing policy recommendations for board of trustees action and to translate board policies into operational procedures and guide- FUNCTION: _iis.es*.. ACCURACY OF T H e T ESSE NTT ALNES S DESCRIPTION I OF FUNCTION “T* ASSIGNMENT OF j -j TIME FUNCTION DEMAND OF FUNCTION PRESENT PRACTICE j1-— i 3 2 5 2+ 2X A !IX 1+ i ___ Z 3 JL . 1+ IX 2+ 1+ 1+ IX 2X IX f-- -- -- -__ _ _J> j J. _2_ 3 1+ 1 2+ 2X IX > 1+ 1+ IX IX ) IX j 1+ IX ! IX C lL |J_. 2 12+ 2X j t IX __3_ < j 1+ j i+ 2X i IX IX IX 1 ~-- _ -- _ — --- --- ...1_ IX 1+ IX 2X IX 1+ 1+ 3X -- --- — — _ FUTURE PRACTICE A 2+ J 2X ! 1 ix 1+ j i IX P.1 IX 2+ c i+ NA .! 2X | j !, COMMENTS: ' >1If 1+ J |2+ i+ IX 2X F 1+ t 2+ , IX 2X 5 IX . i 1+ IX i i IX 1+ IX --- i 2X j \ 1+ IX 1+ 2X IX 1+ IX & 1+ < 2X IX i i IX 1+ i+ 2X IX -------BX- "Academic Policy flows through Chief Academic Officer not President." CX- "Member of the Council of Deans-overall policy making group." CX- "Member of Academic Affairs Advisory Council." C + - "Illustration unclear. Serves on academic council." C+ - "Description is probably accurate, but we have other mechanisms through which the Executive Office develops policy." * > '»D» a * y j r * KEY: - UNIVERSITY HEADCOUNT ENROLLMV.NT, 197‘ 3 A - Below 12,000 B = 12,00.1 to 25,000 C - Over 25,000 X ~ PUCEA RESPONSE + - 1’KFSIOFNl Rl.’SPOXS!- 190 PUCE AS 1 AND PRESIDENTS' RESPONSES TO FUNCTIONS, BY IN STT.TU TI ON SIZE * FUNCTION: FROGRAM DEVELOPMENT; Activities performed by PUCEA designed for determining the interests of clientele, planning curriculum development, promotion, and evaluation of program. JU ACCURACY OF THE | ESSENTIALNESS DESCRIPTION | OF FUNCTION ASSIGNMENT OF FUNCTION 'I > TIME DEMAND L OF FUNCTION PRESENT PRACTICE ■;V 1 A IX 2 3 4 IX 5 Si 2+S IX 2 3 4 2+ |2+ IX IX IX 1+| 2X1 P; 1+ 3 2X 1+ 2X h ! ! 2+| 3Xj C 5 ii 2 2+ 2X u— .... i-5 u. 4 IX 2X 1+ 1 1+ 1+ IX 1 IX 1■i ~ 1+ 2X 2 3 12+ J * IX ( l ii+ i i i 1+ i ! A 5 2X 2X 2+ 3X FUTURE PRACTICE ►r— A IX IX 2+ IX IX 2+ IX IX 2+ 2+ IX 2X IX 2X i 1+| 2x1 B C .... ................ ... 2+ 3X 1+ '« ' COMMENTS: ........ J 2+ 2X . .......................... .................. ............ . 1+ 2X i 1+ l 1+ 1+ 1+ 1 IX IX ................................ — 2X i i+ 1+ 2X 2X 1+ 1 ........................ « 2+ 2X ............. IX lm m m ..I..,,... — AX- Responsibility of the Director of Continuing Education and Ext. CX- Most done by staff. KEY: * UNIVERSITY HEADCOUNT*E kS o S L \ t'J**1975 A = Below 12,000 B = 12,001 to 25,000 C Over 25,000 5 ~ ~ X - PUCEA RESPONSE *" + " PRESIDENT RESPONSE 191 PUCE AS ’ AND P3\I^ST£ENTRJ1K.^P0NSE_S_TO_ FA C T I O NS _RY_ INSTITUTION SIZE * FUNCTION: RESEARCH: Activities performed by PUCEA to gather basic in­ formation to contribute to the knowledge base. ACCURACY OF THE J ESSENTIALNESS DESCRIPTION OF FUNCTION 3 ASSIGNMENT OF j FUNCTION [" TIME ! DEMAND* OF FUNCTION PRESENT PRACTICE * 11 a 2 3 4 1 1+ |ix B| IX 2 5i1 i+l IX1IX IX 3 --4 i+l ix| IX IX |i+ IX cI 2+ 2X IX 2+1 2X| 5 !1 2 1+ 11+ IX 1 i 3 2X 1+ !1+ IX I I 1+ _ IX 9 3 /, !i+ IX | IX IX 5 ii+ IX IX IX I ! .3 il 4 i 1+ IX i 2X i1+ 1+ 1 IX ______\ 2X NA A IX IX 1+ 1 IX jix IX 1+ }" 1+ IX IX 2+ 1 3X 1+ IX COMMENTS: ' *'-*■ ‘ 1 .. . . . . . . . . . . . . . . . . . . . . . 2X ------- 2+ IX 2X ' 3X li+ 1+ 2X i ............... i1+ IX f " IX i j --C 1+ IX \+ X B 1+ IX IX »-* X i FUTURE PRACTICE .. ...... . . 1+ IX 1+ 3X I1+ i — — - - - - - - - - - - - - - - - - - - - - - - - - - - - - — H..— . . ■ i . AX- Responsibility of the Director of Continuing Education and Ext. BX- No basic research. CX- Others on staff more heavily involved. KEY: * UNIVERSITY HEADCOUNT ENROLLMENT A = Below 12,000 B *= 12,001 to 25,000 C - Over 25,000 107~> x ^ pucha response + - PRESIDENT RESPONSE 192 PUCE AS' AND PRESIDENTS' RESPONSES TO FUNCTIONS BY INSTITUTION SIZE * FUNCTION:STATESMAN: Activities performed by PUCEA designed to repre­ sent the institution on a state or national scale. ACCURACY OF THE 8 ESSKNTTALNESS DESCRIPTION | OF FUNCTION i 2 3 4 i1 5 2 + 2 1 RESeiT FPACiTCE T .J j ASSIGNMENT OF FUNCTION 4 h 1 + 1 2 - I R 2 3 4 TIME DEMAND OF FUNCTION E 5 l l j 2 + 2 3 X I X 5 4 R A | 2 X I X j i x 2 X 2 1 1 + r> 2 | 1 X I X R 2 1 l x 1 1 2 R - i i R I X I X j 1 R - 2 X 2 X + ! I X X I X I X \ I R ­ c . . . L 2 + I R 3 X I X ­ I R ­ I R I X ­ I1 , I X I X 81_ _ _ _ _ _ _ _ ________ 1 1 i I R I R ­ I X I X I X 2 ­ 1 R I X b' ,( ___ FUTURE PRACTICE » U ||* ! 2 + I R ­ | 1 R 2 R \2+ - A 2 X I X I X I X I X I X I X I X 1 i 1+ B 2 X 1 R I X ii i+ I X 1 R X - 1 I X I X I X I X J R i i 1 p + 2 R I R 3 X I X ­ I R I X ­ I R ­ 1 + I X I X 2 4 - I R 2 I X X i COMMENTS: ­ 1 R 1 R 2 X i AX- I delegate this to the Director of Continuing Education and' Ext. BX- Basic responsibility is to run university operations well - too much energy at state and national level may detract from this. CX- Not to represent institution. Do so in N.U.E.A. Co­ ordinating Council for Continuing Higher Education. ■r ; ~ i ! i g K £ n ^ i* * * & t t » jm & m jB U 3 x t s b F S G S £ U ! kja 3 L ifC £ a a x a & 2 :j« KEY: * UNIVERSITY HEADCOUNT ENROLLMENT A Belov/ 12,000 B - 12,001 to 2.5,090 C = Over 25,000 & j.. 1975 X = PUCEA RESPONSE + = PRESIDENT RESPONSE 193 PUCKAS1 AND PRESIDENTS' RESPONSES TO FUNCTIONS BY INSTITUTION FUNCTION: SIZE_* STUDENT PERSONNEL SERVICES: Activities performed by PUCEA designed to provide support to students participating in continuing education programs. J , ACCURACY OF THE ** DESCRIPTION ESSENTIALNESS OF FUNCTION ASSIGNMENT OF FUNCTION [ TIME DEMAND J OF FUNCTION PRESENT PRACTICE U A 2 4 3 3X B IX 2 2+ IX lx 3 4 5 11 --- 1+ IX 2+ 2X i A * 1+ IX C t 5 !1 3 4 r 2X i1+ 2X B 1 2+ IX IX IX 2+ 2X |1+ 1 i----- 1+ 2+ i+ 3X . B IX 1+ IX IX 1+ j 1+ IX 1__ 2X COMMENTS: 5 IX IX IX pl+ fi 2X ft — C 4 2+ |ix IX 3 ! 1-■ 2+ I2+ ' 2+1 jlx IX 3X 2 2+ J IX I FUIURE PRACTICE A 5! 1 ! 2+ 2+ i IX IX 1 1+ IX IX 2 1+ IX 2+ 2X 1+ 2+ 2X IX 1+ IX lx 2+ IX 11+ 2+ 2X IX AX- Performed by Dean of Students Office with small input by PUCEA and his staff. BX- Performed by Administrative Services of Division of Continuing Education not PUCEA. CX- Not involved - staff responsibility. CX- Others on staff perform most of these functions. ------------ — --- ----— ___ ________ lr_i KEY: * UNIVERSITY HEADCOUNT ENROLLMENT 1975 A = Below 12 j 000 ’ X = PUCEA RESPONSE B = 12,001 to 25,000 C - Over 25,000 + = PRESIDENT RESPONSE 194 PUCEAS1 AND PRESIDENTS' RESPONSES TO FUNCTIONS BY INSTITUTION FUNCTION: SIZE * WRITING: Activities performed by PUCEA designed to inform and apply for support. ACCURACY OF THE DESCRIPTION ESSENTIALNESS ASSIGNMENT OF OF FUNCTION f t * * * ■r TIKE FUNCTION TWt nm DEMAND OF FUNCTION PRESENT PRACTICE i A 2 3 4 5 11 2 3 4 2+ 2X IX 2 5 11 2+ 3 4 5 2+ IX IX IX 1+ IX 1+ C IX IX 2+ 3X 1+ 1+ 1+ IX IX IX 3 1+ IX IX IX 4 5 IX IX 1+ 1+ 2X ? 2+ !X IX •j B 1 IX IX 2+ 2+ 3X IX ri 2X IX 1" FUTURE PRACTICE A 2+ 2X IX C IX ' 1+ B 1+ - 2+ j 2+ IX IX 1+ 2X 2X 2+ 1+ 2+ 3X IX IX 2+ IX i 1+ ! 2X IX IX 2X IX 1+ IX IX 2+ 2X IX IX 1+ 2+ IX 2X IX 1” COMMENTS: AX- This is performed by the Director of Continuing Educa­ tion and his staff. CX- Examples a hodge-podge-too many. Communicate alot by letters. Proposals and grants written by others. Involved in internal communication. j.«uaai~3a»» KEY: J UNIVERSITY HEADCOUNT ENROLLMENT A = Below 12,000 B = 12,001 to 25,000 C = Over 25,000 1975 X -- PUCEA RESPONSE + = PRESIDENT RESPONSE