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University Microfilms International 300 North Zeeb Road Ann Arbor, Michigan 48106 USA St. John’s Road, Tyler’s Green High Wycombe, Bucks. England HP10 8HR 7815131 HOLMES# RICHARD GERALD PERCEIVED ro le r e s p o n s i b i l i t i e s dp a g e n c i e s CONTRACTING FOR SECONDARY OCCUPATIONAL EDUCATION AT THREE MICHIGAN PUBLIC COMMUNITY COLLEGE8--A CASE STUDY. MICHIGAN STATE UNIVER8ITY# PH.D.# Untersity Microfilms International 300n z e e b r o a o , a n n a r b o h . m u b i o b 1976 PERCEIVED ROLE RESPONSIBILITIES OF AGENCIES CONTRACTING FOR SECONDARY OCCUPATIONAL EDUCATION AT THREE MICHIGAN PUBLIC COMMUNITY COLLEGES—A CASE STUDY By Richard G. Holmes A DISSERTATION Submitted to Michigan State University in p a rtia l fu lfillm e n t of the requirements fo r the degree of DOCTOR OF PHILOSOPHY Department o f Administration and Higher Education 1978 ABSTRACT PERCEIVED ROLE RESPONSIBILITIES OF AGENCIES CONTRACTING FOR SECONDARY OCCUPATIONAL EDUCATION AT THREE MICHIGAN PUBLIC COMMUNITY COLLEGES—A CASE STUDY By Richard G. Holmes Purpose This study id e n tified the need to determine the perceptions held by secondary and postsecondary occupational administrators involved in contracting fo r secondary vocational education a t a community college. The purpose of the study, therefore, was to survey and make comparisons among the following four groups: selected intermediate school d is tr ic t vocational-technical special­ is ts , community college occupational deans, and representatives from the secondary and postsecondary units of the Michigan Department of Education, Vocational-Technical Education Service. Method of Research Since no appropriate survey instrument existed that could compare role expectations among the above-mentioned groups, a ques­ tionnaire had to be constructed and tested. The 28 role expecta­ tions on the questionnaire were generated by 6 secondary and postsecondary occupational education administrators, reviewed by 5 consultants and supervisors from the Michigan Department of Richard G. Holmes Education, and ranked by 12 secondary and postsecondary occupational administrators. The instrument was then p ilo t tested by four secondary and postsecondary occupational administrators who were under contract to d eliver vocational education to secondary students a t th e ir community colleges. The study included 10 occupational educators; a ll o f the questionnaires were returned in usable form. Summary As i t pertains to contracting for secondary vocational edu­ cation at the community college, the following conclusions are drawn: 1. Vocational-technical specialists surveyed generally: a. associated intermediate school d is t r ic t responsi­ b ilit ie s with secondary education and community college resp o n sib ilities with postsecondary education. b. did not perceive intermediate school d is tric ts as having any role resp o n s ib ilities fo r community college functions but did perceive the college role extending into intermediate school d is tr ic t functions. c. f e l t that community college personnel should be involved in intermediate school d is tr ic t functions. 2. Secondary state representatives surveyed f e l t no need to distinguish functions associated with contracting on the basis of tra d itio n a l in s titu tio n a l roles. 3. Occupational education deans and postsecondary state representatives surveyed generally: Richard G. Holmes a. associated intermediate school d is tr ic t functions with secondary education resp o nsib ilities and community college functions with postsecondary re sp o n s ib ilities . b. did not associate community college functions with intermediate school d is tr ic t re sp o n s ib ilities . c. did not associate community college resp o nsib ilities as encompassing intermediate school d is tr ic t func­ tions. Imp!ications There are some clear differences in the perceptions of state o ffic ia ls in secondary education and people in the fie ld regarding role resp o nsib ilities of intermediate school d is tr ic t versus community college functioning in the area of contracting for vocational education services. These differences, however, w ill not be consequential as long as current policies of state sup­ port do not re fle c t the differences in these perceptions. Should there be a change in the funding policies which more nearly coin­ cide with state o f fic ia l perceptions, then one might encounter con­ siderable c o n flic t. Dedicated to my wife Rochelle and son Randy, whose unswerving fa ith made this possible. ii ACKNOWLEDGMENTS I extend my gratitude to my chairman and d issertatio n d irec­ to r, Dr. Max Raines, fo r his valuable guidance and counsel throughout the doctoral program and th is study. Special appreciation is expressed to Drs. Floyd G. Parker, William J. Kimball, and Robert P. Poland fo r th e ir advice and continued assistance while serving on the guidance committee. I g ra te fu lly acknowledge the contributions o f the secondary and postsecondary vocational administrators fo r th e ir prompt response to my request to p a rtic ip a te in the study. Appreciation is also extended to the administrators who contributed to the development and testing o f the survey instruments. F in a lly , I want to thank my w ife , Rochelle, fo r her love and patience throughout my doctoral program. Also, a "thank-you" is extended to my son, Randy, fo r his understanding and cooperation during the past four years. TABLE OF CONTENTS » LIST OF TA B LES......................................................................................... LIST OF APPENDICES...................................................... . ...................... Page vi xiv Chapter I. II. III. IV . INTRODUCTION ............................................................................. 1 Need fo r the S t u d y ........................ Nature and Scope o f the S tu d y ......................................... Purpose of the S t u d y ......................................................... The Problem ............................................................................. A n a l y s i s ................................................................................. Assumptions............................................................................. Delim itations ......................................................... Theoretical Framework.................................... D e fin itio n o f Terms .................................................. . . . Overview of the S tu d y ......................................................... 6 8 9 10 11 12 13 14 17 20 REVIEW OF RELATED LITERATURE ............................................. 23 A ltern ative Educational Arrangements ......................... Summary................................................................................. The Role o f Vocational-Technical Education Administrators ................................................................. Summary..................................................................................... 24 32 METHODOLOGY........................................................ 32 46 50 The P o p u la t io n ..................................................................... Preparation of the In s tru m e n t......................................... Data Collection . . . . . Data A n a ly s is ......................................................................... Summary................................................................ 51 52 56 56 58 RESULTS OF THE S T U D Y ............................................................. 60 B ackground............................................................................. Administration and Supervision/Coordination . . . . Relationships Among Variables ..................................... Analysis of R e la tio n s h ip s ............................................ Summary o f R e s u l t s ......................................................... 60 66 66 77 107 iv Chapter V. Page Curriculum Development and Instruction ......................... Relationships Among Variables ................................... Analysis of Relationships .......................................... Summary of Results ........................................................... Budget and Finance Management ............................................ Relationships Among Variables ........................................ Analysis of Relationships ................................................ Summary of Results ........................................................... Physical F a c ilitie s and Equipment .................................... Relationships Among Variables ........................................ Analysis of Relationships ................................................ Summary of Results ........................................................... Personnel Management and Professional Development . Relationships Among Variables ........................................ Analysis of Relationships ................................................ Summary of Results . . . . . ........................................ Community Involvement ........................................................... Relationships Among Variables ................... . . . . Analysis of Relationships ................................................ Summary of Results ................................................ Guidance and Counseling ....................................................... Relationships Among Variables ........................................ Analysis of Relationships ................................................ Summary of R e s u lt s ........................................................... 124 125 139 166 185 185 193 211 221 221 228 242 251 251 256 261 263 263 268 270 274 275 281 283 SUMMARY, CONCLUSIONS, IMPLICATIONS, AND RECOMMENDATIONS FOR FURTHER STUDY .................................... 287 Summary...................................................................................... Conclusions.............................................................................. Implications .......................................................................... For Aspirants to the Office of VocationalTechnical Education Specialist ................................ For Aspirants to the Office of Occupational Dean. For Teacher Educators ....................................................... For the Michigan Department of Education . . . . Recommendations for Further Research ............................. 298 298 299 299 300 APPENDICES................................................................................................. 302 BIBLIOGRAPHY 344 .............................................................................................. v 287 293 298 LIST OF TABLES Table 4.1 4.2 4.3 4.4 4.5 4.6 4.7 4.8 4.9 Page Rank Order of Role Expectations for the Intermediate School D is tric t Relative to Secondary Administration and Supervision/Coordination .............................................. 68 Rank Order of Role Expectations for the Intermediate School D is tric t Relative to Postsecondary Administration and Supervision/Coordination . . . . . 71 Rank Order of Role Expectations for the Community College Relative to Secondary Administration and Supervision/Coordination .............................................. 75 Rank Order of Role Expectations for the Community College Relative to Postsecondary Administration and Supervision/Coordination .............................................. 78 Intermediate School D is tric t Role Expectations Compared to Those of the Community College Relative to Administration and Supervision/ Coordination—Role Expectation 1 ....................................... 81 Community College Role Expectations Compared to Those of the Intermediate School D is tric t Relative to Administration and Supervision/Coordination— Role Expectation 1 ................................................................. 83 Intermediate School D is tric t Role Expectations Compared to Those of the Community College Relative to Administration and Supervision/Coordination— Role Expectation 2 ................................................................. 84 Community College Role Expectations Compared to Those of the Intermediate School D is tric t Relative to Administration and Supervision/Coordination— Role Expectation 2 ................................................................. 86 Intermediate School D is tric t Role Expectations Compared to Those of the Community College Relative to Administration and Supervision/Coordination— Role Expectation 3 ................................................................. 88 vi Page Community College Role Expectations Compared to Those of the Intermediate School D is tric t Relative to Administration and Supervision/Coordination— Role Expectation 3 .......................................................... 89 Intermediate School D is tric t Role Expectations Compared to Those of the Community College Relative to Administration and Supervision/Coordination— Role Expectation 4 .......................................................... 91 Community College Role Expectations Compared to Those of the Intermediate School D is tric t Relative to Administration and Supervision/Coordination-Role Expectation 4 .......................................................... 92 Intermediate School D is tric t Role Expectations Compared to Those of the Community College Relative to Administration and Supervision/Coordination— Role Expectation 5 .......................................................... 94 Community College Role Expectations Compared to Those of the Intermediate School D is tric t Relative to Administration and Supervision/Coordination— Role Expectation 5 .......................................................... 96 Intermediate School D is tric t Role Expectations Compared to Those of the Community College Relative to Administration and Supervision/Coordination— Role Expectation 6 ............................................................. 98 Community College Role Expectations Compared to Those of the Intermediate School D is tric t Relative to Administration and Supervision/Coordination— Role Expectation 6 ............................................................. 99 Intermediate School D is tric t Role Expectations Compared to Those of the Community College Relative to Administration and Supervision/Coordination— Role Expectation 7 ......................................................... , 101 Community College Role Expectations Compared to Those of the Intermediate School D is tric t Relative to Administration and Supervision/Coordination— Role Expectation 7 ............................................................. 103 Intermediate School D is tric t Role Expectations Compared to Those of the Community College Relative to Administration and Supervision/Coordination— Role Expectation 8 ............................................................. 105 v ii Table 4.20 4.21 4.22 4.23 4.24 4.25 4.26 4.27 4.28 4.29 Page Community College Role Expectations Compared to Those of the Intermediate School D is tric t Relative to Administration and Supervision/Coordination— Role Expectation 8 ..................................................................... 106 Rank Order of Role Expectations for the Intermediate School D is tric t Relative to Secondary Curriculum Development and Instruction ............................................... 128 Rank Order of Role Expectations for the Intermediate School D is tric t Relative to Postsecondary Curriculum Development and Instruction ........................... 130 Rank Order of Role Expectations for the Community College Relative to Secondary Curriculum Development and Instruction .............................................. 134 Rank Order of Role Expectations for the Community College Relative to Postsecondary Curriculum Development and Instruction .............................................. 137 Intermediate School D is tric t Role Expectations Compared to Those of the Community College Relative to Curriculum Development and Instruction— Role Expectation 1 5 .............................................................. 141 Community College Role Expectations Compared to Those of the Intermediate School D is tric t Relative to Administration and Supervision/Coordination— Role Expectation 1 5 ............................................................. 142 Intermediate School D is tric t Role Expectations Compared to Those of the Community College Relative to Curriculum Development and Instruction— Role Expectation 1 6 ............................................................. 144 Community College Role Expectations Compared to Those of the Intermediate School D is tric t Relative to Administration and Supervision/Coordination— Role Expectation 1 6 ............................................................. 146 Intermediate School D is tric t Role Expectations Compared to Those of the Community College Relative to Curriculum Development and Instruction— Role Expectation 1 7 ............................................................. 147 v iii Page Community College Role Expectations Compared to Those of the Intermediate School D is tric t Relative to Curriculum Development and Instruction— Role Expectation 17 ....................................................... 149 Intermediate School D is tric t Role Expectations Compared to Those of the Community College Relative to Curriculum Development and Instruction— Role Expectation 18 ....................................................... 151 Community College Role Expectations Compared to Those of the Intermediate School D is tric t Relative to Curriculum Development and Instruction— Role Expectation 18 . ................................................... 153 Intermediate School D is tric t Role Expectations Compared to Those of the Coranunlty College Relative to Curriculum Development and Instruction— Role Expectation 1 9 .......................................................... 154 Community College Role Expectations Compared to Those of the Intermediate School D is tric t Relative to Curriculum Development and Instruction— Role Expectation 1 9 .......................................................... 156 Intermediate School D is tric t Role Expectations Compared to Those of the Community College Relative to Curriculum Development and Instruction— Role Expectation 20 .......................................................... 158 Community College Role Expectations Compared to Those of the Intermediate School D is tric t Relative to Curriculum Development and Instruction— Role Expectation 20 .......................................................... 160 Intermediate School D is tric t Role Expectations Compared to Those of the Community College Relative to Curriculum Development and Instruction— Role Expectation 21 ........................................................... 161 Community College Role Expectations Compared to Those of the Intermediate School D is tric t Relative to Curriculum Development and Instruction— Role Expectation 21 . . . ............................................... 163 Intermediate School D is tric t Role Expectations Compared to Those of the Community College Relative to Curriculum Development and Instruction— Role Expectation 24 ........................................................... 165 ix Page Comnunity College Role Expectations Compared to Those of the Intermediate School D is tric t Relative to Curriculum Development and Instruction— Role Expectation 24 .............................................................. 167 Rank Order of Role Expectations for the Intermediate School D is tric t Relative to Secondary Budget and Finance Management .......................................................... 188 Rank Order of Role Expectations fo r the Intermediate School D is tric t Relative to Postsecondary Budget and Finance Management .......................................................... 190 Rank Order of Role Expectations fo r the Community College Relative to Secondary Budget and Finance Management .................................................................. 192 Rank Order o f Role Expectations for the Community College Relative to Postsecondary Budget and Finance Management .................................................................. 194 Intermediate School D is tric t Role Expectations Compared to Those of the Community College Relative to Budget and Finance Management—Role Expectation 9 . 195 Community College Role Expectations Compared to Those of the Intermediate School D is tric t Relative to Budget and Finance Management—Role Expectation 9 . . . 197 Intermediate School D is tric t Role Expectations Compared to Those of the Community College Relative to Budget and Finance Management—Role Expectation 10 . 198 Community College Role Expectations Compared to Those of the Intermediate School D is tric t Relative to Budget and Finance Management—Role Expectation 10 . . 200 Intermediate School D is tric t Role Expectations Compared to Those of the Conwunity College Relative to Budget and Finance Management—Role Expectation 11 . 202 Community College Role Expectations Compared to Those of the Intermediate School D is tric t Relative to Budget and Finance Management—Role Expectation 11 . . 204 Intermediate School D is tric t Role Expectations Compared to Those of the Community College Relative to Budget and Finance Managment—Role Expectation 12 205 x . Page Community College Role Expectations Compared to Those of the Intermediate School D is tric t Relative to Budget and Finance Management—Role Expectation 12 . . 207 Intermediate School D is tric t Role Expectations Compared to Those of the Community College Relative to Budget and Finance Management—Role Expectation 13 . 209 Community College Role Expectations Compared to Those of the Intermediate School D is tric t Relative to Budget and Finance Management—Role Expectation 13 . . 210 Rank Order of Role Expectations fo r the Intermediate School D is tric t Relative to Secondary Physical F a c ilitie s and Equipment ....................................................... 223 Rank Order of Role Expectations for the Intermediate School D is tric t Relative to Postsecondary Physical F a c ilitie s and Equipment ....................................................... 225 Rank Order of Role Expectations for the Community College Relative to Secondary Physical F a c ilitie s and Equipment .......................................................................... 227 Rank Order of Role Expectations fo r the Community College Relative to Postsecondary Physical F a c ilitie s and Equipment .......................................................................... 229 Intermediate School D is tric t Role Expectations Compared to Those of the Community College Relative to Physical F a c ilitie s and Equipment—Role Expectation 25 .......................................................................... 231 Community College Role Expectations Compared to Those of the Intermediate School D is tric t Relative to Physical F a c ilitie s and Equipment—Role Expectation 25 .......................................................................... 232 Intermediate School D is tric t Role Expectations Compared to Those of the Community College Relative to Physical F a c ilitie s and Equipment—Role Expectation 26 .......................................................................... 234 Community College Role Expectations Compared to Those of the Intermediate School D is tric t Relative to Physical F a c ilitie s and Equipment—Role Expectation 26 .......................................................................... 236 xi Table 4.63 4.64 4.65 4.66 4.67 4.68 4.69 4.70 4.71 4.72 Page Intermediate School D is tr ic t Role Expectations Compared to Those of the Community College Relative to Physical F a c ilitie s and Equipment—Role Expectation 27 ............................................................................ 238 Community College Role Expectations Compared to Those of the Intermediate School D is tr ic t Relative to Physical F a c ilitie s and Equipment—Role Expectation 2 7 .......................... . ' ............................................. 239 Intermediate School D is tr ic t Role Expectations Compared to Those o f the Community College Relative to Physical F a c ilitie s and Equipment—Role Expectation 28 ............................................................................ 241 Community College Role Expectations Compared to Those of the Intermediate School D is tr ic t Relative to Physical F a c ilitie s and Equipment—Role Expectation 28 ........................................................................... 243 Rank Order of Role Expectations fo r the Intermediate School D is tric t Relative to Secondary Personnel Management and Professional Development ....................... 252 Rank Order of Role Expectations fo r the Intermediate School D is tric t Relative to Postsecondary Personnel Management and Professional Development ........................ 254 Rank Order of Role Expectations fo r the Community College Relative to Secondary Personnel Management and Professional Development ................................................ 255 Rank Order of Role Expectations fo r the Community College Relative to Postsecondary Personnel Management and Professional Development ........................ 257 Intermediate School D is tr ic t Role Expectations Compared to Those of the Community College Relative to Personnel Management and Professional Development—Role Expectation 23 ........................................ 259 Community College Role Expectations Compared to Those o f the Intermediate School D is tr ic t Relative to Personnel Management and Professional Development— Role Expectation 23 260 x ii Page Rank Order of Role Expectations fo r the Intermediate School D is tric t Relative to Secondary Community Involvement ............................................................................... 264 Rank Order of Role Expectations fo r the Intermediate School D is tr ic t Relative to Postsecondary Community Involvement ............................................................................... 266 Rank Order of Role Expectations for the Community College Relative to Secondary Community Involvement . 267 Rank Order of Role Expectations fo r the Community College Relative to Postsecondary Community In v o lv e m e n t.......................................................................... . 269 Intermediate School D is tric t Role Expectations Compared to Those of the Community College Relative to Community Involvement—Role Expectation 14 . . . . 271 Community College Role Expectations Compared to Those of the Intermediate School D is tric t Relative to Community Involvement—Role Expectation 14 . . . . 272 Rank Order of Role Expectations fo r the Intermediate School D is tr ic t Relative to Secondary Guidance and Counseling ........................................................................... 276 Rank Order of Role Expectations fo r the Intermediate School D is tric t Relative to Postsecondary Guidance and Counseling....................................................................... 278 . Rank Order of Role Expectations fo r the Community College Relative to Secondary Guidance and Counseling ................................................................................... 279 Rank Order of Role Expectations fo r the Community College Relative to Postsecondary Guidance and Counseling ................................................................................... 280 Intermediate School D is tric t Role Expectations Compared to Those of the Community College Relative to Guidance and Counseling—Role Expectation 22 . . . 282 Community College Role Expectations Compared to Those o f the Intermediate School D is tric t Relative to Guidance and Counseling—Role Expectation 2 2 ................ 284 x iii LIST OF APPENDICES Appendix Page A. PANEL OF EXPERTS NUMBER 1 ............................................ 302 B. PANEL OF EXPERTS NUMBER 2 ............................................ 303 C. LETTER OF REQUEST: NATIONAL SURVEY FOLLOW-UP . . . . 304 D. STATES REQUESTED TO PARTICIPATEIN NATIONAL SURVEY FOLLOW-UP ................................................................ 305 E. LETTER OF TRANSMITTAL: PANEL OF EXPERTSNUMBER 1 . . 306 F. COLLECTION INSTRUMENT: PANEL OF EXPERTSNUMBER 1 . . 308 G. PANEL OF EXPERTS............................................................ 316 H. MEMORANDUM TO PANEL OF EXPERTS................................ 317 I. LETTER OF TRANSMITTAL: PANEL OF EXPERTS FORMAT NUMBER 2 ............................................................ 318 J. COLLECTION INSTRUMENT: PANEL OF EXPERTSNUMBER K. INSTRUCTION TO JURY OF EXPERTS—PILOT T E S T ........ 332 L. JURY OF EXPERTS................................................................ 334 M. THE POPULATION................................................................ 335 N. LETTER OF TRANSMITTAL TO THE POPULATION................ 336 0. THE INSTRUMENT................................................................ 337 x iv 2 . . 320 CHAPTER I INTRODUCTION » Occupational educators today are faced with a demand to d e liv e r vocational-technical education to the public they serve. Federal and state funds are available to local educational agen­ cies and are intended to be used in developing vocational education programs th at prepare high school youths with e n try -le v e l, salable s k ills . The serious and widening gap th at exists between the s k ills required fo r gainful employment in a rapid ly automating economy and the capacity of the present educational system to provide such s k ills is a major challenge facing education. Many educational programs in Michigan are directed prim arily toward preparing students fo r college, with in s u ffic ie n t emphasis on equipping them to enter the world of work. Many educators and laymen, however, recognize the need fo r secondary and postsecondary occupational education to meet the ever-increasing needs o f a com­ plex technological society. Educators must do a ll they can to provide maximum occupa­ tional preparation fo r students before they drop out of school or graduate, and a t the same time prepare those who are continuing th e ir education so they can make maximum use of the specialized vocational-technical education programs offered a t the postsecondary 2 le v e l. Extensive, high-quality secondary vocational education pro­ grams can serve as e ffe c tiv e feeders fo r vocational-technical edu­ cation a t the postsecondary le v e l, and are essential to ensure the enrollment of enough students in postsecondary vocational-technical education programs so that employment needs can be met. I f secondary- level students have acquired the basic fundamentals o f vocational education, postsecondary instruction can provide the specialized train ing needed fo r competency in a technological world. Those who have attempted to provide secondary-level occupa­ tional education have been frustrated by the lack of resources to provide the breadth, depth, and scope of train ing needed. School d is tric ts generally have in s u ffic ie n t resources to house, equip, and operate the wide range o f occupational preparation programs needed. Also, few individual d is tric ts have enough students in te r ­ ested in specialized tra in in g to warrant expanded f a c i li t i e s and programs, even i f the finances were availab le. In 1970, the Michigan Department of Education published a document e n title d A Tentative Plan fo r the Development o f Area Vocational Education Centers in Michigan.^ The Plan introduced the concept o f area vocational education programming fo r secondary students, and provided a basis fo r in itia tin g the jo in t local plan­ ning among local school d is tr ic ts , intermediate school d is tr ic ts , and community colleges th at is needed fo r improved vocational education programs. The area concept of vocational education is based on the conviction that a ll people should have ready access to q u a lity 3 vocational education programs directed to individual interests, needs, a b ilitie s , and job preparation. The area program comple­ ments existing vocational programs in participating secondary schools. To take part in vocational programs not provided in th eir home schools, students are transported or provide th eir own trans­ portation to the community colleges. Students maintain th eir iden­ t it y with, receive th e ir general education in , and graduate from th eir home schools. According to the Michigan Department of Education, the Michigan secondary area vocational education program has the fo l­ lowing advantages: 1. 2. 3. 4. I t provides for a broader tax base distributed over a larger population than usually present in a single school d is tric t. I t avoids unnecessary duplication of equipment, services, and costs which might occur i f two or more neighboring d is tric ts elected to offer identical or similar training programs. I t makes possible a broader range of curriculum offerings, and therefore, a more extensive program of occupational opportunities. I t offers training opportunities to a larger number of persons than is possible in small schools serving single communities.2 Currently, the secondary vocational education concept in Michigan emphasizes cooperative arrangements between two or more school d is tric ts , among high schools within large d is tric ts , and between secondary programs and community colleges contracting for the purpose of operating vocational education programs for people in re la tiv e ly large geographical areas. The contractual arrangement complements comprehensive secondary vocational programs with 4 postsecondary vocational-technical programs to avoid unnecessary duplication of programs, f a c ilit ie s , or s ta ff. Contracted vocational education programs provide a number of advantages to school d is tric ts in Michigan: 1. Contracted programs give the intermediate school dis­ t r i c t an alternative method of providing vocational education pro­ grams. I f a constituent school d is tric t does not have an area within its building that is suitable for a vocational education program, the community college might provide a fa c ilit y suitable for training students. 2. Through contracting, a constituent school d is tric t may gain access to a program that i t might otherwise not be able to, because of the high cost of equipment and fa c ilit ie s . 3. Under contractual arrangements, a small number of stu­ dents from a particular d is tric t can receive specialized vocational training. That is , a constituent school d is tric t might be economic­ a lly unable to offer a vocational education program to as few as five students, but through contracting with the community college, such training can be provided. 4. Contracted programs enable a constituent school dis­ t r i c t to expand its vocational education programming. Such programs also allow an increase in the number of vocational education options available to the student. On October 12, 1976, Public Law 94-482 was enacted; i t describes legal parameters and mandates under which vocational 5 education w ill function in the United States. This statute re-emphasized the need to establish long-term goals and objectives for planning, as well as an annual process of arranging and account­ ing for vocational education delivery. Within this context, the Annual and Long Range State Plan for Vocational Education, 1977-78, was adopted. As stated in that plan, Persons of a ll ages in a ll Michigan communities w ill have ready access to high quality vocational and technical educa­ tion which is re a lis tic in the lig h t of actual or anticipated opportunities for gainful employment and consistent with th e ir needs, interests, and a b ilit ie s .3 In keeping with the above-stated stipulations for vocational education, contractual arrangements provide fo r an alternative to allow individuals access to vocational education programs directed to th eir occupational-preparation needs, a b ilitie s , and interests. Because of the lack of su fficien t student demand and/or financial resources described e a rlie r, many K-12 school d is tric ts cannot provide a comprehensive vocational education program at the secondary level. To a llev ia te this problem, the Michigan Legisla­ ture and the State Board of Education have delineated the roles of each type of Michigan educational agency or institu tio n as they relate to the provision of vocational-technical education. The roles of the intermediate school d is tric ts and community colleges have been expanded to provide secondary vocational education on an area basis. The Community College Act of 1966 {Act 331) requires formal action (designation) by the State Board of Education before 6 community colleges can provide secondary vocational education. All junior and community colleges are designed by the Michigan State Board of Education to d eliver postsecondary vocational-technical education. The State Board of Education's designative procedures for area vocational education include three d is tin c t categories: (a) service area designation (service area w ill follow the legal boundaries of the agency); (b) designation of operational agency ( i . e . , K-12 school d is tric ts , community colleges, or both); and (c) designation of specific f a c ilit ie s to be used. Relating these categories to the present study, the Michigan Department of Educa­ tion maintains a policy of service area designation, the intermediate school d is tr ic t finances secondary vocational programs, and the community college owns the f a c ilit ie s and operates these vocational programs. Need fo r the Study Intermediate school d is tric ts , K-12 constituent school d is­ t r ic t s , and community colleges receive educational benefits by con­ tracting fo r secondary vocational-technical education. Likewise, the Michigan Department of Education, Vocational-Technical Educa­ tion Service, receives educational benefits from contracting for the delivery of vocational-technical education. Annual and long-range plans have been formulated, which include the jo in t use by secondary and postsecondary students of physical f a c ilit ie s on a community college campus. 7 The Michigan Department of Education has established goals based on its statement of requirements fo r vocational education, quoted e a rlie r. Goal 2 states, "All local vocational-technical education programs w ill be of such quality as to assure that a ll students are provided learning experiences which are re a lis tic and s u fficien t in lig h t of th e ir occupational objective."^ Under that goal, objective IIF states, "Vocational-technical education programs and courses w ill be articulated to reduce unnecessary duplication of services, to encourage e ffic ie n t student learning, and to increase the e ffic ie n t use of available local, State and federal financial resources." 5 The long-range projection is that 20 contractual agreements for providing secondary vocational education a t correnunity colleges are needed by 1982.® The present study should provide the necessary information to develop strategies to achieve that goal. The effectiveness of the secondary vocational-technical specialist or the postsecondary occupational education dean in per­ forming his administrative function is essential to the success of secondary vocational education. People in leadership positions must know what is expected of them, so they can carry out th e ir individual resp o nsib ilities. Failure of the administrator to recognize the nature and scope of his role can lead to confusion, c o n flic t, and fru stratio n . When directives are outlined for each level of administration, student and in s titu tio n a l goals and objec­ tives can be realized. A lim ited number of studies have investigated the duties of the secondary vocational-technical specialist and the community 8 college occupational dean. No research has been conducted in Michi­ gan to compare roles o f the secondary postsecondary vocational edu­ cation agencies. I t is with this concern in mind that the present study was in itia te d . The study provides a l i s t o f the major re sp o n s ib ilities of the educational agencies involved, with respect to accepted e le ­ ments o f vocational-technical education. I t is anticipated that the findings o f the study w ill assist the Michigan Department of Education develop appropriate guidelines fo r vocational education contracting and in establishing programs fo r train ing local educa­ tional agency personnel in the planning, development, implementa­ tio n , operation, and evaluation of jo in tly developed vocational education programs. The study should also be o f value to Michigan teacher edu­ cation in s titu tio n s . Graduate programs could be developed to tra in secondary and postsecondary faculty and administration in the plan­ ning and implementation o f the jo in t d elivery of secondary vocationaltechnical education a t a comprehensive community college. Nature and Scope o f the Study The study was conducted as an expanded case study. It included three intermediate school d is tric ts that are designated by the State Board of Education and three comrtunity colleges that are currently contracting fo r the delivery of secondary vocational education. 9 Purpose of the Study The purpose of the study was to examine the major responsi­ b ilit ie s of intermediate school d is tric ts and community colleges in contracting for secondary vocational education at a community col­ lege, as perceived by intermediate school d is tr ic t vocationaltechnical sp e c ia lis ts , community college occupational deans, and representatives from the secondary and postsecondary units of the Michigan Department of Education, Vocational-Technical Education Service. Contracting fo r the delivery of vocational education for secondary-level students is an accepted practice in Michigan. However, relationships among secondary and postsecondary educational agencies and Michigan vocational educators' perceptions of the resp o n sib ili­ tie s of these agencies have not yet been surveyed. Accepting con­ tracting as another vehicle of providing vocational education to secondary students, the study was designed to: 1. Determine the intermediate school d is tr ic t's major resp o n s ib ilities in the delivery of secondary vocational education at community colleges, as perceived by intermediate school d is tr ic t vocational-technical specialists and relevant others. 2. Determine the community college's major resp o n sib ilities in the delivery of secondary vocational education at community col­ leges, as perceived by the occupational dean and relevant others. 3. Determine the intermediate school d is tr ic t 's major resp o n s ib ilities in the delivery of secondary vocational education 10 a t a community college, as perceived by secondary and postsecondary u nit representatives o f the Michigan Department o f Education. 4. Determine the community college's major re s p o n s ib ilitie s in the d elivery o f secondary vocational education at a community college, as perceived by secondary and postsecondary u n it repre­ sentatives of the Michigan Department o f Education. The Problem As indicated in the preceding discussion, l i t t l e attention has been given to assessing the d elivery of secondary vocational education on a community college campus. Likewise, l i t t l e or no attention has been given to studying the d elivery system to gain an understanding of the complexity o f serving secondary vocational educa­ tion students in a setting established to accommodate postsecondary students. The relationships th at e x is t between selected Michigan in te r ­ mediate school d is tr ic ts and community colleges have resulted in contractual agreements fo r the d elivery o f secondary vocational edu­ cation a t a community college. Because of the possible lack of understanding or acceptance o f major re s p o n s ib ilitie s o f secondary and postsecondary agencies, and the lack o f published statewide guidelines designed to assist local agencies in contractual arrange­ ments, the problem of the present study was to examine the role perceptions o f people responsible fo r providing vocational educa­ tion to secondary school students on a community college campus. 11 Analysis Many aspects of educational contracting merit in-depth study. However, because of its direct and potentially traumatic impact on vocational administration, the study was specifically designed to examine the differences and sim ilaritie s in the role perceptions of: 1. intermediate school d is tric t vocational-technical specialists compared to those of community college occupational deans during contracting. 2. intermediate school d is tric t vocational-technical specialists compared to those of secondary unit representatives of the Michigan Department of Education during contracting. 3. intermediate school d is tric t vocational-technical specialists compared to those of postsecondary unit representatives of the Michigan Department of Education during contracting. 4. community college occupational deans compared to those of intermediate school d is tric t vocational-technical specialists during contracting. 5. community college occupational deans compared to those of secondary unit representatives of the Michigan Department of Education during contracting. 6. community college occupational deans compared to those of postsecondary unit representatives of the Michigan Department of Education during contracting. 12 7. secondary and postsecondary unit representatives of the Michigan Department of Education and those o f relevant others during contracting. Assumptions Seven basic assumptions were made in the study: 1. The intermediate school d is t r ic t vocational-technical s p e c ia lis t and the community college occupational dean can id e n tify th e ir respective major adm inistrative re s p o n s ib ilitie s . 2. Representatives from the secondary and postsecondary units o f the Vocational-Technical Education Service have expecta­ tions regarding contracting fo r secondary vocational education a t a public community college. 3. The opinions o f recognized experts in the fie ld o f vocational adm inistration are v a lid , in the absence of empirical data. 4. Although differences e x is t between individuals from the secondary and postsecondary levels o f in s tru ctio n , enough s im ila rity exists that common adm inistrative strengths and weaknesses can be id e n tifie d . 5. Enough agreement exists among respondents from the intermediate school d is tr ic ts , the community colleges, and the secon­ dary and postsecondary units o f the Michigan Department of Education to permit use of the same questionnaire with each population group. 6. Individuals involved in the d elivery o f secondary vocational education a t a community college have id e n tifia b le 13 weaknesses that can be strengthened by both pre-service and inservice tra iin g . 7. The questionnaire used in the study was assumed to be a lim itatio n because i t approximated rather than duplicated the respondents’ actual role expectations. Delimitations The scope of the study was delimited to three intermediate school d is tric ts and three community colleges that are currently engaged in contracting for secondary area vocational education. The findings can be generalized only to those educational agencies involved in the study. Based on a review of the lite ra tu re , the study focused on seven selected functions of vocational-technical education: Adminis­ tration and Supervision/Coordination, Curriculum Development and Instruction, Budget and Finance Management, Physical F a c ilitie s and Equipment, Personnel Management and Professional Development, Community Involvement, and Guidance and Counseling. As mandated by the Federal Vocational Education Act of 1963 and the Amendments of 1976, the Michigan Department of Education is responsible for providing relevant vocational education. S taff members from the secondary and postsecondary units of the VocationalTechnical Education Service develop guidelines for the disbursement of federal and state vocational education funds. s ta ff members were included in the present study. Therefore, these 14 The panels of experts used in the study were secondary and postsecondary personnel listed under "Vocational-Technical Special­ ist" or "Occupational Dean" in the 1976-77 Michigan Department of Education Directory of Vocational Administrators. See Appendices A and B for the names of secondary and postsecondary administrators com­ prising Panels 1 and 2. The local educational agency participants were limited to those people identified as performing supervision-coordination functions within the intermediate school d is tric t or the community college. Only those individuals currently involved in contracting and whose names are listed under "Vocational-Technical Specialist" or "Occupational Dean" in the Directory of Vocational Administrators were surveyed. Each of the identified individuals occupied an administrative office or had authority and responsibility for imple­ menting the contract that provided vocational-technical education programs to secondary students. Theoretical Framework In 1963, Smith and Kendall from Cornell University published an a rtic le entitled "Retranslation of Expectations: An Approach to the Construction of Unambiguous Anchors for Rating Scales." To generate role perceptions in the fie ld of medical-surgical nursing, they established the following procedures: 1. F irs t, qualities or characteristics to be evaluated were listed by each group of experts. The most frequently cited characteristics were selected for further analysis. The nurses' 15 own terminology was retained. Coverage of important aspects was further ensured by gathering and classifying incidents in the cus­ tomary way, 2. The groups formulated general statements for each q uality, representing definitions of high, low, and acceptable performance. 3. The groups submitted examples of behavior fo r each qual­ it y , these were restated in the form of expectations of specific behaviors. 4. Independently, judges indicated what quality was illu s ­ trated by each example. Examples were eliminated i f there was not clear modal agreement on the quality to which each belonged. Items were eliminated i f examples were not consistently reassigned to the quality for which they were o rig in ally designed. 5. Other judges used the examples to describe a specific nurse with outstanding nursing performance, and another nurse with unsatisfactory performance. The difference between the outstanding and unsatisfactory nurses was computed for each pair of ratings to determine the discrimination value for each example. 6. Each vertical scale, together with a general d efin itio n , was presented along with a l i s t of items previously judged by other raters as belonging to that quality. The judges rated each item from zero to two, according to the d e s ira b ility of the behavior illu s tra te d . Items were eliminated i f there was a large discrep­ ancy in judgments, or i f distribution was multimodal.7 16 A ll of the items that met the aforementioned c r ite ria were assembled fo r each scale, and the mean scale positions assigned to them fo r each group of judges were intercorrelated to give estimates of the scale r e lia b ilit ie s . The authors quoted Noble as saying that i f one is interested in the consistency with which successive random samples of subjects or judges respond to an invariant set of stimu­ lus items, a problem of scale r e lia b ilit y rather than test r e lia b ilit y O is encountered. Smith and Kendall recognized that the mean values were somewhat skewed by the distribution of judgments at the extremes. But they f e l t that since the effe ct of skewness would be to reduce the s ta b ility of the means as estimates of central tendency, correla­ tions using means would give at least a minimum estimate of agreement among groups of judges concerning the re la tiv e position of the items on the sale. In addition, a comparison of the samples of means and variances fo r a ll items in each scale indicated a s im ila rity in the absolute location of items by the various groups of judges. Smith and Kendall pointed out that the procedures seemed satisfactory, with adequate agreement concerning the assignment of examples, excellent discrim ination, and a high degree of r e lia b ilit y . The researchers reasserted the value of th e ir approach: The procedure seems promising not only fo r nursing, but also fo r other complex tasks. Parenthetically, we should point out that r e lia b ilit ie s are so high that procedures sim ilar to this one could certain ly be attempted with smaller numbers of judges, and that sampling differences seem to be a re la tiv e ly tr iv ia l source of error. Wherever behaviors may be expected to be reasonably comparable or interpretable from one situation to another, as in many professional and administrative jobs, and in research settings where observations can be made under f a ir ly uniform conditions, the procedure seems applicable. We hope that i t w ill prove useful in in d u s trial, educational, and social areas of research.9 17 Definition of Terms The following terms are defined in the context in which they are used in this study: Area Vocational Education School--As defined by Public Law 90-576, a specialized high school used exclusively or prim arily to provide nondiscriminatory vocational education to people who want to study in preparation fo r entering the labor market.10 Community College—As defined in the Michigan Community College Act (Public Act 331), "an educational in s titu tio n providing prim arily fo r a ll persons above the twelfth grade level and prim arily for those within commuting distance, collegiate and non-collegiate level education including area vocational education programs which may result in granting of diplomas and c e rtific a te s including those known as associated degrees but not including baccalaureate or higher degrees.1,11 Michigan Public Community College—Two-year colleges located within the geographical te rrito ry of Michigan, supervised by the administration and controlled by lo cally elected boards, e lig ib le for financial appropriations by the Michigan Legislature, and q u a li­ fied to receive federal vocational education funds through the Michigan State Board of Education, Vocational-Technical Education Service. State Department of Education—The State of Michigan's educational agency. State statutes empower the Department of Educa­ tion to receive and distribute federal grants-in-aid and to adminis­ te r the resources accruing from these grants. 18 State Plan—The plan adopted by the Michigan State Board of Education, which sets the requirements fo r receipt and allocation of federal funds for vocational education. Local Secondary Administrative and Supervisory Personnel — Directors of Vocational Education, Shared-Time Directors o f Vocational Education, Area Program Implementors, and Career Education Planning D is tric t Vocational-Technical Specialists. Community College Occupational Dean—A lin e administrator id en tified by the chief executive of a Michigan public community college as having the primary responsibility and authority for developing, sustaining, evaluating, and promoting the in s titu tio n 's vocational-technical education programs and courses. Postsecondary Instructional Personnel--People teaching approved vocational-technical education courses fo r which reimburse­ ment is requested, and possessing a minimum of two years' work experience in the specific occupational area or in a d ire c tly related career fie ld . Intermediate School D is tric t Superintendent—The chief school administrative o ffic e r within the intermediate school d is tr ic t. Secondary Counselor—Helps secondary vocational education students complete interest inventories, provides them with guidance and counseling, and helps them select and be placed in shared-time occupational programs. Vocational-Technical Experts—Chiefs, supervisors, and educational specialists employed by the Michigan Department of Educa­ tion , Vocational-Technical Education Service. 19 Postsecondary Education—Any instruction or learning oppor­ tu nity offered to people who have completed or terminated th e ir secondary education or who are beyond the compulsory secondary school attendance age, and are enrolled and participating in any educational in s titu tio n , program, or learning opportunity. Vocational-Technical Education--As defined by Public Law 90-576, "Vocational or technical training or retraining which is given in schools or classes under public supervision and control . . . and designed to prepare individuals for gainful employment as semi­ skilled or skilled workers or technicians or subprofessionals in recognized occupations and in new and emerging occupations or to prepare individuals for enrollment in advanced technical education programs, but excluding any programs to prepare individuals for employment in occupations generally considered professional or which 12 require a baccalaureate or higher degree.1 Local Educational Agency—A board of education or other le g ally constituted local school authority having administrative control and direction of public elementary or secondary schools in a c ity , county, township, school d is tr ic t, or p o litic a l subdivision in a state, or any other public educational in s titu tio n or agency (such as a junior or community college or state-operated area vocational school) having administrative control and direction of a vocational education program. Local School D is tric t or Secondary School D is tric t—An edu­ cational agency that does not include any grade beyond grade 12. 20 Intermediate School D is tr ic t—Defined in the General School Laws, Section 340.291a(a) as an established corporate body. Constituent School D is tr ic t—Defined in the General School Laws, Section 340.291a(3) as a local school d is t r ic t whose te r rito r y is e n tire ly within an intermediate school d is t r ic t . Contractual Agreement—A le g a lly binding agreement between a Michigan intermediate school d is t r ic t and a Michigan public community college to provide instructional programs, courses, and services for secondary-level vocational education students. Role Responsibilities—Major duties fo r which secondary and postsecondary educational agencies are accountable in contracting for secondary vocational education at a public community college. Overview of the Study Chapter I contains a statement of the problem and need for the study, a discussion of assumptions and d elim itatio n s, an explana­ tion of the theoretical framework, and d efin itio n s o f important terms used in the dissertation. Chapter I I is devoted to a review of relevant lite ra tu re related to vocational-technical education at the secondary and post­ secondary levels of instruction. Research having a p p lic a b ility to the present study is reviewed in depth. Chapter I I I includes a description of the population in v e s ti­ gated, the procedures followed in designing the various questionnaires and in gathering data, and the analytical measures used. 21 Presented in Chapter IV are the major findings from the data gathered and analyzed. Major ro le resp o n s ib ilities of secondary and postsecondary educational agencies, as perceived by vocational technical specialists of the intermediate school d is tr ic ts , community college occupational deans, and secondary and postsecondary personnel from the Michigan Department of Education, Vocational-Technical Education Service, are reported. The results of the findings are summarized. A summary of the study and its findings, conclusions drawn from the data, im plications, and suggestions fo r future research are contained in Chapter V. 22 Footnotes—Chapter I ^Michigan Department of Education, A Tentative Plan fo r the Development of Area Vocational Education Centers in Michigan (Lansing: Michigan Department of Education, 1970), p. 1. ^ Ib id ., pp. 4-5. 3 Michigan Department of Education, The Annual and Long Range State Plan fo r Vocational Education, 1977-78 (Lansing: Michigan Department of Education, 1977), p. 2. 4I b i d . , p. 73. 5Ib id . ^ Ib id ., p. 80. 7 P a tric ia Smith and L. M. Kendall, "Retranslation of Expec­ tations: An Approach to the Construction of Unambiguous Anchors fo r Rating Scales," Journal of Applied Psychology 47,2 (1963). g C. E. Noble, "Scale R e lia b ility and the Spearman-Brown Equation," Educational Psychology Measurement 15 (1955): 195, cited in Smith and Kendall, p. 150. ^Smith and Kendall, pp. 151-52. ^Michigan Department of Education, The Michigan State Plan for Vocational Education, 1976-77 (Lansing: Michigan Department of Education, 1976), p. 2. ^ Michigan Community College Act, Public Act 331, Section 105. 12 Michigan Department of Education, State Plan, p. 2. 13 Michigan Department of Education, Guide fo r the Administra­ tion of Vocational and Technical Education (Lansing: Michigan department of Education, Vocational-Technical Education Service, 1975), p. 64. CHAPTER I I REVIEW OF RELATED LITERATURE A search of the lite ra tu r e revealed a dearth of research con­ cerning contracting for secondary vocational education a t a compre­ hensive community college. The lite ra tu r e did, however, reveal that several states are addressing the problem of providing educational opportunities to secondary students at postsecondary in s titu tio n s by in itia tin g a lte rn ative educational arrangements. Several studies have also been conducted to id e n tify the duties and functions of intermediate or lo c a l-le v e l s ta ff administrators and postsecondary administrators of vocational education programs. There appears to be s u ffic ie n t role s im ila rity among the levels of administrators to warrant the review of representative studies on the respective leader­ ship positions. The f i r s t section of the review of lite ra tu re is a discus­ sion of the findings of a national survey conducted by determine the degree to which public vocational education programs in secondary in stitu tio n s are carried on simultaneously with those in the same or closely related fie ld s of postsecondary instruction. This discus­ sion is followed by a report on a lte rn a tiv e educational arrangements provided by specific states. by the state of Michigan. Emphasis is given to the programs offered The second section of the chapter contains 23 24 a review o f research regarding the roles and/or ro le perceptions of vocational-technical education adm inistrators. A ltern ative Educational Arrangements In 1976, the National Advisory Council on Vocational Educa­ tion (NACVE), in cooperation with the State Advisory Councils (SAV), conducted a study to determine the degree to which public vocational education programs in secondary in s titu tio n s are entered into simul­ taneously with those in the same or closely related fie ld s o f post­ secondary instruction.^ The 85.7 percent response was interpreted as an indication o f the respondents' concern about th is subject. Six informational objectives were established fo r the study: 1. 2. 3. 4. 5. 6. To id e n tify existing procedures and combinations o f proce­ dures which indicate the existence of a rtic u la tio n . To id e n tify the number and types of programs included in the a rtic u la tio n process. To determine the extent to which there is a rtic u la tio n with the apprenticeship programs. To id e n tify level and in s titu tio n s involved in planning and coordinating programs which are a rtic u la te d . To id e n tify factors which encourage e ffe c tiv e a rtic u la tio n . To id e n tify factors which prevent e ffe c tiv e a r tic u la tio n .2 One part o f the study focused on states having programs allowing secondary students simultaneously to enroll in postsecondary in s t i­ tutions fo r vocational education a t the secondary level and to receive high school c re d it. Of the states responding to the survey, 56.3 percent had such a program.* *Although American Samoa is not a s ta te , i t was included in the national survey and was found to have a simultaneous secondary/ postsecondary vocational education program. 25 The investigator of the present study contacted the executive directors of the State Advisory Counsils of the states found in the national survey to have secondary/postsecondary vocational education programs (see Appendix D). They were asked to describe the specific educational arrangements existing in th e ir particular states. About one-third of the states contacted responded to the investigator's inquiry. American Samoa: Their statements are summarized below. Junior and senior boys are bused to a centrally located f a c ilit y , where they take trades and technical courses. The f a c ilit y is operated by the American Samoa Community College, with transportation provided by the Department of Education. An entry-level arrangement makes i t possible for secondary students to receive high school credit for the courses. Delaware: The State Board of Education of Delaware adopted a policy that allows "early graduation" from high school i f a student is accepted by a postsecondary in stitu tio n before graduating from high school. The student attends classes at the postsecondary in s ti­ tution and simultaneously received credits toward high school gradua­ tion and toward the appropriate program at the postsecondary in s ti­ tution. Texas: During the 1974-75 school year, 953 secondary students from 64 school d is tric ts were enrolled in 17 postsecondary in s titu ­ tions. Programs were offered in trade and technical education, vocational o ffic e education, and cosmetology. Wyoming: vocational areas. In Powell, Wyoming, fa c ilitie s are shared in a ll There is no charge for such a cooperative 26 arrangement, and no guidelines have been developed. Instructors and administrators at both institutions are most agreeable in working out the necessary details for such an exchange. Central Wyoming College in Riverton, Wyoming, provides secondary school students the opportunity to enroll in various courses offered by the college. Often students simultaneously receive both high school and college credits. Students must have permission from th eir high school principal before they are permitted to enroll. Wisconsin: Major impetus to arrive at formalized educational arrangements has come prim arily from three sources: 1. The Governor ofWisconsin has required that at least 3 percent of those enrolled in postsecondary vocational education institutions be16 or 17 years 2. The of age. State Boardof Vocational-Technical and Adult Edu­ cation has required a ll local d is tric ts to f i l e a plan detailing articulation with and success of secondary schools. 3. For three consecutive years, substantial amounts of EPDA and Part B Unspecified Vocational Education Act funds have been devoted to bringing secondary and postsecondary vocational education teachers together to develop curricula designed to give students a smoother transition from secondary to postsecondary institutions. Iowa: Secondary and postsecondary personnel take part in jo in t planning and development of secondary-level programs, which are then submitted to the State Board for approval. The jo in tly admin­ istered programs are developed in accordance with Chapter 28E of the 27 Iowa Code, which allows tax-supported agencies to contract with each other for services. Illin o is : Secondary schools may contract with community colleges for specialized high-school-based courses in the vocational fields made available by the community college. Typically, two or more secondary d is tric ts enter into a jo in t agreement, with one d is tric t designated as the administrative d is tric t. The d is tric ts contract for services, fa c ilit ie s , and instructors. The State Board of Education reimburses such arrangements at a higher rate than i t does regular vocational programs. An administrative organization factor helps defray the additional costs associated with such jo in t arrangements. Maine: Secondary students may simultaneously enroll in postsecondary institutions for secondary-level vocational education, and receive high school credit as well as credit toward the A.A. degree or postsecondary c e rtific a tio n . Advanced placement at the postsecondary in s titu tio n is determined by competency-based exami­ nations. Montana: The Montana School Code defines a vocational- technical education student as a person who has le f t high school, is at least 16 years of age, and is available for study in preparation for entering the labor market. Ohio: The state of Ohio has an alternative approach to voca­ tional education. The Memorandum of Understanding on Technical and Vocational Education between the Ohio Board of Regents and the Ohio Department of Education contains clearly defined parameters fo r the 28 development and expansion of educational opportunities for vocationaltechnical education and the people each agency is to serve. The memorandum further sets forth understandings relating to support and assistance between the two agencies, including the jo in t use of cer* tain physical fa c ilit ie s , appropriate professional s ta ff, and ancillary services. I t is the position of the Department of Education and of the Ohio Board of Regents that opportunities for vocational and technical education should be greatly expanded throughout the State. Increased educational opportunities must be accomplished, however, through the e ffic ie n t use of physical fa c ilitie s and human resources. The Board of Regents and the Department of Edu­ cation agree to the following principles governing the expansion of educational opportunities for vocational and technical edu­ cation: 1. That determinations concerning the need fo r, and organi­ zation of vocational education shall be made by the Department of Education and by the individual school d is tric ts . 2. That determinations concerning the need fo r, and organi­ zation of technical education shall be made by the Ohio Board of Regents and by the individual in s titu tio n of higher education. 3. That on the basis of a legal and financial commitment to technical education, the Department of Education w ill cooperate with the Ohio Board of Regents in the develop­ ment of and support of technical education. Such assis­ tance from the Department of Education shall be limited to those technical programs meeting the standards of the Department and shall not handicap the development of vocational education. 4. While technical education w ill grow in several adminis­ tra tiv e patterns, there must be no duplication of e ffo rt or taxation. Technical education is developing in Ohio in the following administrative organizations: .Community Colleges •Technical Institutes (such technical institutes may be separate en titie s or organized in conjunction with a jo in t vocational school d is t r ic t) . 5. That cooperative efforts w ill be undertaken for the jo in t use of certain physical f a c ilit ie s , and of appropriate professional s ta ff and an cillary services, in those c ir ­ cumstances where technical and vocational education pro­ grams have been established in the same area.3 29 Michigan: Area vocational-technical education programs have been developed at both the secondary and postsecondary levels. The secondary area vocational education concept emphasizes cooperative arrangements between two or more school d is tric ts , among high schools within large d is tric ts , and secondary programs contracting with com­ munity colleges, for the purpose of operating shared vocational edu­ cation programs for people in re la tiv e ly large geographical areas or those with high population density. The area concept also includes postsecondary vocational and technical programs offered on an area basis through strategically located community colleges. Secondary area vocational education programs are designed to complement comprehensive high school programs and to coordinate with postsecondary vocational-technical programs without needless dupli­ cation of programs, f a c ilit ie s , or s ta ff. On June 11, 1969, the State Board of Education adopted the State Plan for Higher Education in Michigan, which, in part, provided for community colleges to o ffe r secondary-level vocational education. The Plan stated: Under some circumstances, community colleges may also be involved in vocational education at the secondary le v e l, since i t is intended that vocational education at the secondary level should be coordinated with vocational-technical education at the post­ secondary level in such a way as to avoid unnecessary duplica­ tion of program and f a c i li t i e s . 4 In 1974, the Michigan Department of Education published guidelines for secondary public schools to use in preparing contracts with private schools, business, and/or industry for vocational edu­ cation. The guidelines provided for contractual assurances that: 30 1. 2. 3. The contract is in accordance with state and local law. The instruction to be provided under contract w ill be con­ ducted as part of the vocational education program of the state. The Department of Education guidelines for approval of pro­ grams contracted with private schools, business and/or industry have been f o i l o w e d . 5 In 1975, the Michigan Department of Education published a document e n title d Planning for Continuous Occupational Education Pro­ grams Between Secondary and Postsecondary Education. Chapter I I of that publication addressed specific problems that deter effective program coordination and planning: Inadequacies in the present education organizational structure pose a major b arrier to achieving programs that are comprehensive, cohesive, continuous, and relevant to a ll people in Michigan. These inadequacies are emphasized in the 42 area vocational studies which encompass the en tire State. The studies revealed an almost complete lack of jo in t planning among local educational agencies providing vocational-technical education programs. This lack of planning and coordination is p artic u larly evident among secondary school d is tric ts and between community colleges and secondary schools. This has been a serious deterrent in provid­ ing effective program coordination and a rtic u la tio n . The area studies strongly suggested that effo rts be made to use f a c ilit ie s more e ffe c tiv e ly through shared-time programs and jo in t use of f a c ilit ie s by K-12 d is tric ts and community colleges. This would provide students with additional options for enrolling in occupational programs.6 The document further highlighted the problems in the following statements: In some instances the relationship between vocational educa­ tion directors and th e ir in stitu tio n s and occupational deans and th e ir institutions is such that communications and coordination e ffo rts are lacking or minimal. In other cases, the relationship is good, but any e ffo rt toward program artic u la tio n has not yet had the attention i t deserves.7 In 1975, the Michigan Department of Education updated its guidelines to assist public educational agencies in negotiating 31 contractual agreements with other public agencies. Included in the guidelines were the following topics: 1. 2. 3. 4. 5. 6. 7. 8. 9. The minimum number of hours for training Funding policies Licensing requirements Program or course implementation costs L ia b ility statements Program evaluation Instructional personnel c e rtific a tio n requirements Compliance statements regarding safety standards and laws Department of Education approval process8 The Michigan Department of Education received a le tte r from the president of Kirtland Community College, in which a cooperative arrangement between the college and COOR Intermediate School D is tric t was formally stated. The community college's board of trustees adopted the following resolution supporting the area career center program: WHEREAS we recognize that this is a sparsely populated area with lim ited financial resources and that the community can only be served economically and adequately through the fu ll cooperation of a ll local educational agencies, including maximum use of ex is t­ ing f a c ilit ie s , and WHEREAS Kirtland Community College recognizes the assistance COOR Intermediate School D is tric t has provided local educational agencies in securing programming for secondary students, and WHEREAS Kirtland Community College has been serving as con­ tracting agent for Secondary Occupational Programs for Local School D istric ts in COOR Intermediate School D is tric t for the past three years, and WHEREAS the Kirtland Community College Board of Trustees and Administration to ta lly support this cooperative arrangement, BE IT RESOLVED that the Board of Trustees pledges to cooperate with COOR Intermediate School D is tric t and a ll local educational agencies in short-range and long-range planning fo r secondary and post-secondary occupational education, and BE IT FURTHER RESOLVED that this Board pledges to provide available f a c ilit ie s and faculty for operating Secondary Occupa­ tional Programs (Area Career Center Program) on the college campus and supply the necessary action to attempt to obtain the needed f a c ilit ie s where student enrollment growth patterns indicate a need for additional f a c ilit ie s . Resolution declared adopted. 32 The Michigan Department of Education's Annual and Long Range State Plan for Vocational Education, 1977-78 emphasized the need to reduce unnecessary duplication of services to students. publication, the Long Range Plan for 1978-82 stated: Within that "The number of w ritten agreements for the contracting of physical f a c ilitie s and equipment between intermediate or constituent school d is tric ts and community colleges w ill increase."10 Summary The findings of the national survey of secondary and post­ secondary vocational education seem to indicate a lack of formal guidelines or procedures at the national le v e l, which formalize the delivery of secondary vocational education at a community college. The findings encouraged the present researcher to pursue the inves­ tigation of that topic by contacting the individual states having such programs. Information resulting from that search was included in the preceding section. The next section of the review of lit e r a ­ ture is a discussion of research findings on the roles and/or role perceptions of vocational-technical education administrators. The Role of Vocational-Technical Education Administrators McBrayer conducted a study in Cherry H ill School D is tric t, Inkster, Michigan, to examine the practice or shared-time programs— in his study, public enrollment in both a public and a parochial school. He sought to establish guidelines for developing and implementing shared-time educational programs. Although McBrayer's 33 study focused on private students attending public schools, the fin d ­ ings of his study of an existing shared-time program and his review of lite ra tu re provided a basis for establishing shared-time guide­ lin e s .11 Through personal interviews and questionnaires, McBrayer secured information about the shared-time program in Cherry H ill School D is tric t from participating schools, parents, students, and community leaders. A m ajority of the respondents judged the shared­ time program to be a success. The researcher suggested the following guidelines for the development and implementation of shared-time programs: 1. Shared-time programs should be based on the general characteristics and educational needs of the community and unmet educational needs of the students, as id e n tified by people in the community. 2. The type of approach used for shared-time should be based upon the educational structure and characteristics of the community. 3. The co n stitu tio n a lity of a shared-time program should be determined by legal counsel. 4. Instruction must have a prim arily public rather than religious purpose. 5. The amount of state aid fo r part-time students may deter­ mine shared-time program fe a s ib ility . 6. The proximity of the participating schools is important to the success of shared-time programs. 34 7. Community readiness fo r the program should be judged by public policy regarding the program. 8. Educational planners should be cautious in enlisting community groups before adopting a policy decision on shared-time. 9.* The shared-time program should be restricted in scope and i n i t i a l l y be on an experimental basis. 10. Administration o f the program should be prim arily a function o f the public school. 11. The expenditure of public funds must be under public contract. 12. Instruction must be available to pupils of a ll demoni- nations. 13. The program should not involve pupils below the ju n io r high school le v e l. 14. In administering the program, the private schools should be concerned with and deal prim arily with the pupils enrolled in the shared-time program. 15. The success of a shared-time program requires (a) subject matter a rtic u la tio n between p articipating schools; (b) scheduling a rtic u la tio n between p articip atin g schools; (c) maximum integration of pupils between p articip atin g schools; (d) maximum involvement of professional s ta f f, including teachers; and (e) periodic evaluation. 1o In 1967, Stanger conducted an a ttitu d in a l study of selected groups of vocational educators to determine th e ir perceptions of the function of the interm ediate-level vocational director in C a lifo rn ia . 35 Only resp o nsib ilities for the improvement of instruction were studied. At the time of the survey, the position of vocational d irecto r in the county o ffic e of superintendent of schools was re la tiv e ly new; only 26 counties employed vocational d irectors. Five groups of educators were enlisted as panels of special­ is ts to express th e ir views concerning the appropriate functions of the interm ediate-level director of vocational education. The fiv e groups represented vocational educators at the secondary level of instruction, d is tr ic t supervisors of vocational education, countylevel directors of vocational education, regional supervisors of vocational education, and the superintendent of the unified and secon­ dary schools in the 26 counties employing interm ediate-level voca­ tional directors. A l i s t of 73 duties and functions of vocational education directors was prepared and refined fo r gathering data about the views held by the specialized group. Responses were tabulated, percentages computed, and rank-order lis tin g s prepared of the degree of importance and the degree of satisfaction the experts perceived fo r each of the lis te d functions. The researcher then determined group consensus regarding the perceived importance of and degree of satisfaction with each function. Stanger's findings were as follows: 1. Intragroup and intergroup discrepancies were noted, where functions given high importance ratings were rated especially low in quality of performance. 36 2. Twice as many items were judged to be satisfactory in actual performance in comparing importance ratings with accep tab ility. 3. Most of the functions were accorded the lowest accepta­ b i l i t y ratings. 4. Practices associated with the physical aspects of voca­ tional education, such as learning environment, were accorded the lowest ratings. 5. The highest importance ratings were given to 21 functions— 10 in the area of adm inistration, 7 in the instructional program, and 4 in professional improvement; no items in the area of physical f a c i l i ­ ties or equipment and supplies received a consensus rating of "impor­ ta n t." 6. Educators experienced greatest satisfaction with the way functions were actually being performed; of the functions with which the experts were most s a tis fie d , six were adm inistrative in nature, three d ealt with professional improvement, and one was related to the instructional program. 7. Rank-order lis tin g s of the importance of items according to weighted scores revealed a preponderance of top-rated functions in the area of administrative and executive duties, followed by tasks concerned with the instructional program and professional improvement. 8. A strong pattern of consensus within and among groups was revealed through an item analysis of combined group ratings of the 73 lis te d functions. 13 Boyne conducted a study in 1972 to determine the amount of agreement and/or disagreement among local superintendents, local 37 vocational education d irectors, and Illin o is Division of Vocational and Technical Education s ta ff members concerning th e ir respective role expectations. 1. He sought to determine: The specific role expectations about which there was consensus or disagreement by the s ta ff of the Illin o is Division of Vocational and Technical Education, local superintendents, and local directors of occupational education. 2. The functional resp o n s ib ilities on which there was agree­ ment in the role expectations of Illin o is Division of Vocational and Technical Education s ta ff, local superintendents, and local occupa­ tional education directors. 3. The functional resp o n s ib ilities on which there were d i f ­ ferences in the role expectations of Illin o is Division of Vocational and Technical Education s t a ff, local superintendents, and local occu­ pational education directors. 4. The average rank ordering of role expectations, as viewed by the Illin o is Division of Vocational and Technical Education s ta ff, local superintendents, and local occupational education directors. Boyne employed a Q-sort methodology in his research. This technique generated 63 items, categorized into eight functional areas: (1) adm inistration, (2) instru ction , (3) personnel, (4) program plan­ ning and development, (5) public re la tio n s , (6) research, (7) budget and physical f a c i li t i e s , and (8) student services and a c tiv itie s . The Q-sort was administered to 15 Illin o is Division of Vocational and Technical Education s ta ff members, 15 local superintendents, and 15 38 local occupational education directors. The respondents were asked to place the 63 items in a rectangular d is trib u tio n of nine cate­ gories, with seven cards in each category. Findings of Boyne's study revealed that the Illin o is Division of Vocational and Technical Education s ta ff members’ and local super­ intendents agreed on 84 percent of the functions id e n tifie d in the study. The local occupational education directors and local superin­ tendents agreed on 86 percent of the items. The researcher found 95 percent agreement between local occupational directors and the s ta ff of the Illin o is Division of Vocational and Technical Education.^ The U.S. Department of Health, Education and Welfare, O ffice of Education, developed a problem-solving and decision-making model for local administrators responsible fo r secondary and postsecondary vocational-technical education programs. The model was designed to provide occupational educators with a system fo r establishing parameters and determining strategies and alternatives pertinent to the management functions entailed in administering vocational-technical education pro­ grams. The model comprised the following 10 major functions performed by vocational-technical administrators: (1) public re latio n s, (2) curriculum and instruction, (3) student personnel, (4) s ta ffin g , (5) f a c ilit ie s and equipment, (6) business arrangements, (7) determin­ ing the community power structure, (8) professional negotiations, (9) leadership development, and (10) long-range master p lan n in g .^ Corrigan studied the management styles and resource support systems of Michigan occupational education deans, with implications 39 fo r adopting management by objectives (MBO). A ll 29 community colleges (30 campuses and 30 occupational deans) in Michigan were included in the study. 1. The purposes of his study were to: Determine the extent to which the managerial styles o f community college occupational deans are s im ila r to the sty le des­ cribed as appropriate fo r MBO in the Odiorne MBO Readiness Question­ naire. 2. Determine the extent to which selected resource support systems o f the community college are (a) oriented to the goals o f the occupational programs of the community, (b) co n tro llab le by the occu­ pational dean, (c) adaptable to changing needs o f the occupational program, and (d) provide feedback information to the occupational d e a n .^ The investigator administered a mailed questionnaire th at sought information on two areas of in te re s t: management s ty le and resource support systems. Corrigan found th a t, as a whole, the occupational deans demon­ strated on the MBO Readiness Questionnaire a b e lie f th at th e ir sub­ ordinates were able to manage th e ir own jobs in a manner conducive to the use of management by objectives. The results of the study seemed to indicate th at although the occupational deans held p ositive views of th e ir subordinates' a b ilit ie s to work under MBO, they a c tu a lly employed management styles th at did not re fle c t those a t t i ­ tudes. Only 40 percent of th e ir responses concerning th e ir own management styles supported MBO. 40 Corrigan id e n tifie d two research support subsystems: resources and nonfinancial resources. fin an cial Financial resources were con­ cerned with salary adm inistration and operational budget, whereas the nonfinancial area of concentration d ealt with personnel employment and s t a ff workload assignments. Under resource support subsystems, the following results were found: Support o f goals: The resource support systems accountable to the occupational deans in accomplishing th e ir objectives were found to be only m arginally supportive of MBO in terms o f goal orien­ ta tio n . Controllable by dean: The results indicated that in nearly 70 percent of the instances measured, the occupational dean exercised control over the resource support systems. Adaptable to change: Corrigan found that the a d a p ta b ility of the resource support systems to change was r e la tiv e ly lim ite d . In less than 40 percent o f the instances measured could the resource support system be read ily changed to meet changing circumstances in the occupational programs. Providing feedback: The occupational deans received feedback in nearly 90 percent of the instances measured. In Corrigan's study the salary adm inistration function was rated lowest in the degree to which the resource support system operated in a manner supportive of MBO, In less than 40 percent of the instances measured did salary adm inistration support MBO. The 41 operational budget function was reported to operate in a manner supportive of MBO in nearly 70 percent of the instances measured. Under personnel employment, the study revealed that the employment systems available to the occupational deans operated in a manner supportive of the successful implementation and use of MBO. In over 70 percent of the instances measured, the s ta ff workload assignment function operated in a manner supportive of MBO. The results of Corrigan's analysis of managerial styles and resource support systems indicated that the occupational deans in Michigan community colleges varied significantly in th eir adminis­ tra tiv e modes of operation. He concluded that occupational deans, for the most part, were unlike one another in the manner in which they used financial and nonfinancial resources. The findings of his study tended to support the b e lie f that resource allocation in Michigan community colleges is often static and unrelated to need.^ In 1976, Grow conducted a study in which he developed guide­ lines that could be used by Michigan Career Education Planning D is tric t (CEPD) councils in planning for fa c ilitie s to house career education instructional a c tiv itie s . As set forth in Act 97 of the Public Acts of 1974, The CEPD council is a group of local educational agencies, including local school d is tric ts and intermediate school dis­ t r ic t s , in geographic proximity to each other and organized to increase cooperation and articulation between local educa­ tional agencies as they plan to implement a career education program.18 42 Michigan community colleges are not legally a part of CEPD, but many postsecondary institutions are represented in CEPD councils and participate in area planning of career education. The four main components of Grow's Guidelines for Planning for Career Education F a c ilitie s were: (1) Planning Career Education, (2) F a c ilitie s and Planning for Career Education, (3) CEPD Planning Q Guidelines, and (4) Use of the Guidelines. In the section on 1 F a c ilitie s and Planning for Career Education, Grow cited problems that educators and lay citizens should address in th e ir leadership and coordination roles: 1. The unmet educational needs and shortcomings of present educational programs in the area. 2. Attendance areas and existing school locations in terms of size, programs, convenience, use, economy, and other factors. 3. Population, housing, transportation, and other social and economic trends affecting school buildings in the entire area. 4. Cost of present operations and buildings under the existing plan, as compared with cost of jo in t operation. 5. Ways and means of overcoming existing deficiencies or high costs. 6 . Effects of building on local resources under the exist­ ing governmental structure, as compared with building under various alternatives. 7. Desirable future school attendance area, school location, and d is tric t boundary changes. 20 43 Based on a review of the lite ra tu re and the findings of his study, Grow recommended that "a study should be conducted to deter­ mine the potential role between agencies in sharing f a c ilit ie s for career education." 21 In 1976, Mazzara studied role expectations of the o ffic e of dean of occupational education in Michigan public community colleges as perceived by the college presidents, department heads, and occu­ pational education deans. The objectives of his descriptive study were to: 1. Obtain a f i r s t approximation reading of the major role expectations of the o ffic e of dean of occupational education re la tiv e to selected administrative functions of vocational-technical educa­ tion. 2. Determine the re la tiv e intensity with which incumbents and relevant others held those role expectations. 3. Determine the re la tiv e p rio rity of the major role expec­ 4. Id en tify any differences in the role expectations, as tations. viewed by incumbents and relevant others. 5. Measure the level of consensus and disagreement among incumbents and relevant others regarding the major role expectations. 6 . Explore relationships between respondents' role expecta­ tions of the o ffic e of dean of occupational education and independent variables, including community college size, number of fu ll-tim e administrators reporting to the o ffic e of dean, professional work 44 experience, and educational level of incumbents and relevant others. 22 A questionnaire containing 103 role expectations representing six major administrative functions was mailed to 191 people, who constituted the total population of Michigan community college presi­ dents, occupational education deans, and department heads. Ninety- three percent (27) of the presidents, 100 percent (31) of the occupa­ tional education deans, and 85 percent (111) of the department heads returned usable questionnaires. The six major administrative func­ tions represented by the role expectations were: (1) General Adminis­ tration and Supervision, (2) Curriculum Development and Instruction, (3) Budget and Finance Management, (4) Planning, Evaluation and Research, (5) Personnel Management and Professional Development, and ( ) Constituency Development. 6 Respondents were asked to indicate on a Likert-type scale the extent to which they agreed or disagreed that someone occupying the o ffice of dean of occupational education should perform each of the given role expectations. Mazzara found a significant difference of opinions among department heads, occupational deans, and college presidents regarding performance of the role expectations. The three functions possessing the largest proportion of significant group differences were Personnel Management and Professional Develop­ ment, Curriculum Development and Instruction, and Planning, Evaluation and Research. The differences found were generally between department heads and both presidents and occupational education deans. The 45 function with the least significant difference was Constituency Development; the one with the most significant difference was Plan­ ning, Evaluation and Research. Mazzara also found that the most significant relationships were between the responses of presidents and the number of fu ll-tim e subordinate administrators regarding the office of dean of occupa­ tional education. A negative relationship was reported relating to the following role expectations: subordinates' evaluating of job applicants, recommending the retention or termination of teaching s ta ff, providing subordinate s ta ff with follow-up information, using student classroom test results in course/program evaluation, conduct­ ing student interest surveys, and using lay advisory coircnittees. The researcher also found negative relationships between the responses of presidents to expectations of planning and coordinating community college vocational-technical programs in cooperation with local state educational agencies and the years of experience in th eir present position. He did not find a significant difference among separate group responses of presidents, occupational education deans, and department heads and th eir educational level, years of experience in public education, years of community college teaching experience, and years of experience in th eir present college. Mazarra found there was more agreement between occupational education deans and presidents regarding the major role expectations of the office of dean than between occupational education deans and department heads. His findings concerning the major role expectations 46 of the office of dean of occupational education prompted Mazzara to identify and recommend a need for further study: The role of Occupational Education Dean in promoting cooperative relationships with secondary vocational education should be analyzed. Among the c ritic a l areas which should be studied are: ( ) contracted secondary vocational instruction, ( ) jo in t fa c ilit y use, (3) area cooperation of secondary/postsecondarv instructional programs, and (4) articu latio n of instruction.23 1 2 The Mazzara study encouraged the present researcher to pursue the investigation of role expectations. This study was concerned with area cooperation between secondary and postsecondary in s titu ­ tions, the p ossibility of secondary and postsecondary students using the same f a c ilit y at the same and/Or d ifferen t times, and formalizing the agreement with a signed contract entered into by the principal parties. The occupational education deans and th e ir subordinate administrators identified in the Mazzara study have major responsi­ b ilit y for administering contractual agreements between community colleges and intermediate school d is tric ts ; hence th eir role expecta­ tions were of v ita l interest in the present research. Summary I t was evident from the review of lite ra tu re and research that contracting fo r secondary vocational education at comprehensive commu­ nity colleges is emerging in a variety of alternative educational arrangements. No studies were found that had been conducted spe­ c ific a lly to determine the perceptions held by secondary and/or post­ secondary administrators of role expectations in contracting for secondary vocational education at a community college in Michigan. 47 However, the lite ra tu re did indicate that role expectations for secondary and postsecondary vocational-technical education adminis­ trators can be subsumed into major categories fo r research purposes. The functions id e n tified in the related research studies served as a basis fo r determining the major administrative categories of occupational education used in the current study. They are: (1) Administration and Supervision/Coordination, (2) Curriculum Development and Instruction, (3) Budget and Finance Management, (4) Physical F a c ilitie s and Equipment, (5) Personnel Management and Professional Development, ( ) Community Involvement, and (7) Guidance 6 and Counseling. Those categories were employed as a means of classi­ fying role expectations generated by Panel 1, and la te r in the data analysis of the study. depth in Chapter I I I . The research methodology is discussed in 4 48 Footnotes—Chapter I I ^Ruth Tangman et a l . , A rtic u la tio n , A Study by the National Advisory Council on Vocational Education (Washington, D.C'.: National Advisory Council on Vocational Education, May 1976). 2 Ruth Tangman, Survey of Secondary-Post-Secondary A rticulation Process in Vocational Education (Washington, D C .: National Advisory Council on Vocational Education, 1976), pp. 2-3. 3 Memorandum of Understanding on Technical and Vocational Edu­ cation Between the Ohio Board of Regents and the Ohio State Department of Education, January 1969, pp. 22-23. 4 Michigan Department of Education, The State Plan fo r Higher Education in Michigan (Lansing: Michigan Department of Education, 1969), p. 1-15. 5 Michigan Department of Education, Guide fo r Administrators of Vocational and Technical Education (Lansing: Mi chi gan Department of Education, Vocational-Technical Education Service, 1974), Section E, p. 43. ^Michigan Department of Education, Planning for Continuous Occupational Education Programs Between Secondary and Postsecondary Education (Lansingl Michigan Department of Education, February 1972), p. 3. 7 Ib id ., p. 1 0 . Q Michigan Department of Education, Guide fo r Administrators of Vocational and Technical Education (Lansing: Michigan Department of Education, Vocational-Technical Education Service, 1975), SectionE, pp. 45a, 47b. g Letter to the Michigan Department of Education from Robert Stenger, President, Kirtland Community College, April 11, 1975. ^Michigan Department of Education, The Annual and Long-Range State Plan for Vocational Education, 1977-78 (Lansing: Michigan Department of Education, 1977), p. 80. ^Richard T errell McBrayer, "Guidelines for Development and Implementation of Shared-Time Education Programs" (Ed.D. dissertation, The University of Tennessee, 1965). 49 13 Norman Robert Stanger, "An A ttitu d in a l Survey Concerning the Responsibilities o f the Intermediate-Local Director of Vocational Education" (Ph.D. d issertatio n, University of C a lifo rn ia , 1967). 14 George Keith Boyne, "The Role of the Local Director o f Occu­ pational Education as Perceived by Superintendents, State Director of Vocational and Technical Education S ta ff and Occupational Education Directors" (Ph.D. d issertatio n, Southern Illin o is U niversity, 1972). 15 U.S. Department of Health, Education and Welfare, Adminis­ tra tio n of Occupational Education: A Suggested Guide (Washington, D .C.: Government Printing O ffic e, 1973). 16 Charles Corrigan, "A Description of Management Styles and Resource Support Systems o f Michigan Community College Occupational Deans: Implications fo r Adoption o f Management by Objectives" (Ph.D. d issertatio n, Michigan State U niversity, 1974). 18 Act No. 97, Public Acts of 1974 (Lansinq: May 1974), p. 1. State of Michiqan, 19 Bruce A. Grow, "Guidelines fo r the Planning for Career Education F a c ilitie s by Career Education Planning D is tr ic t Councils in Michigan" (Ph.D. d issertatio n , The Ohio State U niversity, 1976), p. 216. 20 Ib id ., c itin g Wallace H. S trevell and Arnold J. Burke, Administration of the School Building Program (New York: McGrawH ill Book Company, 1959), p. 95. 2 1 Grow, p. 257. 22 Andrew Mazzara, "Role Expectations of the O ffice of Dean of Occupational Education in Michigan Public Community Colleges as Viewed by Incumbents and Relevant Others" (Ph.D. d issertatio n , Michigan State U niversity, 1977). 2 3 I b id ., pp. 185-86. CHAPTER I I I METHODOLOGY The objectives o f th is expanded case study were to examine the differences and s im ila ritie s in the major ro le expectations con­ cerning agencies contracting fo r secondary vocational education a t a comprehensive community college held by: 1. Intermediate school d is tr ic t vocational-technical sp ecialists compared to: a. Community college occupational deans b. Secondary and postsecondary u n it representatives of the Michigan Department of Education, VocationalTechnical Education Service. 2. Community college occupational deans compared to: a. Intermediate school d is t r ic t vocational-technical specialists b. Secondary and postsecondary u n it representatives o f the Michigan Department of Education, VocationalTechnical Service. 3. Secondary and postsecondary u n it representatives o f the Michigan Department of Education, Vocational-Technical Education Service, compared to: 50 51 a. Intermediate school d is t r ic t vocational-technical specialists b. Community college occupational deans. This chapter contains a discussion o f the means by which the data from these respondents were gathered, ordered, and analyzed. The Population The vocational directors selected fo r the study were those individuals lis te d as "Vocational-Technical S pecialists" in the Michigan Department of Education's 1977-78 Directory o f Vocational Adm inistrators. The occupational education deans selected fo r the study were those people lis te d as "Occupational Deans" in the same d irec to ry. These adm inistrative o ffices were id e n tifie d by the superintendent o f the intermediate school d is t r ic t and the president of the community college as having primary re s p o n s ib ility and author­ it y fo r the in s titu tio n 's vocational-technical education program. The secondary agencies included in the study were: (1) Eaton Intermediate School D is tr ic t, (2) Delta-Schoolcraft Intermediate School D is tr ic t, and (3) Gogebic-Ontonogon Intermediate School Dis­ tr ic t. The postsecondary agencies included in the study were: (1) Lansing Community College, (3) Gogebic Community College. (2) Bay de Noc Community College, and Also selected fo r study were the secondary and postsecondary units of the Michigan Department o f Educa­ tio n , Vocational-Technical Education Service. The agencies that participated in the study are under con­ tra c t to provide vocational education appropriate to the needs and 52 desires o f secondary area students. between the following agencies: The contractual agreements are (1) Eaton Intermediate School D istrict/Lansing Community College, (2) Delta-Schoolcraft Intermediate School D is tric t/B a y de Noc Community College, and (3) GogebicOntonogon Intermediate School District/G ogebic Community College. In summary, one secondary vocational adm inistrator and one postsecondary vocational adm inistrator from each of the abovementioned agencies were included in the study. Also included were two secondary unit and two postsecondary u n it representatives from the Michigan Department of Education, Vocational-Technical Education Service. Preparation of the Instrument The investigator devised the questionnaire through a m u ltistep process. The f i r s t step was to convene by correspondence a panel of experts (Panel 1) representing secondary and postsecondary vocational-technical educators. Individuals selected fo r the study had been lis te d in the Michigan Department of Education's 1976-77 Directory o f Vocational Adm inistrators. (See Appendix A fo r the l i s t of p artic ip an ts, by agency, who served on Panel 1 .) These people were contacted by telephone, and th e ir agreement to serve on the panel was secured. A le t t e r restating the in te n t of the study, with instructions and format, was forwarded to the p a rtic ip a n ts , who were requested to id e n tify tasks or ro le expectations generally involved with the d elivery o f q u a lity vocational-technical education. Appendix E fo r transm ittal l e t t e r . ) (See The following seven categories 53 were used to c la s s ify the ro le expectations id e n tifie d by Panel 1: (1) Administration and Supervision/Coordination, (2) Curriculum Development and In s tru ctio n , (3) Budget and Finance Management, (4) Physical F a c ilitie s and Equipment, (5) Personnel Management and Professional Development, ( ) , Community Involvement, and (7) Guidance 6 and Counseling. According to the ra tio n ale found in the theoretical framework of the study in Chapter I , i t was deemed important to re tain the terminology used by the people surveyed. category--"Other"—was adopted. Therefore, an eighth (See Appendix F .) The next step was to combine a ll o f the responses id e n tifie d by each of the six respondents into a l i s t of nonduplicated role a c t iv itie s . I t was then necessary to determine the major role re s p o n s ib ilitie s by reordering the items generated by Panel 1. The primary reason fo r doing th is was to attempt to overcome those biases th at may e x is t w ithin a p a rtic u la r category. A fiv e -p o in t L ik e rt- type scale was established, using the categories " C r itic a l," "Extremely Important," "Very Important," "Im portant," and "Somewhat Important." The category " C ritic a l" was assigned fiv e points and the category "Somewhat Important" one point. The l i s t o f major re s p o n s ib ilitie s was then given to a second Panel o f Experts having expertise in vocational education, the Panel included the following Michigan Department of Education personnel: supervisors o f secondary vocational education, consultants and sp ecialists from secondary and postsecondary vocational-technical education, and a supervisor o f adult and continuing education. Appendix G.) (See 54 Members of the Panel were asked to judge the appropriateness of the statements by category; to identify statements that were duplications and/or appeared confusing, vague, or unclear; and to make recommendations for improvements. m ittal memorandum.) (See Appendix H for trans­ Upon the recommendation of the Panel of Experts, the category "Other" was eliminated. The next step was to identify the persons to serve on Panel 2. (See Appendix B for the l i s t of participants, by agency, who agreed to serve on the Panel.) Panel 2 comprised six occupational education deans and six intermediate school d is tric t vocational specialists who were not at that time involved in contracting at a community college for th eir students. Those individuals selected were listed in the Michigan Department of Education's 1976-77 Directory of Vocational Administrators. By telephone, agreement was obtained for them to serve on the Panel. A le tte r restating the intent of the study, with instructions and format, was forwarded to the participants, who were requested to rate the importance of the l i s t of nonduplicated role responsibilities generated by Panel 1. (See Appendix I for the l e t ­ ter of transmittal and Appendix J for the data-collection instrument, entitled Format No. 2 .) To compile the data received from Panel 2 into a rank order of major role responsibilities, the ratings submitted were calculated and a total point score was established for each statement. They were then rank ordered from most important to least important. total of 115 role responsibilities was generated. A The most important 55 responsibilities were used as a basis for developing the question­ naire used in the study. Based on the points assigned to each of the role responsibilities by the Jury of Experts, the total number of responsibilities was reduced from 115 to 28. The 28 most important responsibilities provided the data used in the questionnaires. The final step was to develop and p ilo t test the instruments with a Jury of Experts. People selected to serve on the Jury were listed in the Michigan Department of Education's 1977-78 Directory of Vocational Administrators. The members of the Jury were selected because of th eir experience in contracting for secondary vocational education at a comprehensive community college. By telephone, the individuals contacted agreed to serve on the Jury. A le tte r restating the intent of the study, with instruc­ tions, examples, and the questionnaires, was forwarded to each par­ ticipant (See Appendix K.) date was requested. In the cover le tte r , a two-week return A self-addressed, stamped envelope was enclosed to encourage the return of the p ilo t-te s t questionnaires. (See Appendix L for the Jury of Experts ro ster.) A five-point Likert-type scale was used in the p ilo t te s t, using the categories "Strongly Agree,” "Agree," "Undecided," "Disagree," and "Strongly Disagree." The category "Strongly Agree" was assigned five points and the category "Strongly Disagree" one point. Each role expectation was prefaced with the phrase, "In contracting for secondary vocational education at the community college, I believe that someone at the appropriate agency, i . e . , Intermediate School 56 D is tric t or Community College, should. . . . " During the p ilo t te s t, members of the Jury were asked to complete the questionnaires accord­ ing to the instructions and to make recommendations concerning the effectiveness of the research instrument. Needed alterations to the questionnaire, indicated by the p ilo t test, were made before its use in the study. Data Collection All 10 vocational education administrators and state repre­ sentatives were contacted to confirm th eir intention to participate in the study. The questionnaires, instructions, examples, and an explanatory cover le tte r were mailed to each respondent. Appendices M, N, and 0 .) date was requested. (See In the cover le tte r , a two-week return A self-addressed, stamped envelope was enclosed to encourage the prompt return of questionnaires. Instruments were returned to the researcher during the course of the two weeks. All of the respondents returned usable instruments. Data Analysis The perceptions held by the vocational-technical education specialists, occupational education deans, and representatives from the secondary and postsecondary units of the Vocational-Technical Education Service of the Michigan Department of Education were com­ pared by administrative categories, according to rank order of mean scores re la tiv e to role expectations associated with the intermediate school d is tr ic t and role expectations associated with the community college. Tables were constructed to display the role expectations 57 associated with the intermediate school d is tric t re lative to secondary and postsecondary education administrative functions. Tables were also constructed to display the role expectations associated with the community college re la tiv e to secondary and postsecondary education administrative functions. From these tables an analysis was made to determine the major role expectations associated with the approp­ ria te agency, according to the administrative categories, by the four population groups. Item analysis was conducted for each role expectation to determine agreement-disagreement of relationships among and between the four population groups as they pertain to the intermediate school d is tric t and the community college. Tables were also used to display the intermediate school d is tric t role expectations compared to those of the community college, and vice versa. used in reporting responses. Descriptive s ta tis tic s were The responses were tabulated by popu­ lation group for each statement and converted to percentages. Tables were used to display the results for each of the following categories: ( ) the vocational-technical education specialists' perceptions of 1 the intermediate school d is tric t and community college's major respon­ s ib ilitie s in contracting for secondary vocational education; ( ) the 2 community college occupational deans' perceptions of the intermediate school d is tric t and community college's major responsibilities in contracting for secondary vocational education; (3) the Michigan Department of Education secondary unit representatives' perceptions of the intermediate school d is tric t and community college's major responsibilities in contracting for secondary vocational education 58 at a community college; and (4) the Michigan Department of Education postsecondary unit representatives' perceptions of the intermediate school d is tric t and community college's responsibilities in con­ tracting for secondary vocational education at a community college. Summary In summary, the research conducted was an expanded case study. Correlations of the perceptions of the intermediate school d is tric t's vocational-technical education specialists, community college occupa­ tional education deans, and representatives from the secondary and postsecondary units of the Michigan Department of Education were made concerning contracting for secondary vocational education at a com­ prehensive community college. Statements used in the questionnaires were generated by the Panel of Experts composed of secondary vocational education adminis­ trators and community college occupational deans. A Michigan Depart­ ment of Education Panel of Experts from secondary, postsecondary, and adult education reviewed the statements for c la rity and understanding, and made appropriate adjustments. The second group of secondary and postsecondary vocational administrators from the intermediate school d is tric t and from the community college ranked the statements according to a Likert-type scale. The questionnaires were developed and tested with the assistance of a Jury of Experts from selected Michigan in te r­ mediate school d is tricts and community college vocational-technical administrators. 59 Data were analyzed and described according to administrative function among and between the four population groups. A statement- by-statement analysis was also conducted to examine the sim ilaritie s and differences that existed among and between the secondary voca­ tional education administrators, postsecondary occupational deans, and representatives from the secondary and postsecondary education units of the Vocational-Technical Education Service of the Michigan Department of Education. The results of the study are presented in the following chapter. CHAPTER IV RESULTS OF THE STUDY The purpose of this chapter is to report descriptive data re la tiv e to the respondents and the in stitu tio n s they represent and the opinions of vocational education specialists, correnunity college occupational education deans, and personnel from the secondary and postsecondary units of the Michigan Department of Education re lative to the role expectations being examined. Background One of the primary objectives of the study was to determine the major role expectations as perceived by three secondary and three postsecondary education administrators actively involved in contract­ ing fo r secondary vocational education at a comprehensive community college. The perceptions held by secondary and postsecondary education representatives from the Vocational-Technical Education Service of the Michigan Department of Education were also sought. To achieve this objective, a Panel of Experts generated 115 role expectations, which were then classified according to seven administrative functions: (1) Administration and Supervision/ Coordination, (2) Curriculum Development and Instruction, (3) Budget and Finance Management, (4) Physical F a c ilitie s and Equipment, 60 61 (5) Personnel Management and Professional Development, ( ) Community 6 Involvement, and (7) Guidance and Counseling. A second panel of secondary and postsecondary administrators was convened to rate the 115 role expectations, according to the f o l­ lowing Likert scale: C ritic a l Extremely Important Very Important Important Somewhat Important 5 4 3 2 1 As a result of the ratings of Panel 2, the 115 role expecta­ tions were reduced to 28. The respondents were given two identical lis ts of role expectations that could be performed by someone at the intermediate school d is tr ic t and by someone at the community college, re la tiv e to contracting fo r secondary vocational education at a postsecondary in s titu tio n . Respondents were asked to indicate the extent to which they agreed or disagreed that someone at the in te r­ mediate school d is tr ic t and the community college should perform each of the given role expectations. They were also requested to id en tify the agency to which the role expectation pertained. The following L ikert scale was used to measure the intensity of the respondents' opinions and to compute the group mean score fo r each expectation: Strongly Agree Agree Undecided Disagree Strongly Disagree 5 4 3 2 1 Mean scores of group role expectations were used to id en tify those role expectations within the questionnaire that were associated 62 with the intermediate school d is tr ic t and the community college. A grand mean score o f 3.63 was established to discriminate among role expectations. Those expectations with a mean score equal to or exceeding a grand mean of 3.63 were judged to be associated with the appropriate agency, i . e . , the intermediate school d is tr ic t or the community college. Role expectations with a mean score of less than 3.63 were considered not to be associated with that agency. To produce a single set of role expectations fo r the in te r­ mediate school d is t r ic t , the community college, and the Michigan Department of Education, separate group mean scores were established according to the following four groups: 1. Vocational-technical education specialists 2. Occupational education deans 3. Secondary education unit representatives from the Michigan Department of Education, Vocational-Technical Education Service 4. Postsecondary education unit representatives from the Michigan Department of Education, Vocational-Technical Education Service The data were summed and divided by the number responding to each role expectation, producing a combined mean score fo r each in d i­ vidual expectation. Expectations with a combined group mean score equaling or exceeding the grand mean of 3.63 constituted the single combined-group role expectations associated with the intermediate school d is tr ic t and the community college. 63 A ll items w ithin the en tire set of role expectations were ranked from 1 to 28 for each separate group ( i . e . , vocational- technical education s p e cialists, occupational education deans, and Michigan Department of Education secondary and postsecondary education representatives). The combined groups were ranked according to th e ir descending order o f mean scores. Rank order of a ll items was used to establish re la tiv e p rio r ity of role expectations w ithin each function and within the e n tire set. The study was organized according to the seven major adminis­ tra tiv e categories presented e a rlie r . Within each category, the results are presented in terms of relationships among variables. The role expectations of the four groups of respondents re la tiv e to secondary and postsecondary education functions are discussed as follows: Intermediate school d is tr ic t role expectations re la tiv e to secondary education functions: The following perceptions were obtained re la tiv e to secondary education functions: ( ) vocational1 technical education sp e c ia lis ts ' perceptions of the intermediate school d is tr ic t role expectations; ( ) the occupational education deans' 2 perceptions of the intermediate school d is t r ic t role expectations; (3) the Michigan Department of Education, secondary education repre­ sentatives' perceptions of the intermediate school d is tr ic t role expectations; and (4) the Michigan Department of Education, post­ secondary education representatives' perceptions of the intermediate school d is tr ic t role expectations. 64 Intermediate school d is tr ic t role expectations re la tiv e to postsecondary education functions: The following perceptions were obtained re la tiv e to postsecondary education functions: ( ) the 1 vocational-technical sp e cialists' perceptions of the community college role expectations; ( ) the occupational education deans' perceptions 2 of the community college role expectations; (3) the Michigan Depart­ ment o f Education, secondary education representatives' perceptions of the community college role expectations; and (4) the Michigan Department of Education, postsecondary education representatives' perceptions of the community college role expectations. Community college role expectations re la tiv e to secondary education functions: The following perceptions were obtained re la tiv e to secondary education functions: ( ) the vocational-technical edu­ 1 cation sp e cialists' perceptions of the community college role expec­ tatio ns; ( ) the occupational education deans' perceptions of the 2 community college role expectations; (3) the Michigan Department of Education, secondary education representatives' perceptions of the community college role expectations; and (4) the Michigan Department of Education, postsecondary education representatives' perceptions of the community college role expectations. Community college role expectations re la tiv e to postsecondary education functions: The following perceptions were obtained re la tiv e to postsecondary education functions: ( ) the vocational-technical 1 education sp e cialists' perceptions of the community college role expectations; ( ) the occupational education deans' perceptions of the 2 community college role expectations; (3) the Michigan Department of 65 Education, secondary education representatives' perceptions o f the community college role expectations; and (4) the Michigan Department o f Education, postsecondary education representatives' perceptions of the community college ro le expectations. Data were organized into three categories—agree, undecided, and disagree. Results are presented in tabular form, according to the four population groups, and accompanied by descrip­ tions o f the information contained in the tables. organized and presented in the following manner: The findings are ( ) vocational1 technical education s p e c ia lis ts ' ro le perceptions; ( ) community 2 college occupational deans' ro le perceptions; (3) Michigan Department of Education, secondary u n it representatives' ro le perceptions; and (4) Michigan Department of Education, postsecondary u n it representa­ tiv e s ' role perceptions. Within each major adm inistrative category, the findings are organized and presented as an analysis o f relatio n sh ip s, as follows: ( ) ro le expectations fo r the intermediate school d is t r ic t re la tiv e 1 to secondary adm inistrative functions, ( ) ro le expectations fo r 2 the intermediate school d is t r ic t re la tiv e to postsecondary adminis­ tra tiv e functions, (3) ro le expectations fo r the community college re la tiv e to secondary adm inistrative functions, and (4) ro le expec­ tations fo r the community college re la tiv e to postsecondary adminis­ tra tiv e functions. Summarized data are presented fo r each role expectation with the seven categories which r e fle c t strongly agree, agree, undecided, 66 disagree, and strongly disagree percentage relationships between the intermediate school d is t r ic t and the community college, according to the to ta l population and by individual groups. Administration and Supervision/Coordination The adm inistrative functions o f the Administration and Supervision/Coordination category comprised eight ro le expectations addressing duties and re s p o n s ib ilitie s related to administering p olicies to achieve in s titu tio n a l objectives fo r vocational-technical education; establishing annual objectives with subordinate vocationaltechnical education adm inistrators; id e n tify in g major problems which hinder achievement of in s titu tio n a l objectives fo r vocational-technical education; serving on adm inistrative councils, curriculum committees, and policy-establishing boards; establishing and maintaining e ffe c tiv e relationships with external agencies; attending governing board meet­ ings; making presentations to the intermediate school d is t r ic t and the community college governing boards; and establishing and maintaining a working relatio n sh ip with college and/or state and federal agencies. Relationships Among Variables Role expectations fo r the intermediate school d is t r ic t re la ­ tiv e to secondary education Administration and Supervision/ Coordination.- - A l l eight of the ro le expectations representing secon­ dary education Administration and Supervision/Coordination functions exceeded the grand mean score and were thereby associated with the 67 Intermediate school d is tr ic t. One of the eight role expectations associated with the intermediate school d is tr ic t—establishing and maintaining working relationships with state and federal agency repre­ sentatives (4 )—received the highest p rio rity ranking by the combined groups. Four of the role expectations associated with the intermedi­ ate school d is tric t were ranked higher p rio rity by the combined groups. The four p rio rity expectations pertained to aspects of leader­ ship, such as: serving on administrative councils, curriculum com­ mittees, and policy-establishing boards ( ); attending governing 2 board meetings (5 ); identifying major problems which may hinder the achievement of instructional objectives for vocational-technical edu­ cation (7); and establishing and maintaining effective relationships with key individuals of the Michigan Department of Education adminis­ tering federal vocational education funds ( ). 8 The p rio rity ranked lowest by the combined group related to administering policies to achieve in stitu tio n al objectives for vocational-technical education (3 ). (See Table 4 .1 .) Role expectations for the intermediate school d is tric t relative to postsecondar.y Administration and Supervision/Coordination.--None of the eight role expectations representing postsecondary Administration and Supervision/Coordination functions exceeded the grand mean score and were thereby not associated with the intermediate school d is tric t by the combined groups. Analysis of separate group scores revealed that the secondary state representatives perceived that Table 4 .1 .—Rank order o f ro le expectations fo r the intermediate school d is t r ic t re la tiv e to secondary Administration and Supervision/Coordination. l tem No. 1 2 3 4 5 „ , c , Role Expectation Make presentations to the gov­ erning board concerning vocational-technical courses and programs. 4 Combined Groups Spec1a1ists special,sts Mean Rank Mean Rank 4Q 3 4 g 7 1 Deans Secondary Deans $ -----Mean Rank Mean Rank 3 3 4 5Q Postsecondary s Mean Rank 2 5 0Q 1 Serve on administrative coun­ c ils , curriculum committees, and policy-establishing boards. 4.50 2 4.67 2 4.00 2 4.50 2 5.00 1 Administer policies to achieve institu tio n al objectives for vocational-technical education. 4.30 4 4.00 3 4.00 2 4.50 3 5.00 1 Establish and maintain a working relationship with state and federal agency representat i ves. 4 60 , 4 67 , 4 00 2 5 00 , 5 00 , Attend governing board meetings. 4.50 2 4.33 2 4.00 2 1 5.00 1 5.00 Table 4.1 . —Continued. Item. No. 6 7 8 Note: Combi ned Groups Specialists Mean Rank Mean Rank Mean Rank Mean Rank Mean Rank Establish annual objectives with subordinate vocationaltechnical education adminis­ trators. 4.40 3 4.67 1 3.67 3 4.50 2 5.00 1 Identify major problems which hinder achievement of the instructional objectives for vocational-technical education. 4.50 2 4.30 2 4.00 2 5.00 1 5.00 1 Establish and maintain effec­ tive relationships with key individuals of the Michigan Department of Education admin­ istering federal vocational education funds. 4.50 2 4.67 1 3.67 3 5.00 1 5.00 1 Role Expectation Secondary State Deans Postsecondary State Expectations with a mean of 3.63 or greater are considered to be associated with the intermediate school d is t r ic t . 70 someone from the Intermediate school d is tr ic t should make presenta­ tions to the community college governing board (1 ). The secondary unit representatives also perceived that someone from the intermediate school d is tr ic t should serve on the community college administrative council's curriculum committees and policy-establishing boards in matters related to secondary and vocational education contracting (2 ). The occupational deans perceived that someone from the in te r­ mediate school d is tr ic t should establish annual postsecondary objec­ tives with subordinate vocational-technical administrators ( ). 6 The deans also perceived that someone from the intermediate school d is tric t should id e n tify with postsecondary representatives major problems that hinder achievement of instructional objectives for vocational-technical education (7 ). (See Table 4 .2 .) Role expectations for the community college re la tiv e to secondary Administration and Supervision/Coordination. —Only three of the eight community college role expectations representing the secondary Administration and Supervision/Coordination functions exceeded the grand mean and were thereby associated with the commu­ nity college by the combined groups. The role expectations generally related to identifying major problems which hinder achievement of instructional objectives (7 ), establishing and maintaining effective relationships with external agencies administering federal vocational education funds( ) , and establishing and maintaining a working re la ­ 8 tionship with state and federal agency representatives (4 ). Table 4 .2 .—Rank order o f role expectations fo r the intermediate school d is t r ic t re la tiv e to postsecondary Administration and Supervision/Coordination. Item r* , _ . .. Role Expectation Combined ____ Specialists Deans ________ Groups Mean Rank Mean Rank 1 2 3 4 5 Make presentations to the governing board concerning vocational-technical courses and programs. 3 4 3 3J Secondary C4_,, J State Mean Rank 2 2 Q 0 Postsecondary State Mean Rank , 4 5 0 , Mean Rank 2 0 0 3 Serve on administrative coun­ c ils , curriculum committees, and policy-establishing boards. 2.70 11 3.33 2 2.00 11 4.00 2 1.50 4 Administer policies to achieve institutional objectives for vocational-technical education. 2.00 19 1.37 7 2.00 11 3.50 3 1.50 4 2 1 2 2 4 3 5 3 5Q 3 1 3.50 3 Establish and maintain a work­ ing relationship with state and federal agency representa­ tives. Attend governing board meetings. 2.44 5 3 3 2.33 4 5Q 2.00 11 5Q 2.00 4 3 Table 4 .2 .—Continued. Item No. 6 7 8 Note: Combined Groups Specialists Mean Rank Mean Rank Mean Rank Mean Rank Mean Rank Establish annual objectives with subordinate vocationaltechnical education adminis­ trators. 2.78 14 2.33 4 4.00 3 3.50 3 1.50 4 Identify major problems which hinder achievement of the instructional objectives for vocational-technical education. 3.40 7 3.67 1 3.67 4 3.50 3 2.50 2 Establish and maintain effec­ tive relationships with key individuals of the Michigan Department of Education admin­ istering federal vocational education funds. 2.75 10 2.33 4 5.00 1 3.50 3 1.50 4 Role Expectation Secondary State Deans Postsecondary State Expectations with a mean of 3.63 or greater are considered to be associated with the intermediate school d is t r ic t . 73 Analysis of separate group scores showed sp ecialists asso­ ciated four role expectations with the community college re la tiv e to secondary administrative functions. The four role expectations asso­ ciated with the community college were: community college representa­ tives serving on secondary adm inistrative councils, curriculum com­ m ittees, and policy-establishing boards ( ); community college 2 representatives establishing and maintaining a working relationship with state and federal agencies concerning secondary vocational edu­ cation (4 ); identifying major problems which hinder achievement of instructional objectives (9 ); and establishing and maintaining effe c­ tiv e relationships with the State Department of Education representa­ tives who administer federal funds ( ) . 8 The occupational education deans associated three of the eight role expectations with the community college re la tiv e to secondary administration functions. The role expectations were associated with: establishing and maintaining a working relationship with state and federal representatives (4 ), identifyin g major problems which hinder achievement of instructional objectives fo r vocational-technical edu­ cation (7 ), and establishing and maintaining e ffe c tiv e relationships with key individuals of the Department o f Education administering vocational education funds ( ). 8 Secondary education representatives from the state Department of Education associated three of the role expectations with a coiranun ity college. These expectations pertained to: making presentations to the governing board concerning vocational-technical education 74 courses and programs ( ); serving on adm inistrative councils, curricu­ 1 lum committees, and policy-establishing boards ( ); and attending the 2 secondary governing board meetings when matters o f contracting post­ secondary education are being discussed (5 ). Postsecondary education representatives from the VocationalTechnical Education Service associated one of the eight role expecta­ tions with the community college. They perceived th at someone from the community college should establish and maintain e ffe ctive re la ­ tionships with key individuals of the Michigan Department of Educa­ tion administering secondary federal vocational education funds ( ) . 8 (See Table 4 .3 .) Role expectations fo r the community college re la tiv e to post­ secondary Administration and Supervision/Coordination.- - A ll eight of the community college ro le expectations pertaining to postsecondary Administration and Supervision/Coordination exceeded the grand mean score, and were thereby associated with the community college by the combined groups. The specialists and secondary State Department representatives were unanimous in perceiving a ll eight community college role expectations as pertaining to postsecondary education. Analysis o f separate group scores showed occupational deans associated four role expectations re la tiv e to postsecondary education administrative functions with a community college. tiv e functions related to: The administra­ administering policies to achieve in s titu ­ tional objectives fo r vocational-technical education (3 ), establishing and maintaining a working relationship with state and federal agency Table 4 .3 .—Rank order of role expectations fo r the community college re la tiv e to secondary Administration and Supervision/Coordination. Item l ^ 0 1 2 3 4 5 n i p Role Expectation Make presentations to the governing board concerning vocational-technical courses and programs. Combined Groups Specialists Secondary State Mean Rank Mean Rank Mean Rank Mean Rank Mean Rank 3.00 16 3.33 5 2.67 9 4.00 2 2.00 4 Deans Postsecondary State Serve on administrative coun­ c ils , curriculum committees, and policy-establishing boards. 3.56 9 4.00 3 2.50 10 4.00 2. 3.50 2 Administer policies to achieve institutional objectives for vocational-technical education. 2.50 23 1.67 9 2.00 11 3.00 4 3.50 2 Establish and maintain a work­ ing relationship with state and federal agency representa­ tives. 4.13 3 4.33 2 4.00 4 3.00 4 3.50 2 Attend governing board meetings. 2.56 22 2.67 7 2.67 9 4.50 1 3.50 2 Table 4 .3 .—Continued. Item No 7 8 Note: Combined Groups Specialists Mean Rank Mean Rank Mean Rank Mean Rank Mean Rank Establish annual objectives with subordinate vocationaltechnical education adminis­ trators. 3.00 16 2.33 8 3.50 3.50 3.50 Identify major problems which hinder achievement of the instructional objectives for vocational-technical education. 4.20 2 5.00 1 3.67 3.00 3.50 Establish and maintain effec­ tive relationships with key individuals of the Michigan Department of Education admin­ istering federal vocational education funds. 4.11 5.00 1 4.00 3.50 4.50 n . .. Role Expectation ~ Deans Secondary c, . J 5 Postsecondary c. , . „ J StateState Expectations with a mean of 3.63 or greater are considered to be associated with the community college. 1 77 representatives (4 ) , attending governing board meetings ( 5 ), and establishing and maintaining e ffe c tiv e working relationships with key individuals of the Michigan Department o f Education administering federal vocational education funds ( ) . 8 The postsecondary state representatives did not associate the following fiv e ro le expectations with the community college: serving on adm inistrative councils, curriculum committees, and policyestablishing boards ( ); administering policies to achieve in s titu ­ 2 tional objectives fo r vocational-technical education (3 ); establishing and maintaining working relationships with state and federal agency representatives (4 ); attending governing board meetings (5 ); and establishing and maintaining e ffe c tiv e relationships with key in d i­ viduals o f the Michigan Department of Education administering federal vocational education funds ( ) . 8 (See Table 4 .4 .) Analysis o f Relationships Role Expectation 1: Make presentations to the governing board concerning vocational-technical courses and programs. Intermediate school d is t r ic t ro le expectations compared to those o f the community co lleg e. —S ix ty -s ix and seven-tenths percent of the s p e c ia lis ts , 33.3% o f the deans, and 100% o f the secondary state representatives agreed th at someone from the intermediate school d is t r ic t should make presentations to th e ir governing boards concern­ ing vocational-technical courses and programs. T h irty -th re e and three-tenths percent of the s p e c ia lis ts , 66.7% of the occupational deans, and 50% of the postsecondary state representatives disagreed Table 4 .4 .—Rank order o f role expectations fo r the community college re la tiv e to postsecondary Administration and Supervision/Coordination. Combined p __ Specialists Groups J_ Mean Rank Mean Rank Secondary Postsecondary rx i r+.+o State State Mean Rank Mean Rank Mean Rank Make presentations to the governing board concerning vocational-technical courses and programs. , M 5 5 00 , 3 33 7 5 „0 , 6 0Q , Serve on administrative coun­ c ils , curriculum committees, and policy-establishing boards. 4.10 9 5.00 1 3.33 7 5.00 1 3.00 2 Administer policies to achieve institutional objectives for vocational-technical education. 4.50 5 5.00 1 4.67 2 5.00 1 3.00 2 Establish and maintain a working relationship with state and federal agency representa­ tives. 4 6 5.00 1 4.67 2 5.00 1 3.00 2 Attend governing board meetings. 4.50 5 5.00 1 4.33 4 5.00 1 3.00 2 I tern n . r , .. Role Expectation 1 2 3 4 5 . 4 0 Deans Table 4 .4 .—Continued. Item No. 6 7 8 Note: Combined Groups Specialists Mean Rank Mean Rank Mean Rank Mean Rank Establish annual objectives with subordinate vocationaltechnical education adminis­ trators. 4.50 5 5.00 1 3.33 7 5.00 1 5.00 1 Identify major problems which hinder achievement of the instructional objectives for vocational-technical education. 4.40 7 5.00 1 3.33 7 5.00 1 5.00 1 Establish and maintain effec­ tive relationships with key individuals of the Michigan Department of Education admin­ istering federal vocational education funds. 4.80 3 5.00 1 4.33 4 5.00 1 3.00 2 Role Expectation Secondary State Deans Postsecondary State Mean Rank Expectations with a mean o f 3.63 or greater are considered to be associated with the community college. 80 with this position. One postsecondary state representative was undecided about this item. Sixty-six and seven-tenths percent of the specialists and 1 0 0 % of the secondary state representatives agreed that someone from the intermediate school d is tric t should make presentations to the community college governing board concerning vocational-technical education courses and programs. By contrast, 33.3% of the specialists, 100% of the deans, and 50% of the postsecondary state representatives disagreed with that item. One postsecondary state representative was undecided regarding the role expectation. (See Table 4 .5 .) Community college role expectations compared to those of the intermediate school d is t r ic t. —Sixty-six and seven-tenths percent of the specialists, 33.3% of the deans, and 100% of the secondary state representatives agreed that someone from the community college should make presentations to the postsecondary board of trustees concerning vocational-technical courses and programs. On the other hand, 33.3% of the specialists, 66.7% of the deans, and 50% of the postsecondary state representatives disagreed with that position. One postsecon­ dary state representative was undecided concerning addressing the board of trustees. One hundred percent of the specialists, 66.7% of the deans, and 1 0 0 % of the secondary and postsecondary state representatives agreed that someone from the community college should make presenta­ tions to the intermediate school d is tric t board concerning vocationaltechnical courses and programs. However, 33.3% of the occupational Table 4 .5 .— Intermediate school d is t r ic t role expectations compared to those of the community college re la tiv e to Administration and Supervision/Coordination—Role Expectation 1. Role Expectation 1: Make presentations to the governing board concerning vocationaltechnical courses and programs. Intermediate School D is tric t Group Agree No. % Specialists 66.7 Deans 1 33.3 Secondary State 2 100.0 Postsecondary State Undecided No. % Disagree No. % 1 Community College Agree No. % 33.3 Undecided No. % 66.7 66.7 2 1 50.0 1 50.0 Disagree No. % 1 33.3 3 100.0 1 50.0 100.0 1 50.0 82 deans disagreed that someone from the community college should make such presentations. (See Table 4 .6 .) Role Expectation 2 : Serve on administrative councils, curriculum committees, and policy-establishing boards. Intermediate school d is tr ic t role expectations compared to those of the community college.--One hundred percent of the special­ is ts , 66.7% of the deans, and 100% of the secondary and postsecondary state representatives agreed that someone from the intermediate school d is tr ic t should serve on secondary administrative councils, curriculum committees, and policy-establishing boards. One occupa­ tional dean did not respond to the role expectation. S ixty-six and seven-tenths percent of the sp ecialists, 100% of the secondary state representatives, and 50% of the postsecondary state representatives agreed that someone from the intermediate school d is tr ic t should serve on postsecondary administrative councils, curriculum conmrittees, and policy-establishing boards. However, 33.3% of the sp ecialists, 100% of the deans, and 50% of the postsecondary state representatives disagreed with that role expectation. (See Table 4 .7 .) Community college role expectations compared to those of the intermediate school d is t r ic t . —One hundred percent of the specialists, 66.7% of the deans, 100% of the secondary state representatives, and 50% of the postsecondary state representatives agreed that someone from the community college should serve on postsecondary administrative councils, curriculum committees, and policy-establishing boards. Table 4 .6 .—Community college role expectations compared to those of the intermediate school d is t r ic t re la tiv e to Administration and Supervision/Coordination—Role Expectation 1. Role Expectation 1: Make presentations to the governing board concerning vocationaltechnical courses and programs. Community College Group Agree No. % Undecided No. % Intermediate School D is tric t Disagree No. % Agree No. % Specialists 2 66.7 1 33.3 3 100.0 Deans 1 33.3 2 66.7 2 66.7 Secondary State 2 100.0 2 100.0 2 100.0 Postsecondary State 1 50.0 1 50.0 Undecided No. • % Disagree No. % 1 33.3 Table 4 .7 .— Intermediate school d is t r ic t role expectations compared to those of the community college re la tiv e to Administration and Supervision/Coordination—Role Expectation 2. Role Expectation 2: Serve on administrative councils, curriculum committees, and policy-establishing boards. Intermediate School D is tric t Group Agree No. % Undecided No. % Disagree No. * Community College Agree No. % Specialists 3 100.0 - - 2 Deans 2a 66.7 - - - Secondary State 2 1 0 0 . 0 - - 2 Postsecondary State 2 1 0 0 . 0 - - 1 Missing observation. 66.7 1 0 0 . 0 50.0 Undecided No. % Di sagree No. % - 1 33.3 - 3 100.0 - - - 1 50.0 85 However, 33.3% of the deans and 50% o f the postsecondary state repre­ sentatives disagreed with th is concept. S ix ty -s ix and seven-tenths percent of the sp e c ia lis ts , 100% of the secondary state representatives, and 50% of the postsecondary state representatives agreed that someone from the community college should serve on secondary adm inistrative councils, curriculum commit­ tees, and policy-establishing boards. On the other hand, 33.3% of the deans and 50% of the postsecondary state representatives disagreed with that role expectation and 33.3% of the specialists and deans were undecided on the item. One dean elected not to respond. (See Table 4 .8 .) Role Expectation 3: Administer policies to achieve in s titu tio n a l objectives fo r vocational-technical education. Intermediate school d is tr ic t role expectations compared to those o f the community college. —F ifty percent of the state secondary and postsecondary representatives agreed that someone from the in te r­ mediate school d is t r ic t should administer secondary policies to achieve in s titu tio n a l objectives re la tiv e to contracting fo r secondary vocational education at the correnunity college. One hundred percent of the specialists and deans and 50% o f the secondary and postsecondary state representatives disagreed with that item. One hundred percent of the s p e cialists, deans, and secondary representatives and 50% of the postsecondary state representatives agreed that someone from the intermediate school d is tr ic t should administer the postsecondary policies to achieve in s titu tio n a l Table 4 .8 .—Community college role expectations compared to those of the intermediate school d is t r ic t re la tiv e to Administration and Supervision/Coordination—Role Expectation 2. Role Expectation 2: Serve on administrative councils, curriculum committees, and policy-establishing boards. Community College Group Agree No. % Undecided No. % Intermediate School D is tric t Disagree No. % Specialists 3 100.0 - - Deans 2 66.7 - 1 Secondary State 2 0 - - Postsecondary State 1 - 1 aMissing observation. 1 0 . 0 50.0 Agree No. % 2 33.3 - 2 50.0 66.7 1 1 0 0 . 0 50.0 Undecided No. % Disagree No. % 1 33.3 - la 33.3 1 - — - - — 1 33.3 50.0 87 objectives regarding contracting fo r secondary vocational education a t the community college. F ifty percent o f the postsecondary state representatives disagreed with th at concept, whereas two o f the occupational deans did not respond to the expectation. (See Table 4 .9 .) Community college role expectations compared to those o f the intermediate school d is t r i c t . —One hundred percent o f the s p e c ia lis ts , occupational deans, and secondary state representatives, and 50% o f the postsecondary state representatives agreed th at someone from the community college should administer postsecondary p olicies to achieve in s titu tio n a l objectives fo r vocational-technical education. F ifty percent o f the representatives from the postsecondary u nit of the State Department disagreed with th is concept. One hundred percent o f the sp ecialists and deans, and 50% of the secondary and postsecondary state representatives disagreed that someone from the community college should administer secondary p o li­ cies pertaining to in s titu tio n a l objectives fo r vocational-technical education. Two occupational deans did not respond to the item. (See Table 4 .1 0 .) Role Expectation 4 : Establish and maintain a working relation sh ip with state and federal agency representatives. Intermediate school d is t r ic t role expectations compared to those o f the community college. —A ll four groups agreed th at someone from the intermediate school d is t r ic t should establish and maintain Table 4 .9 .— Intermediate school d is t r ic t role expectations compared to those of the community college re la tiv e to Administration and Supervision/Coordination—Role Expectation 3. Role Expectation 3: Administer policies to achieve institu tio n al objectives for vocational-technical education. Intermediate School D is tric t Group Agree No. % Undecided No. % Community College Disagree No. % Agree No. % Undecided No. % Disagree No. * Specialists - - 3 100.0 3 100.0 - - Deans - - la 1 3 100.0 - - Secondary State 1 50.0 - 1 50.0 2 1 - - Postsecondary State 1 50.0 - 1 50.0 1 - 1 aTwo missing observations. 0 0 . 0 0 0 . 0 50.0 50.0 Table 4 .1 0 .—Community college role expectations compared to those of the intermediate school d is t r ic t re la tiv e to Administration and Supervision/Coordination—Role Expectation 3. Role Expectation 3: Administer policies to achieve institu tio n al objectives for vocational-technical education. Community College Group Agree No. % Undecided No. % Intermediate School D is tric t Disagree No. % Specialists 3 100.0 - - Deans 3 100.0 - - Secondary State 2 1 - - Postsecondary State 1 - 1 0 0 . 0 50.0 a Two missing observations. Agree No. % - 50.0 Undecided No. % Disagree No. % - 3 100.0 - la 1 0 0 . 0 1 50.0 - 1 50.0 1 50.0 - 1 50.0 90 a secondary working relationship with state and federal agency repre­ sentatives. Thirty-three and three-tenths percent of the specialists and 5025 of the deans and secondary state representatives agreed that someone from the intermediate school d is tric t should establish and maintain a postsecondary working relationship with state and federal agency representatives. However, 66.7% of the specialists, 50% of the deans and secondary state representatives, and 1 0 0 % of the post­ secondary state representatives disagreed with the role expectation. (See Table 4.11.) Community college role expectations compared to those of the intermediate school d is tr ic t. —There was unanimous agreement among the specialists, deans, and secondary and postsecondary state repre­ sentatives that someone from the community college should establish and maintain a community college working relationship with state and federal agency representatives. Sixty-six and seven-tenths percent of the specialists, 33.3% of the deans, 100% of the secondary state representatives, and 50% of the postsecondary state representatives agreed that someone from the community college should establish and maintain a secondary working relationship with state and federal agency representatives. On the other hand, 50% of the postsecondary state representatives disagreed with that concept and 33.3% of the specialists were undecided regarding the item. (See Table 4.12.) Table 4.11 . — Intermediate school d is t r ic t role expectations compared to those of the community college re la tiv e to Administration and Supervision/Coordination—Role Expectation 4. Role Expectation 4: Establish and maintain a working relationship with state and federal agency representatives. Intermediate School D is tric t Group Agree No. % Undecided No. % Disagree No. % Community College Agree No. % Undecided No. % Disagree No. % Specialists 3 100.0 - - 1 33.3 - 2 66.7 Deans 3 100.0 - - 1 50.0 - la 50.0 Secondary State 2 1 0 0 . 0 - - 1 50.0 - 1 50.0 Postsecondary State 2 1 0 0 . 0 - - - - 2 aMissing observation. 1 0 0 . 0 Table 4 .1 2 .—Community college role expectations compared to those of the intermediate school d is t r ic t re la tiv e to Administration and Supervision/Coordination—Role Expectation 4. Role Expectation 4: Establish and maintain a working relationship with state and federal agency representatives. Intermediate School D is tric t Community College Group Agree No. % Specialists 3 1 0 0 . 0 Deans 3 1 0 0 . 0 Secondary State 2 1 0 0 Postsecondary State 2 1 0 0 Undecided No. % Disagree No. % Agree No. % Undecided No. % - 2 66.7 1 - la 33.3 - - . 0 - 2 0 - - . 0 - 1 - 1 aTwo missing observations. 1 0 . 0 50.0 33.3 Disagree No. % - 50.0 93 Role Expectation 5: Attend governing board meetings. Intermediate school d is tr ic t role expectations compared to those of the community college. —Sixty-six and seven-tenths percent of the specialists; 1 0 0 % of the deans, secondary, and postsecondary state representatives; and 66.7% of the specialists agreed that some­ one from the intermediate school d is tr ic t should attend secondary governing board meetings. On the other hand, 33.3% of the specialists were undecided regarding this role expectation. T hirty-three and three-tenths percent of the specialists and 50% of the secondary and postsecondary state representatives agreed that someone from the intermediate school d is tr ic t should attend community college governing board meetings. F ifty percent of the postsecondary state representatives were undecided regarding this matter. Moreover, 66.7% of the sp ecialists, 100% of the deans, and 50% of the secondary state representatives disagreed with this role expectation. One occupational dean did not respond. (See Table 4 .1 3.) Community college role expectations compared to those of the intermediate school d is t r ic t . —One hundred percent of the specialists, 66.7% of the deans, and 100% of the secondary and postsecondary state representatives agreed that someone from the community college should attend community college governing board meetings when secondary vocational education items are on the agenda. Thirty-three and three- tenths percent of the deans disagreed with this concept. Table 4 .1 3 .— Intermediate school d is t r ic t role expectations compared to those of the comnimity college re la tiv e to Administration and Supervision/Coordination—Role Expectation 5. Role Expectation 5: Attend governing board meetings. Intermediate School D is tric t Groups Agree No. % Specialists 2 66.7 Deans 3 100.0 Secondary State 2 1 0 0 Postsecondary State 2 1 0 0 aMissing observation. Undecided No. % Di sagree No. % Community College Agree No. % Undecided No. % Disagree No. % - 1 33.3 - — 2 - - - — - — 2 . 0 - - 1 50.0 - — 1 . 0 - - 1 50.0 1 33.3 1 50.0 - a 66.7 1 0 0 . 0 50.0 95 Thirty-three and three-tenths percent of the specialists and 50% of the secondary and postsecondary state representatives agreed that someone from the community college should attend intermediate school d is tr ic t governing board meetings. Thirty-three and three- tenths percent of the specialists were undecided regarding the concept. Another 33.3% of the specialists, 100% of the deans, and 50% of the secondary and postsecondary state representatives disagreed that someone from the community college should attend secondary governing board meetings when items dealing with contracting fo r vocational edu­ cation are discussed. item. One occupational dean did not respond to the (See Table 4 .1 4 .) Bole Expectation 6 : Establish annual objectives with subordinate vocational-technical education administrators. Intermediate school d is tr ic t role expectations compared to those of the community college. —One hundred percent of the special­ is ts , 66.7% of the deans, and 100% of the secondary and postsecondary state representatives agreed that someone from the intermediate school d is tr ic t should establish secondary objectives with subordinate vocational-technical education administrators. One occupational dean did not respond to this role expectation concerning the in te r­ mediate school d is tr ic t. Thirty-three and three-tenths percent of the specialists and 50% of the occupational deans and secondary state representatives agreed that someone from the intermediate school d is tr ic t should establish community college annual objectives with subordinate Table 4 .1 4 .—Community college role expectations compared to those of the intermediate school d is tr ic t re la tiv e to Administration and Supervision/Coordination—Role Expectation 5. Role Expectation 5: Attend governing board meetings. Community College Groups Agree No. % Undecided No. % Intermediate School D istric t Disagree No. % Agree No. % Specialists 3 100,0 - - Deans 2 66.7 - 1 Secondary State 2 1 0 0 . 0 - - 1 Postsecondary State 2 1 0 0 . 0 - - 1 aMissing observation. 1 33.3 33.3 - Undecided No. % 1 33.3 Disagree No. % 1 a 33.3 - 2 50.0 - 1 50.0 50.0 - 1 50.0 1 0 0 . 0 97 vocational-technical education administrators. F ifty percent of the deans were undecided regarding this role expectation fo r the in te r­ mediate school d is t r ic t . In addition, 66.7% of the s p e cialists, 50% of the secondary state representatives, and 100% of the post­ secondary state representatives agreed with this concept. (See Table 4 .1 5 .) Community college role expectations compared to those of the intermediate school d is t r ic t . —T h irty-th ree and three-tenths percent of the s p e cialists, 50% of the deans, and 50% of the secondary state representatives agreed that someone from the community college should establish postsecondary annual objectives with subordinate vocational technical education administrators regarding contracting fo r voca­ tional education. F ifty percent of the deans were undecided regarding this ro le expectation fo r the community college. Moreover, 66.7% of the s p e cialists, 50% o f the secondary state representatives, and 100% of the postsecondary representatives disagreed with this item. T h irty-th ree and three-tenths percent of the specialists and 50% of the deans, secondary, and postsecondary state representatives agreed that someone from the community college should establish secondary annual objectives with subordinate vocational education administrators. F ifty percent of the occupational deans were undecided regarding th is role expectation fo r the community college. On the other hand, 66.7% of the specialists and 50% of the secondary and postsecondary state representatives disagreed with th is role expectation. (See Table 4 .1 6 .) Table 4 .1 5 .— Intermediate school d is t r ic t role expectations compared to those of the community college re la tiv e to Administration and Supervision/Coordination—Role Expectation 6. Role Expectation 6 : Establish annual objectives with subordinate vocationaltechnical education administrators. Intermediate School D is tric t Groups Agree No. % Undecided No. % Specialists 3 100.0 Deans 2 66.7 1 Secondary State 2 1 0 0 . 0 Postsecondary State 2 1 0 0 . 0 aMissing observation. Disagree No. % Community College Agree No. % Undecided No. % Disagree No. % - 1 33.3 - _ la 50.0 1 - - 1 50.0 - 1 - - _ - 2 - 33.3 2 50.0 66.7 - 50.0 1 0 0 . 0 Table 4 .1 6 .—Community college ro le expectations compared to those of the intermediate school d is t r ic t re la tiv e to Administration and Supervision/Coordination—Role Expectation 6. Role Expectation 6 : Establish annual objectives with subordinate vocationaltechnical education administrators. Community College Groups Agree No. % Undecided No. % Intermediate School D is tric t Disagree No. % Specialists 1 33.3 - Deans 1 50.0 1 Secondary State 1 50.0 - 1 Postsecondary State - - 2 Missing observation. - — la 50.0 1 50.0 50.0 1 50.0 - — 1 50.0 0 1 50.0 - — 1 50.0 — 1 Disagree No. % 33.3 a 50.1 Undecided No. % 1 66.7 2 Agree No. % 0 . 0 2 66.7 - 100 Role Expectation 7 : Id e n tify major problems which hinder achieve­ ment o f the instructional objectives fo r vocational-technical education. Intermediate school d is tr ic t role expectations compared to those of the community college. —S ixty -six and seven-tenths percent of the sp ecialists and 1 0 0 % of the deans, secondary, and postsecondary state representatives agreed that someone from the intermediate school d is t r ic t should id e n tify major problems which hinder achievement of the secondary in s titu tio n a l objectives fo r vocational-technical edu­ cation. However, 33.3% of the specialists disagreed or did not associate id e n tific a tio n of major problems with the intermediate school d is t r ic t . S ix ty -s ix and seven-tenths percent o f the specialists and occupational deans and 50% of the secondary and postsecondary state representatives agreed that someone from the intermediate school d is­ t r i c t should id e n tify major problems which hinder achievement of postsecondary in s titu tio n a l objectives when contracting fo r secondary vocational education. On the other hand, 33.3% of the specialists and deans and 50% o f the secondary and postsecondary state representa­ tives disagreed with that concept. (See Table 4 .1 7 .) Community college role expectations compared to those of the intermediate school d is t r ic t . —One hundred percent o f the sp e c ia lis ts , deans, and secondary state representatives and 50% o f the postsecondary state representatives agreed th at someone from the community college should id e n tify major problems which hinder achievement of the Table 4 .1 7 .— Intermediate school d is t r ic t role expectations compared to those of the community college re la tiv e to Administration and Supervision/Coordination—Role Expectation 7. Role Expectation 7: Identify major problems which hinder achievement of the instructional objectives for vocational-technical education. Intermediate School D is tric t Group Agree No. % Undecided No. * Disagree No. % — 1 - — . 0 - . 0 - Specialists 2 66.7 Deans 3 100.0 Secondary State 2 1 0 0 Postsecondary State 2 1 0 0 33.3 Community College Agree No. % Undecided No. % Disagree No. % 2 66.7 - 1 33.3 - 2 66.7 - 1 33.3 — - 1 50.0 - 1 50.0 — - 1 50.0 - 1 50.0 102 postsecondary in s titu tio n a l objectives fo r vocational-technical edu­ cation. F ifty percent of the postsecondary state representatives disagreed with the concept. One hundred percent of the s p e c ia lis ts , 66.7% o f the deans, 50% o f the secondary state representatives, and 100% of the post­ secondary state representatives agreed th at someone from the commu­ n ity college should id e n tify major problems which hinder the achieve­ ment of the secondary in s titu tio n a l objectives when contracting fo r vocational education with an intermediate school d is t r ic t . T h irty - three and three-tenths percent o f the deans were undecided regarding th is matter and 50% o f the secondary state representatives disagreed with the concept. (See Table 4 .1 8 .) Role Expectation 8 : Establish and maintain e ffe c tiv e relationships with key individuals o f the Michigan Department of Education administering federal vocational education funds. Intermediate school d is t r ic t ro le expectations compared to those o f the community co lleg e. —One hundred percent o f the special­ is ts , secondary, and postsecondary state representatives and 66.7% of the occupational deans agreed that someone from the intermediate school d is t r ic t should establish and maintain e ffe c tiv e secondary relationships with key individuals of the Department o f Education who are responsible fo r administering federal vocational education funds. T h irty -th re e and three-tenths percent o f the deans were undecided regarding th is ro le expectation. Table 4 .1 8 .—Community college role expectations compared to those of the intermediate school d is t r ic t re la tiv e to Administration and Supervision/Coordination—Role Expectation 7. Role Expectation 7: Identify major problems which hinder achievement of the instructional objectives for vocational-technical education. Intermediate School D is tric t Community College Group Agree No. % Undecided No. % Disagree No. % Agree No. % Undecided No. % Disagree No. % Specialists 3 100.0 - - 3 100.0 Deans 3 100.0 - - 2 66.7 1 Secondary State 2 100.0 - - 1 50.0 - 1 Postsecondary State 1 50.0 - 1 2 100.0 - - 50.0 - - 33.3 - 50.0 104 Thirty-three and three-tenths percent of the specialists, 100# of the deans, and 50% of the secondary state representatives agreed that someone from the intermediate school d is tric t should establish and maintain effective postsecondary relationships with key individuals of the State Department of Education who are responsible for administering federal vocational education funds. In contrast, 66.7% of the specialists, 50% of the secondary state representatives, and 100% of the postsecondary state representatives disagreed with this role expectation. (See Table 4.19.) Community college role expectations compared to those of the intermediate school d is tr ic t. —There was 100% agreement bv the special­ is ts , deans, secondary, and postsecondary state representatives that someone from the community college should establish and maintain effective postsecondary relationships with key individuals of the Michigan Department of Education responsible for administering federal vocational education funds. There was 100% agreement between the specialists and deans and 50% agreement between the secondary and postsecondary state rep­ resentatives that someone from the community college should establish and maintain effective secondary relationships with key individuals of the Michigan Department of Education responsible for administering federal vocational education funds. F ifty percent of the secondary and postsecondary state representatives disagreed with that role expectation. (See Table 4 .2 0.) Table 4 .1 9 .— Intermediate school d is t r ic t role expectations compared to those o f the community college re la tiv e to Administration and Supervision/Coordination—Role Expectation 8. Role Expectation 8: Establish and maintain effective relationships with key indi­ viduals of the Michigan Department of Education administering federal vocational education funds. Intermediate School D is tric t Group Agree No. % Specialists 3 100.0 Deans 2 66.7 Secondary State 2 100.0 Postsecondary State 2 100.0 Two missing observations. Undecided No. % Disagree No. % Community College Agree No. % Undecided No. % Disagree No. % - 1 33.3 _ 2 - l a 100.0 - - - - 1 - 1 50.0 - - - - 2 100.0 - 1 33.1 50.0 66.7 Table 4 .2 0 .—Community college role expectations compared to those of the intermediate school d is tr ic t re la tiv e to Administration and Supervision/Coordination—Role Expectation 8. Role Expectation 8: Establish and maintain effective relationships with key indi­ viduals of the Michigan Department of Education administering federal vocational education funds. Community College Group Agree No. % Undecided No. % Intermediate School D is tric t Disagree No. % Agree No. % Undecided No. % Disagree No. % Specialists 3 100.0 - - 3 100.0 - - Deans 3 100.0 - - 2a 100.0 - - Secondary State 2 100.0 - - 1 50.0 - 1 50.0 Postsecondary State 2 100.0 - - 1 50.0 - 1 50.0 a Missing observation. 107 Summary of Results Intermediate school d is tr ic t role expectations: Item 1. — F ifty percent of the population, representing 100% of the postsecondary state representatives, 66.7% of the sp ecialists, and 50% of the secondary state representatives, strongly agreed that someone from the intermediate school d is tr ic t should make presentations to th e ir board of education. Forty percent of the population, representing 66.7% of the occupational deans, 50% of the secondary state representatives, and 33.3% of the specialists, agreed that someone from the intermediate school d is tr ic t should make presentations to th e ir governing board regarding vocational-technical courses and programs. Ten percent of the population, or 33.3% of the occupational deans, were undecided regarding the intermediate school d is tr ic t's role in making presen­ tations to th e ir governing board regarding vocational-technical courses. Twenty percent of the population, constituting 50% of the secondary state representatives and 33.3% of the sp ecialists, strongly agreed that someone from the intermediate school d is tric t should make presentations to the community college board o f trustees regarding vocational-technical courses and programs. Twenty percent of the population, representing 50% of the secondary state representatives and 33.3% of the sp ecialists, agreed that the intermediate school d is tr ic t should make presentations to the community college board of trustees. Ten percent of the population, or 50% of the postsecondary state representatives, were undecided regarding the intermediate school d is tr ic t's role in addressing the community college board of trustees 108 regarding vocational-technical education. T hirty percent of the population, or 100% of the occupational deans, disagreed that someone from the intermediate school d is tr ic t should address the community college board o.f trustees regarding vocational-technical courses and programs. Twenty percent of the population, constituting 5035 of the postsecondary state representatives and 33.3% of the vocationaltechnical education sp ecialists, strongly disagreed that someone from the intermediate school d is tr ic t should address a community college board of trustees regarding secondary vocational education courses and programs. Community college role expectations: Item 1. —Seventy percent of the population, representing 100% of the specialists, secondary, and postsecondary state representatives, strongly agreed that someone from the community college should make presentations to the community col­ lege board of trustees concerning vocational-technical courses and programs. Twenty percent of the population, or 66.7% of the occupa­ tional deans, agreed with the community college role expectation of making presentations to th e ir governing board concerning vocational education. Ten percent of the population, or 33.3% of the occupational deans, disagreed that someone from the community college should make presentations to th e ir governing board concerning vocational-technical courses and programs. Ten percent of the population, or 33.3% of the vocational sp ecialists, strongly agreed that someone from the community college should make presentations to the intermediate school d is tr ic t 109 governing board concerning vocational-technical courses and programs. Forty percent of the population, constituting 100% of the secondary state representatives and 33.3% of the occupational deans and s p e cialists, agreed that someone from the cornnunity college should make presentations to the intermediate school d is tr ic t governing board concerning secondary vocational education. Ten percent of the population, or 50% of the postsecondary state representatives, were undecided regarding the community college's role in addressing the intermediate school d is t r ic t board of education. Twenty percent of the population, or 66.7% of the occupational deans, disagreed that someone from the community college should make presentations to the intermediate school d is t r ic t governing board concerning vocationaltechnical courses and programs. Twenty percent of the population, representing 50% of the postsecondary state representatives and 33.3% of the secondary sp e c ia lis ts , strongly disagreed with the concept of someone from the community college making presentations to the secon­ dary governing board concerning vocational-technical courses and programs. Intermediate school d is tr ic t role expectations: Item 2 . — F ifty -s ix percent of the population, representing 100% of the post­ secondary state representatives, 66.7% of the sp ecialists, and 50% of the secondary state representatives, strongly agreed that someone from the intermediate school d is tr ic t should serve on secondary admin­ is tra tiv e councils, curriculum coranittees, and policy-establishing boards concerning vocational education to be staged a t the community no college. Forty-four percent o f the population, representing 100% of the occupational deans, 50% of the secondary state representa­ tiv e s , and 33.3% o f the secondary sp e cialists, also agreed with this concept. F ifty percent of the population, constituting 100% o f the occupational deans, 50% of the postsecondary state representatives, and 33.3% of the special is ts , disagreed with the concept that someone from the intermediate school d is tr ic t should serve on the community college administrative council, curriculum committee, and policy-establishing boards concerning contracting fo r secondary vocational education. Forty percent o f the population, representing 100% of the secondary state representatives and 66.7% of the s p e cialists, agreed that someone from the intermediate school d is tr ic t should serve on postsecondary adm inistrative councils, curriculum committees, and policy-establishing boards. Ten percent of the population, or 50% of the postsecondary state representatives, strongly disagreed with the concept that some­ one from the intermediate school d is tr ic t should serve on postsecon­ dary adm inistrative councils, curriculum committees, and policyestablishing boards. Community college ro le expectations: Item 2. —Sixty percent of the population, representing 100% of the specialists and secondary state representatives, and 50% of the postsecondary state representa­ tiv e s , strongly agreed that someone from the community college should serve on postsecondary adm inistrative councils, curriculum committees, and policy-establishing boards regarding secondary vocational education. Ill Twenty percent o f the population, or 66.7% of the occupational deans, also agreed with th is concept. Ten percent of the population, or 33.3% of the occupational deans, disagreed with the concept th a t some­ one from the community college should serve on postsecondary adminis­ tra tiv e councils, curriculum committees, and policy-establishing boards. Ten percent o f the population, comprising 50% of the post­ secondary state representatives, strongly disagreed with the p rin c ip le th at someone from the community college should serve on the secondary adm inistrative councils, curriculum committees, and policy-establishing boards regarding secondary vocational education. T h irty -fo u r percent of the population, constituting 100% of the secondary state representatives and 33.3% of the secondary s p e c ia lis ts , agreed th at someone from the community college should serve on intermediate school d is tr ic t adm inistrative councils, curriculum committees, and policy-establishing boards regarding secon­ dary vocational education. Twenty-two percent o f the population, representing 50% of the postsecondary state representatives and 33.3% of the secondary s p e c ia lis ts , strongly agreed with th is concept. Twenty-two percent o f the population, or 50% o f the occupational deans and vocational s p e c ia lis ts , were undecided regarding the commu­ n ity college's ro le in serving on secondary councils, curriculum com­ m ittees, and policy-establishing boards. Twenty-two percent o f the population, representing 50% o f the postsecondary state representa­ tives and occupational deans, disagreed with the concept th at the community college representatives should serve on secondary 112 adm inistrative councils, curriculum committees, and policy-establishing boards. Intermediate school d is t r ic t ro le expectations: Item 3 . — F ifty percent o f the population, constituting 100% o f the postsecondary state representatives, 66.7% o f the s p e c ia lis ts , and 50% o f the secondary state representatives, strongly agreed th at someone from the intermediate school d is t r ic t should administer secondary p olicies to achieve in s titu tio n a l objectives fo r vocational-technical education. Forty percent of the population, constituting 100% o f the occupational deans and 50% of the secondary state representatives, also agreed with th is concept. Ten percent of the population, co nstituting 33.3% of the vocational-technical education s p e c ia lis ts , agreed th at someone from the intermediate school d is t r ic t should administer secondary policies to achieve in s titu tio n a l objectives fo r vocational education. F ifty -s ix percent o f the population, constituting 100% of the occupational deans, 50% o f the secondary and postsecondary state rep­ resentatives, and 33.3% of the s p e c ia lis ts , disagreed with the concept th at someone from the intermediate school d is t r ic t should administer postsecondary policies to achieve in s titu tio n a l objectives. four percent o f the population, constituting T h irty - 67.7% o f the sp ecialists and 50% of the postsecondary state representatives, strongly disagreed th at someone from the intermediate school d is t r ic t should administer postsecondary p olicies to achieve in s titu tio n a l objectives fo r vocational-technical education. Ten percent of the population, constituting 50% o f the secondary state representatives, strongly 113 agreed that someone from the intermediate school d is t r ic t should administer postsecondary policy re la tiv e to secondary vocational edu­ cation a t the community college. Community college ro le expectations: Item 3 . —Eighty percent o f the population, constituting 100% o f the sp ecialists and secondary state representatives, 66.7% of the occupational deans, and 50% of the postsecondary state representatives, strongly agreed th at someone from the community college should administer postsecondary p olicies to achieve in s titu tio n a l objectives re la tiv e to secondary vocational education. Ten percent o f the population, co nstituting 33.3% o f the occupational deans, also agreed with th is concept. Ten percent of the population, or 50% o f the postsecondary state representatives, strongly disagreed th a t someone from the community college should administer postsecondary policy to achieve in s titu tio n a l objectives fo r vocational education when contracting fo r secondary vocational education a t a community college. Seventy-five percent o f the population e ith e r disagreed or strongly disagreed with the concept th at someone from the community college should administer secondary policies to achieve in s titu tio n a l objectives fo r vocational-technical education. Those respondents who disagreed were represented by 100% of the occupational deans, 66.7% of the s p e c ia lis ts , and 50% o f the secondary and postsecondary state representatives. T h irty -th re e and three-tenths percent of the sp ecialists strongly disagreed with th is concept. Only 12.5% agreed and strongly agreed th at someone from the community college should 114 administer intermediate school d is tric t policy. This group was rep­ resented by the secondary and postsecondary state representatives, respectively. Intermediate school d is tric t role expectations: Item 4 . — Sixty percent of the population, constituting 100% of the secondary and postsecondary state representatives and 66.7% of the specialists, strongly agreed with the concept that someone from the intermediate school d is tric t should establish and maintain a secondary working relationship with state and federal agencies. Forty percent of the population, representing 100% of the occupational deans and 33.3% of the specialists, also agreed with this concept. Forty-five percent of the population, representing 50% of the occupational deans, secondary, and postsecondary state representa­ tives, and 33.3% of the specialists, disagreed that someone from the intermediate school d is tric t should establish and maintain a post­ secondary education working relationship with state and federal agency representatives. Twenty-two percent of the population, repre­ senting 50% of the postsecondary state representatives and 33.3% of the specialists, strongly disagreed with this concept. Twenty-two percent of the population, representing 50% of the occupational deans and secondary state representatives, strongly agreed that someone from the intermediate school d is tric t should establish and maintain a postsecondary education working relationship with state and federal agency representatives. Eleven percent of the population, or 33.3% of the specialists, agreed with the item. 115 Community college role expectations: Item 4 . --Seventy percent of the population, representing 100% of the specialists and secondary state representatives, 50% of the postsecondary state representatives, and 33.3% of the occupational deans, strongly agreed that someone from the community college should establish and maintain a postsecon­ dary education working relationship with state and federal agency representatives. Twenty percent of the population, or 66.7% of the occupational deans, also agreed with this concept. Ten percent of the population, or 50% of the postsecondary state representatives, strongly disagreed that someone from the community college should establish and maintain a postsecondary working relationship with state and federal agency representatives regarding secondary voca­ tional education contracting. F ifty percent of the population, representing 66.7% of the specialists and 50% of the secondary and postsecondary state repre­ sentatives, strongly agreed that someone from the community college should establish and maintain a secondary education working relatio n ­ ship with state and federal agency representatives. Twenty-five percent of the population, and 50% of the secondary state representatives, also agreed with this concept. representing 100% of the occupationaldeans Twelve and one-half percent of the population, representing 33.3% of the specialists, were undecided regarding the community college's role in establishing and maintaining secondary education working relationships with external agencies. percent of the population, Twelve and one-half representing 50% of the postsecondarystate 116 representatives, disagreed with the concept that someone from the com­ munity college should establish and maintain secondary education working relationships with external agencies. Intermediate school d is tric t role expectations: Item 5. — Sixty percent of the population, representing 100% of the secondary and postsecondary state representatives and 66.7% of the specialists, strongly agreed that someone from the intermediate school d is tric t should attend secondary education governing board meetings. Thirty percent of the population, representing 100% of the occupational deans, also agreed with this concept. Ten percent of the population, representing 33.3% of the specialists, were undecided regarding the intermediate school d is tric t's role in attending governing board meetings when matters of secondary contracting for vocational educa­ tion are being discussed. Forty-five percent of the population, representing 100% of the occupational deans, 50% of the secondary state representatives, and 33.3% of the specialists, disagreed that someone from the in te r­ mediate school d is tric t should attend the community college board of trustees meetings. Twenty-two percent of the population, represent­ ing 50% of the postsecondary state representatives and 33.3% of the specialists, strongly disagreed that someone from the intermediate school d is tr ic t should attend postsecondary education governing board meetings. Eleven percent of the population, or 50% of the postsecondary state representatives, were undecided regarding the intermediate school d is tric t's role in attending postsecondary board 117 of trustees meetings. Eleven percent of the population, represent­ ing 33.355 of the specialists, agreed that someone from the intermediate school d is tr ic t should attend the community college board of trustees meetings. Also, 11% of the population, constituting 50% of the secondary state representatives, strongly agreed that someone from the intermediate school d is tric t should attend postsecondary board of trustees meetings. Community college role expectations: Item 5. —Seventy percent of the population, representing 100% of the specialists, secondary, and postsecondary state representatives, strongly agreed that someone from the community college should attend board of trustees meetings. Twenty percent of the population, or 66.7% of the occupational deans, also agreed with this concept. Ten percent of the population, comprising 33.3% of the occupational deans, disagreed with the concept that community college vocational administrators should attend board of trustees governing meetings. Approximately 34% of the population, representing 100% of the occupational deans and 50% of the secondary state repre­ sentatives, disagreed that someone from the community college should attend the intermediate school d is tr ic t board of educa­ tion meetings. Twenty-two percent of the population, or 50% of the postsecondary state representatives and 33.3% of the sp ecialists, strongly disagreed with this concept. Twenty-two percent of the population, representing 50% of the postsecondary state representa­ tives and 33.3% of the specialists, were undecided regarding the 118 community college's role in attending secondary education governing board meetings. Eleven percent of the population, or 33.3% of the specialists, agreed that someone from the community college should attend the intermediate school d is tr ic t board meetings. Also, 11% of the population, constituting 50% of the secondary state representa­ tives, strongly agreed with this concept. Intermediate school d is tr ic t role expectations: Item 6 . - F ifty percent of the population, representing 100% of the postsecon­ dary state representatives, 66.7% of the sp e cialists, and 50% of the secondary state representatives, strongly agreed that someone from the intermediate school d is tr ic t should establish secondary education annual objectives with subordinate vocational-technical education administrators. Forty percent of the population, constituting 66.7% of the occupational deans, 50% of the secondary state representatives, and 33.3% of the specialists, agreed with this concept of the in te r­ mediate school d is tr ic t establishing secondary education objectives. Ten percent of the population, comprising 33.3% of the occupational deans, were undecided regarding intermediate school d is tr ic t role in establishing secondary annual objectives with administrators. Twenty-two percent of the population, representing 50% of the occupational deans and secondary state representatives, strongly agreed with the concept that someone from the intermediate school d is tric t should establish postsecondary annual objectives with subor­ dinate vocational-technical education administrators. Eleven percent of the population, or 33.3% of the specialists, also agreed with this 119 concept. F ifty percent of the occupational deans, representing 11% of the population, were undecided regarding the intermediate school d is t r ic t's role in establishing community college annual objectives. Approximately 34% of the population, comprised of 50% of the secondary and postsecondary state representatives and 33.3% of the sp e cialists, disagreed with the concept that someone from the intermediate school d is t r ic t should be establishing post­ secondary objectives. Twenty-two percent o f the population, repre­ senting 50% of the postsecondary state representatives and 33.3% of the sp e cialists, strongly disagreed with this concept as w e ll. Community college role expectations: Item 6 . --Seventy percent of the population, or 100% of the sp e cialists, secondary, and post­ secondary state representatives, strongly agreed that someone from the community college should establish postsecondary annual objectives with subordinate vocational-technical education administrators. S ixty -six percent of the occupational deans, representing 20 percent of the population, also agreed with th is concept. Ten percent of the population, or 33.3% of the deans, disagreed with the concept of a community college establishing postsecondary annual objectives with subordinate vocational-technical education administrators during contracting fo r secondary vocational education at the community college. Eleven percent of the population, representing 50% of the postsecondary state representatives, strongly agreed that someone from the community college should establish secondary annual 120 objectives with subordinate vocational-technical education administrators. T hirty-th ree percent of the population, or 50% of the occupational deans and secondary state representatives, and 33.3% of the sp ecialists, also agreed with th is concept. F ifty percent of the occupational deans, representing 11% of the population, were undecided regarding the community college's role in estab­ lishing intermediate school d is tr ic t annual objectives. T h irty - four percent of the population, representing 50% of the secondary and postsecondary state representatives and 33.3% of the special­ is ts , disagreed that someone from the community college should establish secondary annual objectives with subordinate vocationaltechnical education administrators. Eleven percent of the population, representing 33.3% of the s p e cialists, strongly disagreed with th is concept. Intermediate school d is tr ic t ro le expectations: Item 7 . — Sixty percent of the population, or 100% of the secondary and post­ secondary state representatives, and 66.7% of the s p e cialists, strongly agreed that someone from the intermediate school d is tr ic t should id e n tify major problems which may hinder achievement of the secondary in s titu tio n a l objectives fo r vocational-technical education. T h irty percent of the population, representing 100% o f the occupa­ tional deans, also agreed with this concept. Ten percent of the population, representing 33.3% of the sp e cialists, were undecided regarding the intermediate school d is tr ic t 's responsiblity in this area. 121 T h irty percent of the population, representing 50% of the secondary state representatives and 33% of the occupational deans and s p e cialists, strongly agreed th at someone from the intermediate school d is t r ic t should id e n tify major problems which hinder achievement of postsecondary in s titu tio n a l objectives when contracting fo r secondary vocational education. T h irty percent o f the population, constituting 50% o f the postsecondary state representatives and 33.3% of the occupational deans and sp e c ia lis ts , agreed with this concept. Also, 30% of the population, constituting 50% of the secondary state rep­ resentatives and 33.3% of the occupational deans and sp ecialists, disagreed that someone from the intermediate school d is tr ic t should id e n tify major problems which hinder achievement of postsecondary in s titu tio n a l objectives. Ten percent of the population, representing 50% o f the postsecondary state representatives, strongly disagreed with th is concept. Community college role expectations: Item 7 . --Seventy percent of the population, representing 100% of the specialists and secondary state representatives, 50% of the postsecondary state representatives, and 33.3% of the occupational deans, strongly agreed that someone from the community college should id e n tify major problems which hinder achievement of the postsecondary in s titu tio n a l objectives for vocational-technical education. Twenty percent of the population, representing 66.7% of the occupational deans, also agreed with this concept. Ten percent of the population, constituting 50% of the post­ secondary state representatives, strongly disagreed that someone 122 from the community college should id e n tify major problems which hinder achievement o f postsecondary in s titu tio n a l objectives fo r vocational-technical education. F ifty percent o f the population, or 100% o f the sp e cialists and 50% o f the secondary and postsecondary state representatives, strongly agreed th at someone from the community college should id e n tify major problems which hinder achievement o f the secondary education in s titu ­ tional objectives fo r vocational-technical education. T h irty percent o f the population, representing 66.7% of the occupational deans and 50% o f the postsecondary state representatives, also agreed with this concept. Ten percent o f the population, representing 33.3% o f the deans, were undecided regarding th is ro le expectations fo r the commu­ n ity college. Ten percent of the population, representing 50% of the secondary state representatives, disagreed th at someone from the community college should id e n tify major problems which hinder achieve­ ment o f the secondary education in s titu tio n a l objectives fo r vocationaltechnical education. Intermediate school d is t r ic t ro le expectations: Item 8 . — S ixty percent o f the population, representing 100% o f the secondary and postsecondary state representatives and 66.7% o f the s p e c ia lis ts , strongly agreed th at someone from the intermediate school d is t r ic t should establish and maintain e ffe c tiv e secondary education r e la ­ tionships with key individuals representing the Michigan Department of Education who are responsible fo r administering federal vocational education funds. T h irty percent of the population, representing 66.7% 123 of the occupational deans and 33.3% o f the s p e c ia lis ts , also agreed with th is concept. Ten percent o f the population, comprising 33.3% of the occupational deans, were undecided regarding the intermediate school d is t r ic t 's role in establishing and maintaining e ffe c tiv e secondary education relationships With external agency representatives. Thirty-seven and one-half percent o f the population, represent­ ing 50% of the secondary and postsecondary state representatives and 33.3% of the s p e c ia lis ts , disagreed th at someone from the intermediate school d is t r ic t should establish and maintain e ffe c tiv e postsecondary relationships with key individuals o f the Michigan Department o f Edu­ cation. Twenty-five percent of the population, constituting 50% of the postsecondary state representatives and 33.3% o f the s p e c ia lis ts , strongly disagreed that someone from the intermediate school d is t r ic t should establish and maintain e ffe c tiv e postsecondary relationships with key individuals from the Michigan Department of Education administering federal vocational education funds. Twenty-five per­ cent o f the population, or 100% o f the occupational deans and 50% of the secondary state representatives, strongly agreed th at someone from the intermediate school d is t r ic t should establish and maintain e ffe c tiv e postsecondary relationships. T h irty -th re e and three- tenths percent of the s p e c ia lis ts , representing 12.5% of the popula­ tio n , also agreed with th is concept. Community college ro le expectations: Item 8 . --E igh ty percent o f the population, comprising 100% of the s p e c ia lis ts , secondary and postsecondary representatives, and 33% o f the occupational deans, 124 strongly agreed th a t someone from the community college should establish and maintain e ffe c tiv e postsecondary working relationships with individuals from the Michigan Department of Education who are responsible fo r administering vocational education funds. Also, 66.7% of the occupational deans, representing 20% o f the population group, agreed with th is concept. F ifty -s ix percent o f the population, representing 100% of the sp ecialists and 50% of the secondary and postsecondary state representatives, strongly agreed th at someone from the community college should establish and maintain e ffe c tiv e secondary working relationships with individuals from the Michigan Department of Edu­ cation. Twenty-two percent o f the population, representing 100% of the occupational deans, also agreed with th is concept. Secondary and postsecondary state representatives, constituting 22% o f the population, disagreed w ith the concept th at the community college should establish and maintain relationships with individuals from the Michigan Department of Education who administer federal secondary vocational education funds. Curriculum Development and Instruction The adm inistrative function of Curriculum Development and Instruction comprised eight ro le expectations pertaining to: u tiliz ­ ing lay advisory committees in formulating programs and instru ction al objectives (1 5 ); evaluating curriculum in lig h t of job demands, costs, etc. (16); developing, coordinating, and implementing curriculum policies of vocational-technical education (1 7 ); d irectin g the 125 development and implementation o f new occupational courses and pro­ grams (18 ); u t iliz in g lay advisory committees to make recommendations to adm inistration and fa c u lty on both instru ction al equipment and content(19); p e rio d ic a lly evaluating the d elivery and outcomes of a ll vocational-technical courses and programs (20); maintaining commu­ nication with representatives from business and industry to ascer­ tain need fo r new occupational courses and programs (21); and develop­ ing c r ite r ia to be used in evaluating the performance of subordinate supervisory and instructional fa c u lty members (2 4 ). Relationships Among Variables Role expectations fo r the intermediate school d is t r ic t re la ­ tiv e to secondary Curriculum Development and In s tru c tio n . —A ll eight of the intermediate school d is t r ic t ro le expectations representing the secondary Curriculum Development and Instruction functions exceeded the grand mean score o f 3.63, and were thereby associated with the intermediate school d is t r ic t . Two of the ro le expectations associated with the intermediate school d is t r ic t were ranked higher p r io r ity by the combined groups. The two highest p r io r ity expectations pertained to p e rio d ic a lly evaluating the d elivery and outcomes o f a ll vocational-technical courses and programs (20) and maintaining communications with repre­ sentatives from business and industry to ascertain the need fo r new occupational courses and programs (2 1 ). The lowest-ranking p rio r ity expectation was developing c r ite r ia to be used in evaluating the 126 performance o f subordinate supervisory and instructional fa c u lty members (2 4 ). Analysis o f separate group scores showed occupational deans associated fiv e o f the eight ro le expectations with the intermediate school d is t r ic t . Three ro le expectations the deans did not asso­ cia te with the intermediate school d is t r ic t related to: developing, coordinating, and implementing the p olicies of vocational-technical education (1 7 ); directing the development and implementation of new occupational courses and programs (18 ); and developing c r ite r ia to use in evaluating the performance of subordinate supervisory and instru ction al fa c u lty members (2 4 ). The postsecondary state representatives associated a ll eight role expectations with the intermediate school d is t r ic t and ranked them of the highest p r io r ity . The secondary state representatives associated seven of the eight ro le expectations with the highest p r io r ity and ranked as th e ir second order o f p rio r ity the ro le expectation re la tin g to developing c r ite r ia to be used in evaluating the performance of subordinate and supervisory instructional facu lty members (2 4 ). The vocational-technical education specialists considered three o f the eight ro le expectations o f the highest p r io r ity ; these related to: d irectin g the development and implementation o f new occupational courses and programs (1 8 ), maintaining communication with representatives from business and industry to ascertain the need fo r new occupational courses and programs (2 1 ), and developing 127 c r ite r ia to be used in evaluating performance of subordinate super­ visory and instructional fa c u lty members (2 4 ). (See Table 4 .2 1 .) Role expectations fo r the intermediate school d is t r ic t re la ­ tiv e to postsecondarv Curriculum Development and In s tru c tio n . —Seven of the eight intermediate school d is t r ic t ro le expectations repre­ senting the Curriculum Development and Instruction function re la tin g to postsecondary education were rejected on the basis o f the combined group mean scores. One ro le expectation—maintaining communication with representatives from business and industry to ascertain the need fo r new occupational courses and programs (2 1 )— had a group mean score that exceeded 3.63, thereby associating th is ro le expectation with the intermediate school d is t r ic t re la tiv e to postsecondary edu­ cation. (See Table 4 .2 2 .) Analysis o f separate group scores revealed the vocational- technical education specialists did not associate any o f the role expectations with the intermediate school d is t r ic t r e la tiv e to post­ secondary Curriculum Development and In stru ctio n . Specialists ranked two o f the eight ro le expectations o f higher p r io r ity than the others: p e rio d ic a lly evaluating the d elivery and outcomes o f a ll vocational-technical courses and programs (20) and maintaining commu­ nication with representatives from business and industry to ascertain need fo r new occupational courses and programs (2 1 ). These ro le expectations were ranked second highest p r io r ity , whereas the combined group ranked them 20 and 21, respectively. Table 4 .2 1 .—Rank order of role expectations fo r the intermediate school d is t r ic t re la tiv e to secondary Curriculum Development and Instruction. Combined Groups cn p ria li«.t<; Specialists Mean Rank Mean Rank Mean Rank Mean Rank Mean Rank U tiliz e lay advisory committees in formulating programs and instructional objectives. 4.40 3 4.33 2 3.67 3 5.00 1 5.00 1 16 Evaluate curriculum in lig h t of job demands, costs, etc. 4.50 2 4.33 2 4.00 2 5.00 1 5.00 1 17 Develop, coordinate, and implement r f Pivocati r « o S a r i e c f e ? ,iC ie S of education * 4.33 2 3.33 4 5.00 1 5.00 1 Role Expectation 15 18 19 npflns Deans Secondary state Postsecondary State Direct the development and implementation of new occupational courses and programs. 4.22 5 4.67 1 2.00 9 5.00 1 5.00 1 U tiliz e lay advisory commit­ tees to make recommendations to administration and faculty on both instructional equip­ ment and content. 4.30 4 4.00 3 3.67 3 5.00 1 5.00 1 Table 4.21 . —Continued. Mean Rank Mean Rank Mean Rank Mean Rank Mean Rank Periodically evaluate the delivery and outcomes of a ll vocational-technical courses and programs. 4.60 1 4.33 2 4.33 1 5.00 1 5.00 1 Maintain communication with representatives from business and industry to ascertain need for new occupational courses/ programs. 4.60 1 4.67 1 4.00 2 5.00 1 5.00 1 Develop c rite ria to be used in evaluating the performance of subordinate supervisory and instructional faculty. 4.11 7 4.67 1 2.00 9 4.50 2 5.00 1 20 24 Note: Postsecondary State Specialists Role Expectation 21 Secondary State Combined Groups Item No. Deans Expectations with a mean of 3.63 or greater are considered to be associated with the intermediate school d is t r ic t . Table 4 .2 2 .—Rank order of role expectations fo r the intermediate school d is t r ic t re la tiv e to postsecondary Curriculum Development and Instruction. JJf 15 Role Expectation U tiliz e lay advisory committees in formulating programs and instructional objectives. Combined Groups . . Specialists Secondary State Mean Rank Mean Rank Mean Rank Mean 3.11 4 2.33 4 4.50 2 4.50 1 1.50 4 3 1Q 5 2 g7 3 3 g7 4 3 5Q 3 2 5Q 2 Deans Rank Postsecondary State Mean Rank 16 Evaluate curriculum in lig h t of job demands, costs, etc. 17 Develop, coordinate, and implement of^vocational-technica?^CieS of vocatio education. 2' 50 15 2'° ° 5 3'° ° 7 3‘ 50 3 ' - 50 Direct the development and implementation of new occupational courses and programs. 2.44 16 2.00 5 2.00 11 4.50 1 1.50 U tiliz e lay advisory commit­ tees to make recommendations to administration and faculty on both instructional equip­ ment and content. 2.80 19 2.67 3 2.67 8 4.50 1 1.50 18 19 Table 4 .2 2 .— Continued. Item No. 20 21 24 Note: Combined Groups Specialists Mean Rank Mean Rank Mean Rank Mean Rank Periodically evaluate the delivery and outcomes of a ll vocational-technical courses and programs. 3.60 20 3.33 2 4.00 3 4.50 1 2.50 2 Maintain communication with representatives from business and industry to ascertain need for new occupational courses/ programs. 3.67 21 3.33 2 4.50 2 4.50 1 2.50 2 Develop c rite ria to be used in evaluating the performance of subordinate supervisory and instructional faculty. 2.90 7 2.33 4 2.67 8 4.50 1 2.50 2 Role Expectation Secondary State Deans Postsecondary State Mean Rank Expectations with a mean of 3.63 or greater are considered to be associated with the intermediate school d is t r ic t . 132 Postsecondary state representatives did not associate any of the role expectations with the intermediate school d is tr ic t re la tiv e to postsecondary Curriculum Development and Instruction. Secondary state representatives, on the other hand, associated six of the eight role expectations with the intermediate school d is tr ic t. The two role expectations that were not associated with the intermediate school d is tr ic t in terms of postsecondary education pertained to evaluating curriculum in lig h t of job demands, costs, etc. (16) and developing, coordinating, and implementing curriculum policies of vocational-technical education (17). Occupational deans associated three of the role expectations with the intermediate school d is tr ic t re la tiv e to postsecondary edu­ cation. They were: u tiliz in g lay advisory committees in formulating programs and instructional objectives (15), periodically evaluating the delivery and outcomes of a ll vocational-technical courses and programs ( 2 0 ) , and maintaining communications with representatives of business and industry to ascertain a need for new occupational courses and programs (21). (See Table 4.2 2 .) Role expectations for the community college re la tiv e to secondary Curriculum Development and Instruction. —Three of the eight role expectations representing the Curriculum Development and Instruc­ tion function exceeded the grand mean of 3.63, and were thereby associated with the community college re la tiv e to secondary education. The role expectations pertained to: u tiliz in g lay advisory committees to make recommendations to administration and faculty on both 133 instructional equipment and content (1 9 ), p erio d ically evaluating the delivery and outcome o f a ll vocational-technical courses and programs ( 2 0 ) , and developing c r ite r ia to be used in evaluating the performance of subordinate supervisory and instructional faculty members (24 ). The role expectations associated with the community college were ranked f i f t h , seventh, and six th , respectively. (See Table 4 .2 3 .) Analysis of separate group scores showed specialists asso­ ciated three of the eight role expectations with the community college re la tiv e to secondary education. The specialists associated one role expectation with the highest p rio rity ; i t pertained to u tiliz in g lay advisory committees to make recommendations to the administration and faculty on both instructional equipment and content (1 9 ). The remain­ ing two role expectations the specialists associated with the community college pertained to: u tiliz in g lay advisory committees in formu­ latin g programs and instructional objectives (15) and maintaining communications with representatives from business and industry to ascertain need fo r new occupational courses and programs ( 2 1 ). Occupational education deans associated four o f the eight role expectations with the community college. dealt with: These ro le expectations directing the development and implementation of new occupational courses and programs (1 8 ), u tiliz in g lay advisory com­ mittees to make recommendations to administration and facu lty on both instructional equipment and content (1 9 ), p erio d ically evaluating the delivery and outcome of a ll vocational-technical courses and programs Table 4 .2 3 .—Rank order of ro le expectations fo r the community college re la tiv e to secondary Curriculum Development and Instruction. Item ^ 15 16 17 18 19 Combined Groups Specialists Mean Rank Mean Rank Mean Rank Mean Rank Mean Rank U tiliz e lay advisory committees in formulating programs and instructional objectives. 3.44 10 3.67 4 3.00 8 3.50 3 3.50 2 Evaluate curriculum in lig h t of job demands, costs, etc. 3.33 12 3.00 6 2.50 10 3.50 3 3.50 2 Develop, coordinate, and implement curriculum policies of vocational-technical education. 3.40 11 2.67 7 3.33 7 3.50 3 4.50 1 Direct the development and implementation of new occupational courses and programs. 3.40 11 2.67 7 4.00 4 4.50 1 3.50 2 U tiliz e lay advisory commit­ tees to make recommendations to administration and faculty on both instructional equip­ ment and content. 4.10 5 5.00 1 4.00 4 3.50 3 3.50 2 n , _ . .. Role Expectation Secondary c, .„ J State Deans Postsecondary State Table 4 .2 3 .—Continued. Item No. 2 0 2 1 24 Note: Combined Groups Specialists Mean Rank Mean Rank Mean Rank Mean Rank Mean Rank Periodically evaluate the delivery and outcomes of a ll vocational-technical courses and programs. 3.70 7 3.00 6 4.00 4 3.50 3 3.50 2 Maintain communication with representatives from business and industry to ascertain need for new occupational courses/ programs. 3.60 8 3.67 4 3.00 8 3.50 3 4.50 1 Develop c rite ria to be used in evaluating the performance of subordinate supervisory and instructional faculty. 4.00 6 2.67 7 4.33 3 3.50 3 4.50 1 Role Expectation Secondary State Deans Postsecondary State Expectations with a mean of 3.63 or greater are considered to be associated with the community college. 136 ( 2 0 ) , and developing c rite ria to be used in evaluating the perfor­ mance of subordinate supervisory and instructional faculty (24). Secondary state representatives associated only one of the eight role expectations with the community college re lative to secon­ dary Curriculum Development and Instruction. The role expectation was: directing the development and implementation of new occupational courses and programs (18). Postsecondary state representatives associated three of the role expectations with the community college re lative to secondary Curriculum Development and Instruction. These pertained to: develop­ ing, coordinating, and implementing curriculum policies of vocationaltechnical education (17); maintaining communication with representa­ tives from business and industry to ascertain need for new occupa­ tional courses and programs ( 2 1 ); and developing c rite ria to be used in evaluating performance of subordinate supervisory and instructional faculty members (24). (See Table 4.23.) Role expectations for the community college re lative to postsecondar.y Curriculum Development and Instruction.—All eight of community college role expectations representing the Curriculum Development and Instruction function exceeded the grand mean score of 3.63, and were thereby associated with the community college. Analy­ sis of separate group scores showed that the secondary state repre­ sentatives associated a ll eight of the role expectations with the community college. The specialists also showed a ll eight of the role expectations to be highest in p rio rity . (See Table 4.24.) Table 4 .2 4 .—Rank order of role expectations fo r the comnunity college re la tiv e to postsecondary Curriculum Development and Instruction. Combined Groups cD ecialist, Specialists Mean Rank Mean Rank Mean Rank Mean Rank Mean Rank U tiliz e lay advisory committees in formulating programs and instructional objectives. 4.40 6 5.00 1 3.67 6 5.00 1 3.00 2 Evaluate curriculum in lig h t of job demands, costs, etc. 4.20 8 5.00 1 4.33 4 5.00 1 3.00 2 5 5 , 3 5 , 3 2 Role Expectation 15 16 17 18 19 Develop, coordinate, and implement Implement curriculum policies of vocational-technical vocati education 4 5J 0 Deans Deans Secondary state . 0 0 Postsecondary State . 0 0 Direct the development and implementation of new occupational courses and programs. 4.00 10 4.33 3 5.00 1 5.00 1 3.00 2 U tiliz e lay advisory commit­ tees to make recommendations to administration and faculty on both instructional equip­ ment and content. 4.30 7 5.00 1 4.00 5 5.00 1 3.00 2 Table 4 .2 4 .— Continued. Item No. 2 0 2 1 24 Note: Combined Groups Specialists Mean Rank Mean Rank Mean Rank Mean Rank Periodically evaluate the delivery and outcomes of a ll vocational-technical courses and programs. 4.30 7 5.00 1 4.00 5 5.00 1 3.00 2 Maintain communication with representatives from business and industry to ascertain need for new occupational courses/ programs. 4.40 6 5.00 1 4.00 5 5.00 1 3.00 2 Develop c rite ria to be used in evaluating the performance of subordinate supervisory and instructional faculty. 4.40 6 4.33 3 3.33 7 5.00 1 5.00 1 Role Expectation Secondary Postseconda ry State • State Deans Mean Rank Expectations with a mean of 3.63 or greater are considered to be associated with the community college. 139 Postsecondary state representatives associated only one of the eight role expectations with the comnunity college re lative to postsecondary Curriculum Development and Instruction. was: This role developing c rite ria to be used in evaluating the performance of subordinate supervisory and instructional faculty (24). Occupational deans associated seven of the eight role expec­ tations with the community college re la tiv e to postsecondary educa­ tion. The role expectation they did not associate with the community college pertained to developing c rite ria to be used in evaluating performance of subordinate supervisory and instructional faculty (24). Analysis of Relationships Role Expectation 15: U tiliz e lay advisory committees in formu­ lating programs and instructional objectives. Intermediate school d is tric t role expectations compared to those of the community college. —One hundred percent of the secondary and postsecondary state representatives and 66.7% of the specialists and occupational deans agreed that someone from the intermediate school d is tric t should u tiliz e intermediate school d is tric t lay advisory committees in formulating programs and instructional objec­ tives. On the other hand, 33.3% of the occupational deans and vocational-technical education specialists were undecided regarding this item. One hundred percent of the occupational deans and secondary state representatives and 33.3% of the vocational-technical education specialists agreed that someone from the intermediate school d is tric t 140 should u tiliz e postsecondary lay advisory committees in formulating programs and instructional objectives. respond to this role expectation. One occupational dean did not One hundred percent of the post­ secondary state representatives and 66.7%.of the specialists disagreed that someone from the intermediate school d is tr ic t should perform this function. (See Table 4 .2 5.) Community college role expectations compared to those of the intermediate school d is t r ic t .--One hundred percent of the special­ is ts , deans, and secondary state representatives and 50% of the post­ secondary state representatives agreed that someone from the community college should u t iliz e postsecondary lay advisory committees in fo r­ mulating programs and instructional objectives. F ifty percent of the postsecondary state representatives disagreed with this concept. S ixty-six and seven-tenths percent of the specialists and 50% of the occupational deans, secondary, and postsecondary state representatives agreed that someone from the community college should u tiliz e secondary lay advisory committees in formulating programs and instructional objectives. F ifty percent of the occupational deans, secondary, and postsecondary state representatives and 33.3% of the specialists disagreed with this statement. did not respond. One occupational dean (See Table 4 .2 6 .) Role Expectation 16: Evaluate curriculum in lig h t of job demands, costs, etc. Intermediate school d is tr ic t role expectations compared to those of the community college.--One hundred percent of the occupational Table 4 .2 5 .— Intermediate school d is t r ic t role expectations compared to those of the community college re la tiv e to Curriculum Development and Instruction—Role Expectation 15. Role Expectation 15: U tiliz e lay advisory committees in formulating programs and instructional objectives. Intermediate School D is tric t Group Agree No. % Undecided No. % Disagree No. % Community College Agree No. % Specialists 2 66.7 1 33.3 - 1 Deans 2 66.7 1 33.3 - 2 Secondary State 2 1 0 0 . 0 - — - 2 Postsecondary State 2 1 0 0 . 0 - — - - aMissing observation. a Undecided No. % Disagree No. % 33.3 - 2 1 0 0 . 0 - - 1 0 0 . 0 - - - 2 66.7 1 0 0 . 0 Table 4 .2 6 .—Comnunity college role expectations compared to those of the intermediate school d is t r ic t re la tiv e to Curriculum Development and Instruction—Role Expectation 15. Role Expectation 15: U tiliz e lay advisory committees in formulating programs and instructional objectives. _______ Community College_______ Agree No. % Undecided No. % Disagree No. % Intermediate School D is tric t Agree No. % Undecided No. % Disagree No. % Specialists 3 1 0 0 . 0 — - 2 66.7 — 1 33.3 Deans 3 1 0 0 . 0 - - - la 50.0 — 1 50.0 Secondary State 2 1 0 0 . 0 — - 1 50.0 — 1 50.0 Postsecondary State 1 — 1 1 50.0 # 1 50.0 aMissing observation. 50.0 50.0 143 deans, secondary, and postsecondary state representatives and 6 6 . % 7 of the sp ecialists agreed that someone from the intermediate school d is tr ic t should evaluate secondary curriculum in lig h t of job demands, costs, etc. T hirty-th ree and three-tenths percent of the specialists were undecided about th is item. S ix ty -s ix and seven-tenths percent of the deans, 50% of the secondary and postsecondary representatives, and 33.3% of the specialists agreed that someone from the intermediate school d is tr ic t should evaluate community college curriculum in lig h t of job demands, costs, etc. However, 50% of the secondary and postsecondary state representatives and 33.3% of the specialists and occupational deans disagreed with this role expectation. ists were undecided regarding the item. Moreover, 33.3% o f the special­ (See Table 4 .2 7 .) Comnunity college role expectations compared to those of the intermediate school d is t r i c t . —One hundred percent of the s p e cialists, deans, secondary, and postsecondary state representatives agreed that someone from the community college should evaluate postsecondary cur­ riculum in lig h t of job demands, costs, etc. One hundred percent of the postsecondary state representatives, 50% of the secondary state representatives, and 33.3% of the special­ ists agreed th at someone from the community college should evaluate secondary curriculum in lig h t of job demands, costs, etc. F ifty percent of the occupational deans and 33.3% of the specialists were undecided regarding this role expectation. F ifty percent of the deans and secondary state representatives and 33.3% of the specialists Table 4 .2 7 .—Intermediate school d is tr ic t role expectations compared to those of the community college re la tiv e to Curriculum Development and Instruction—Role Expectation 16. Role Expectation 16: Evaluate curriculum in lig h t of job demands, costs, etc. Intermediate School D istric t Group Agree No. % Specialists 2 66.7 Deans 3 100.0 Secondary State 2 1 0 0 Postsecondary State 2 1 0 0 Undecided No. % 1 33.3 Disagree No. % Community College Agree No. % 33.3 Undecided No. % Disagree No. % 33.3 1 33.3 - — 1 33.3 50.0 - — 1 50.0 50.0 - — 1 50.0 - 1 - - 2 66.7 . 0 - - 1 . 0 - - 1 1 145 disagreed with the concept. One dean did not respond to the item. (See Table 4 .2 8 .) Role Expectation 17: Develop, coordinate, and implement curriculum policies of vocational-technical education. Intermediate school d is tr ic t role expectations compared to those o f the community college. —One hundred percent of the secondary and postsecondary unit representatives and 66.7% of the specialists and occupational deans agreed that someone from the intermediate school d is tr ic t should develop, coordinate, and implement intermediate school d is tr ic t curriculum policies fo r vocational-technical education. ever, 33.3% of the deans disagreed with the role expectation. How­ T h irty - three and three-tenths percent of the sp ecialists were undecided regarding this item. F ifty percent of the secondary state representatives and 33.3% of the occupational deans agreed that someone from the intermediate school d is t r ic t should develop, coordinate, and implement postsecondary curriculum policies of vocational-technical education. One hundred percent of the postsecondary state representatives, 66.7% of the sp ecialists, 50% of the secondary state representatives, and 33.3% of the occupational deans disagreed with the concept. Also, 33.3% of the specialists and deans were undecided regarding this item. (See Table 4 .2 9 .) Community college role expectations compared to those of the intermediate school d is t r ic t . —One hundred percent of the sp ecialists, deans, secondary, and postsecondary state representatives agreed that Table 4 .2 8 .—Community college role expectations compared to those of the intermediate school d is tr ic t re la tiv e to Curriculum Development and Instruction—Role Expectation 16. Role Expectation 16: Evaluate curriculum in lig h t of job demands, costs, etc. Community College Group Agree No. % Undecided No. % Disagree No. % Intermediate School D is tric t Agree No. % Specialists 3 100.0 - 1 Deans 3 100.0 - - Secondary State 2 1 0 0 . 0 - 1 Postsecondary State 2 1 0 0 . 0 ~ 2 aMissing observation. 33.3 50.0 1 0 0 . 0 Undecided No. % Disagree No. % 1 33.3 1 33.3 1 50.0 la 50.0 - — 1 50.0 - — - Table 4 .2 9 .— Intermediate school d is tr ic t role expectations compared to those of the community college re la tiv e to Curriculum Development and Instruction—Role Expectation 17. Role Expectation 17: Develop, coordinate, and implement curriculum policies of vocational-technical education. Intermediate School D istric t Group Agree No. % Undecided No. % Disagree No. % Specialists 2 66.7 1 Deans 2 66.7 - 1 Secondary State 2 1 0 0 . 0 - Postsecondary State 2 1 0 0 . 0 - 33.3 Community College Agree No. % - - 33.3 Undecided No. % Disagree No. % 1 33.3 2 66.7 33.3 1 33.3 50.0 1 33.3 1 - 1 50.0 - 1 - - - 2 1 0 0 . 0 148 someone from the community college should develop, coordinate, and implement community college curriculum policies of vocationaltechnical education. One occupational dean did not respond to th is ro le expectation. One hundred percent of the secondary state representatives, 50% o f the postsecondary state representatives, and 33.3% o f the deans and sp ecialists agreed that someone from the community college should develop, coordinate, and implement intermediate school d is t r ic t curriculum p olicies of vocational-technical education while contract­ ing fo r secondary vocational education. On the other hand, 66.7% of the sp ecialists and 50% of the postsecondary state representatives disagreed with th is concept. undecided about th is item. Role Expectation 18: In addition, 66.7% of the deans were (See Table 4 .3 0 .) D irect the development and implementation of new occupational courses and programs. Intermediate school d is t r ic t ro le expectations compared to those o f the community co lleg e.--One hundred percent o f the sp ecialists agreed th at someone from the intermediate school d is t r ic t should d ire c t the development and implementation of new intermediate school d is t r ic t occupational courses and programs. F ifty percent o f the occupational deans disagreed with th is role expectation, whereas 1 0 0 % of the secondary and postsecondary state representatives and 50% of the occupational deans were undecided about the item. dean did not respond to th is ro le expectation. One occupational Table 4 .3 0 .—Community college role expectations compared to those of the intermediate school d is t r ic t re la tiv e to Curriculum Development and Instru ctio n—Role Expectation 17. Role Expectation 17: Develop, coordinate, and implement curriculum policies of vocational-technical education. Community College Groups Agree No. % Specialists 3 Deans 2 Secondary State Postsecondary State Undecided No. % Intermediate School D is tric t Disagree No. % Agree No. % Undecided No. % Disagree No. % 100.0 - - 1 33.3 - 1 0 0 . 0 - - 1 33.3 2 2 1 0 0 . 0 ~ - 2 0 - - 2 1 0 0 . 0 - - 1 - 1 a aMissing observation. 1 0 . 0 50.0 2 66.7 66.7 - 50.0 150 One hundred percent of the secondary state representatives agreed that someone from the intermediate school d is tric t should direct the development and implementation of new community college occupational courses and programs while contracting for secondary vocational education. One hundred percent of the deans and post­ secondary state representatives and 66.7% of the specialists disagreed with this item, and 33.3% of the specialists were undecided about i t . (See Table 4.31.) Community college role expectations compared to those of the intermediate school d is tr ic t. —One hundred percent of the secondary state representatives, 66.7% of the specialists and occupational deans, and 50% of the postsecondary state representatives agreed that someone from the community college should direct the development and imple­ mentation of new community college courses and programs as they pertain to secondary students. F ifty percent of the postsecondary state repre­ sentatives and 33.3% of the occupational deans disagreed with this role expectation. Moreover, 33.3% of the specialists and 50% of the postsecondary state representatives were undecided regarding this item. Sixty-six and seven-tenths percent of the deans, 50% of the secondary and postsecondary state representatives, and 33.3% of the specialists agreed that someone from the comnunity college should direct the development and implementation of new intermediate school d is tric t courses and programs. In contrast, 50% of the secondary and postsecondary state representatives and 33% of the occupational deans Table 4 .3 1 .— Intermediate school d is t r ic t ro le expectations compared to those o f the comnunity college re la tiv e to Curriculum Development and Instruction—Role Expectation 18. Role Expectation 18: Direct the development and implementation of new occupational courses and programs. Intermediate School D is tric t Group Agree No. % Specialists 3 Deans - Undecided No. % 100.0 Disagree No. % Community College Agree No. % 1 - la 50.0 1 50.0 - Secondary State 2 1 0 0 . 0 - - 2 Postsecondary State 2 1 0 0 . 0 - - - a Missing observation. Undecided No. % 33.3 Disagree No. % 2 2 1 0 0 . 0 b 66.7 1 0 0 . 0 1 0 0 . 0 - 2 152 and specialists disagreed with this item and 33.3% of the specialists were undecided about i t . Role Expectation 19: {See Table 4.32.) U tiliz e lay advisory committees to make recommendations to administration and faculty on both instructional equipment and content. Intermediate school d is tric t role expectations compared to those of the community college. —One hundred percent of the secondary and postsecondary state representatives and 66.7% of the occupational deans and specialists agreed that someone from the intermediate school d is tric t should u tiliz e secondary lay advisory committees to make recommendations to the administration and faculty on instruc­ tional equipment and content. Thirty-three and three-tenths percent of the occupational deans were undecided about this role expectation, whereas 33.3% of the specialists disagreed with the concept. One hundred percent of the secondary state representatives, 66.7% of the specialists, and 33.3% of the occupational deans agreed that someone from the intermediate school d is tric t should u tiliz e community college advisory comnittees to make recommendations regard­ ing instructional equipment and content. On the other hand, 100% of the postsecondary state representatives, 66.7% of the deans, and 33.3% of the specialists disagreed with this role expectation. (See Table 4.33.) Community college role expectations compared to those of the intermediate school d is tr ic t .--One hundred percent of the specialists, occupational deans, and secondary state representatives and 50% of Table 4 .3 2 .—Community college role expectations compared to those of the intermediate school d is t r ic t re la tiv e to Curriculum Development and Instruction—Role Expectation 18. Role Expectation 18: Direct the development and implementation of new occupational courses and programs. Community College Group Agree No. % Undecided No. % 33.3 1 - 1 33.3 2 66.7 - - — 1 - 1 50.0 1 1 Deans 2 66.7 Secondary State 2 0 Postsecondary State 1 50.0 Undecided No. % 1 66.7 . 0 Agree No. % — 2 0 Disagree No. % - Specialists 1 Intermediate School D is tric t 33.1 Disagree No. % 33.3 1 33.3 - — 1 33.3 50.0 - — 1 50.0 50.0 - — 1 50.0 Table 4 .3 3 .— Intermediate school d is t r ic t role perceptions compared to those o f the community college re la tiv e to Curriculum Development and Instru ctio n—Role Expectation 19. Role Expectation 19: U tiliz e lay advisory committees to make recommendations to administration and faculty on both instructional equipment and content. Intermediate School D istric t Group Agree No. % Undecided No. % Disagree No. % Community College Agree No. % Undecided No. % Disagree No. % 2 66.7 - 1 33.3 - 1 33.3 - 2 66.7 - - 2 0 - - - - - - 2 Specialists 2 66.7 - Deans 2 66.7 1 Secondary State 2 1 0 0 . 0 Postsecondary State 2 1 0 0 . 0 1 33.3 33.3 1 0 — . 0 1 0 0 . 0 155 the postsecondary state representatives agreed that someone from the community college should u tiliz e postsecondary advisory committees when making recommendations to the administration and faculty on instructional equipment and content. F ifty percent of the post­ secondary state representatives disagreed with this item. One hundred percent of the sp ecialists, 66.7% of the deans, and 50% of the secondary and postsecondary state representatives agreed that someone from the community college should u t iliz e in te r­ mediate school d is tr ic t advisory committees in making recommendations to administration and faculty on instructional equipment and content. F ifty percent of the secondary and postsecondary state representatives and 33.3% of the occupational deans disagreed that the community college should perform this function. Role Expectation 20: (See Table 4 .3 4 .) Periodically evaluate the delivery and outcomes of a ll vocational-technical courses and programs. Intermediate school d is tr ic t role expectations compared to those of the community college. —One hundred percent of the deans, secondary, and postsecondary state representatives and 66.7% of the specialists agreed that someone from the intermediate school d is tr ic t should periodically evaluate the delivery and outcome of a ll in te r­ mediate school d is tr ic t vocational-technical courses and programs. On the other hand, 33,3% of the specialists were undecided regarding this role expectation. Table 4 .3 4 .—Community college role expectations compared to those of the intermediate school d is tr ic t re la tiv e to Curriculum Development and Instruction—Role Expectation 19. Role Expectation 19: U tiliz e lay advisory committees to make recommendations to administration and faculty on both instructional equipment and content. Intermediate School D is tric t Community College Group Agree No. % Undecided No. % Disagree No. % Agree No. % Undecided No. % Disagree No. % Specialists 3 1 0 0 . 0 - - 3 100.0 - - Deans 3 1 0 0 . 0 - - 2 66.7 - 1 33.3 Secondary State 2 1 0 0 . 0 - - 1 50.0 - 1 50.0 Postsecondary State 1 - 1 1 50.0 - 1 50.0 50.0 50.0 157 One hundred percent of the secondary state representatives, 66.7% of the occupational deans, 50% of the postsecondary state representatives, and 33.3% o f the specialists agreed that someone from the intermediate school d is tr ic t should p erio dically evaluate the delivery and outcomes of a ll the community college vocationaltechnical courses and programs being provided to secondary students. S ixty-six and seven-tenths percent of the specialists were undecided about this item, whereas 50% of the postsecondary state representa­ tives and 33.3% of the occupational deans disagreed with the role expectation. (See Table 4 .3 5 .) Community college role expectations compared to those of the intermediate school d is t r ic t . —One hundred percent of the secondary state representatives and sp e cialists, 66.7% of the deans, and 50% of the postsecondary state representatives agreed that someone from the community college should perio dically evaluate the delivery and outcome o f a ll postsecondary vocational-technical courses and programs being provided fo r secondary students. F ifty percent of the post­ secondary state representatives and 33.3% of the occupational deans disagreed with th is concept. One hundred percent of the postsecondary state representa­ tiv e s , 66.7% of the occupational deans, 50% of the secondary state representatives, and 33.3% of the specialists agreed that someone from the community college should p eriodically evaluate the delivery and outcomes of a ll intermediate school d is t r ic t technical courses and programs. F ifty percent o f the secondary state representatives Table 4 .3 5 .— Intermediate school d is t r ic t role expectations compared to those of the conmunity college re la tiv e to Curriculum Development and Instru ctio n—Role Expectation 20. Role Expectation 20: Periodically evaluate the delivery and outcomes of a ll vocational-technical courses and programs. Intermediate School D is tric t Group Agree No. % Undecided No. % Specialists 2 66.7 Deans 3 100.0 - Secondary State 2 1 0 0 . 0 Postsecondary State 2 1 0 0 . 0 33.3 Disagree No. % Community College Agree No. % Undecided No. % - 1 33.3 2 — - 2 66.7 - 1 - — - 2 0 - - - — - 1 - 1 1 1 0 . 0 50.0 66.7 Di sagree No. % - 33.3 50.0 159 and 33.3% of the specialists and occupational deans disagreed with the role expectation for the community college. Also, 33.3% of the specialists were undecided regarding the community college's role in evaluating secondary education courses and programs. (See Table 4.36.) Role Expectation 21: Maintain communication with representatives from business and industry to ascertain need for new occupational courses/programs. Intermediate school d is tric t role expectations compared to those of the community college.--One hundred percent of the special­ is ts , deans, secondary, and postsecondary state representatives agreed that someone from the intermediate school d is tric t should maintain communications with representatives from business and industry to ascertain the need for new secondary occupational courses and programs. One hundred percent of the deans and secondary state repre­ sentatives, 66.7% of the specialists, and 50% of the postsecondary state representatives agreed that someone from the intermediate school d is tr ic t should maintain communications with representatives from business and industry to ascertain need for new postsecondary occupational courses and programs. F ifty percent of the postsecondary state representatives and 33.3% of the specialists disagreed with this role expectation. (See Table 4.37.) Community college role expectations compared to those of the intermediate school d is t r ic t . —One hundred percent of the specialists and secondary state representatives, 66.7% of the occupational deans, Table 4 .3 6 .—Community college role expectations compared to those o f the intermediate school d is t r ic t re la tiv e to Curriculum Development and Instru ctio n—Role Expectation 20. Role Expectation 20: Periodically evaluate the delivery and outcomes of a ll vocational-technical courses and programs. _______ Community College GrouPs Agree No. % Specialists 3 Deans 2 Secondary State 2 Postsecondary State 1 1 1 Undecided No. % Intermediate School D is tric t Disagree No. % - — - 66.7 - — 1 0 - — - - — 1 0 0 0 . 0 . 0 50.0 33.3 50.0 Agree No. % 33.3 66.7 1 33.3 50.0 1 50.0 0 - 33.3 2 1 1 Disagree No. % 1 1 2 Undecided No. % 0 . 0 1 33.3 — Table 4 .3 7 .— Intermediate school d is t r ic t expectations compared to those of the community college re la tiv e to Curriculum Development and Instruction—Role Expectation 21. Role Expectation 21: Maintain communication with representatives from business and industry to ascertain need for new occupational courses/ programs. Intermediate School D istric t Group Agree No. % Undecided No. % Disagree No. % Community College Agree No. % Specialists 3 100.0 - — - 2 Deans 3 100.0 - — - 2a Secondary State 2 1 0 0 . 0 - — - 2 Postsecondary State 2 1 0 0 . 0 - — - 1 aMissing observation. Undecided No. % Disagree No. % 66.7 - 1 1 0 0 . 0 - - 1 0 0 . 0 - - - 1 50.0 33.3 50.0 162 and 50% of the postsecondary state representatives agreed that someone from the community college should maintain communication with rep­ resentatives from business and industry to ascertain need fo r new community college occupational courses and programs. Thirty-three and three-tenths percent of the occupational deans were undecided about the community college’ s role in dealing with external agencies, and 50% of the postsecondary state representatives disagreed with the concept. One hundred percent of the postsecondary state representatives, 66.7% of the specialists, 50% of the secondary state representatives, and 33.3% of the occupational deans agreed that someone from the community college should maintain communications with representatives from business and industry to ascertain the need fo r new secondary occupational courses and programs. Thirty-three and three-tenths percent of the occupational deans were undecided regarding the com­ munity college's role in ascertaining the need for secondary pro­ gramming. Moreover, 50% of the secondary state representatives and 33.3% of the occupational deans and specialists disagreed that someone from the community college should perform this ro le. Role Expectation 24: (See Table 4 .3 8.) Develop c r ite ria to be used in evaluating the performance of subordinate supervisory and instructional faculty. Intermediate school d is tr ic t role expectations compared to those of the community college. —One hundred percent of the special­ is ts , secondary, and postsecondary state representatives agreed that someone from the intermediate school d is tr ic t should develop c rite ria Table 4 .3 8 .—Community college role expectations compared to those of the intermediate school d is tr ic t re la tiv e to Curriculum Development and Instruction—Role Expectation 21. Role Expectation 21: Maintain communication with representatives from business and industry to ascertain need for new occupational courses/ programs. Intermediate School D is tric t Community College Group Agree No. % Specialists 3 100.0 Deans 2 66.7 Secondary State 2 100.0 Postsecondary State 1 50.0 Undecided No. % Disagree No. % Agree No. % Undecided No. % - 2 66.7 - - 1 33.1 1 - - 1 50.0 - 1 2 100.0 - 1 33.1 50.0 Disagree No. % 1 33.3 1 33.3 - 1 50.0 - - 33.3 164 to be used in evaluating the performance of secondary subordinate supervisory and instructional faculty members as i t pertains to secondary vocational education being delivered a t the college. One hundred percent of the occupational deans disagreed with that concept. One hundred percent of the secondary state representatives, 50% of the postsecondary state representatives, and 33.3% of the occupational deans and specialists agreed that someone from the intermediate school d is tr ic t should develop c r ite ria to be used in evaluating performance of postsecondary supervisory and instructional faculty members. However, 66.7% of the occupational deans and specialists and 50% of the postsecondary state representatives d is­ agreed with this role expectation. respond to the item. One occupational dean did not (See Table 4.39.) Community college role expectations compared to those of the intermediate school d is t r ic t . —One hundred percent of the secondary and postsecondary state representatives and 66.7% of the occupational deans and specialists agreed that someone from the community college should develop c r ite ria to be used in evaluating the performance of postsecondary subordinate superv1’ 'ry and instructional faculty. On the other hand, 33.3% of the occupational deans disagreed with this concept and 33.3% of the specialists were undecided about i t . One hundred percent of the postsecondary state representa­ tiv e s , 66.7% of the occupational deans and sp ecialists, and 50% of Table 4 .3 9 .— Intermediate school d is t r ic t role expectations compared to those of the community college re la tiv e to Curriculum Development and Instruction—Role Expectation 24. Role Expectation 24: Develop c rite ria to be used in evaluating the performance of subordinate supervisory and instructional faculty. Intermediate School D is tric t Group Agree No. % Specialists 3 Deans - Secondary State 2 Postsecondary State 2 a Missing observation. 100.0 Undecided No. % Disagree No. % Community College Agree No. % Undecided No. % Disagree No. % - - 1 33.3 - 2 66.7 - 2a 100.0 1 33.3 - 2 66.7 100.0 - - 2 100.0 - - 100.0 - - 1 50.0 - 1 50.0 166 secondary state representatives agreed that someone from the commu­ n ity college should develop c r ite r ia to be used in evaluating the performance of intermediate school d is tr ic t supervisory and instruc­ tional facu lty members. T hirty-th ree and three-tenths percent of the occupational deans were undecided regarding th is item, whereas 50% of the secondary state representatives and 33.3% of the special­ ists disagreed with the role expectation. (See Table 4 .4 0 .) Summary of Results Intermediate school d is tr ic t role expectations: Item 15. - Sixty percent of the population, constituting 100% of the secondary and postsecondary state representatives and 66.7% of the s p e cialists, strongly agreed that someone from the intermediate school d is tr ic t should u t iliz e intermediate school d is tr ic t advisory committees in formulating programs and instructional objectives fo r secondary area students. Twenty percent o f the population, representing 66.7% of the occupational deans, also agreed with th is concept. Twenty percent of the population, or 33.3% of the specialists and occupational deans, were undecided regarding the intermediate school d is tr ic t's role in u tiliz in g lay advisory committee members as i t pertains to secondary vocational education being delivered at the community college. Twenty-two percent o f the population, constituting 50% of the occupational deans and secondary state representatives, strongly agreed th at someone from the intermediate school d is tr ic t should u t iliz e postsecondary lay advisory committee members in formulating programs and instructional objectives. Approximately 34% of the Table 4 .4 0 .—Community college role expectations compared to those of the intermediate school d is t r ic t re la tiv e to Curriculum Development and Instruction—Role Expectation 24. Role Expectation 24: Develop c rite ria to be used in evaluating the performance of subordinate supervisory and instructional faculty. Community College Group Agree No. % Undecided No. % Intermediate School D is tric t Disagree No. % Specialists 2 66.7 1 Deans 2 66.7 - — 1 Secondary State 2 100.0 - — Postsecondary State 2 100.0 - — 33.3 Agree No. % Undecided No. % Disagree No. % 2 66.7 - 2 66.7 1 - 1 50.0 - — 1 - 2 100.0 - — - - 33.3 — 33.3 1 33.3 - 50.0 168 population, constituting 50% of the occupational deans and post­ secondary state representatives and 33.3% o f the s p e c ia lis ts , also agreed with th is concept. Twenty-two percent o f the population, constituting 50% o f the postsecondary state representatives and 33.3% o f the s p e c ia lis ts , disagreed th at the intermediate school d is t r ic t should use postsecondary advisory committee members in formulating programs. Also, 22% o f the population, co nstituting 50% o f the post­ secondary state representatives and 33.3% of the s p e c ia lis ts , strongly disagreed with th is concept. Community college ro le expectations: Item 15. —Seventy percent of the population, constituting 100% of the sp ecialists and secondary state representatives, 50% o f the postsecondary state representatives, and 33.3% o f the occupational deans, strongly agreed th at someone from the community college should u t iliz e secondary lay advisory committees in formulating programs and instru ction al objectives. Twenty percent o f the population, constituting 66.7% of the occupational deans, also agreed with th is concept. Only 10% o f the population, representing 50% o f the postsecondary state representatives, strongly disagreed with th is concept. Forty-four percent o f the population, or 66.7% o f the special­ is ts and 50% o f the secondary and postsecondary state representatives, strongly agreed th at someone from the community college should use secondary lay advisory committees in formulation programs and instruc­ tional objectives. Eleven percent of the population, constituting 50% of the occupational deans, also agreed with th is concept. 169 Approximately 34% of the population, or 50% of the occupational deans, secondary, and postsecondary state representatives, disagreed that the community college should use secondary advisory committee members in formulating programs and objectives to be delivered at the community college. Eleven percent of the population, comprising 33.3% of the s p e c ia lis ts , strongly disagreed with th is concept as w e ll. One occupational dean did not respond to th is role expectation. Intermediate school d is t r ic t ro le expectations: Item 16. — Sixty percent o f the population, constituting 100% o f the secondary and postsecondary state representatives and 66.7% o f the s p e c ia lis ts , strongly agreed th a t someone from the intermediate school d is t r ic t should evaluate secondary curriculum in lig h t of job demands, costs, etc. T h irty percent o f the population, or 100% o f the occupational deans, also agreed with th is concept. Ten percent of the population, constituting 33.3% of the s p e c ia lis ts , were undecided regarding the intermediate school d is t r ic t 's role in evaluating the secondary cur­ riculum. Twenty percent o f the population, representing 50% o f the secondary state representatives and 33.3% of the occupational deans, strongly agreed th a t someone from the intermediate school d is t r ic t should evaluate community college curriculum in lig h t of job demands, costs, etc. as they apply to secondary vocational education. T h irty percent of the population, constituting 50% of the postsecondary state representatives and 33.3% o f the sp ecialists and occupational deans, also agreed with th is concept. Ten percent of the population, 170 constituting 33.3% of the specialists, were undecided regarding this role expectation for the intermediate school d is tr ic t. Twenty per­ cent of the population, comprising 50% of the secondary state repre­ sentatives and 33.3% of the occupational deans, disagreed that someone from the intermediate school d is tric t should evaluate postsecondary curriculum in lig h t of job demands, costs, etc. Also, 20% of the population, or 50% of the postsecondary state representatives and 33.3% of the specialists, strongly disagreed with this role expecta­ tion fo r the intermediate school d is tric t. Community college role expectations: Item 16. —Eighty percent of the population, constituting 100% of the specialists and secondary state representatives, 66.7% of the occupational deans, and 50% of the postsecondary state representatives, strongly agreed that someone from the community college should evaluate postsecondary curriculum as i t applies to secondary students in lig h t of job demands, costs, etc. Twenty percent of the population, representing 50% of the post­ secondary state representatives and 33.3% of the occupational deans, strongly disagreed that someone from the community college should evaluate postsecondary education curriculum in lig h t of job demands, costs, etc. Approximately 34% of the population, constituting 50% of the secondary and postsecondary state representatives and 33.3% of the specialists, strongly agreed that someone from the community college should evaluate secondary curriculum in lig h t of job demands, costs, etc. Eleven percent of the population, or 50% of the 171 postsecondary state representatives, also agreed with this concept. Twenty-two percent of the population, constituting 50% of the occu­ pational deans and 33.3% of the specialists, were undecided regarding this role expectation for the community college. Also, 22% of the population, or 50% of the occupational deans and secondary state representatives, disagreed that someone from the community college should evaluate secondary curriculum as i t applies to secondary students on the community college campus. Eleven percent of the population, constituting 33.3% of the specialists, strongly disagreed with the community college role expectation as i t applies to secondary curriculum being delivered on the community college campus. Intermediate school d is tric t role expectations: Item 17. — Sixty percent of the population, constituting 100% of the secondary and postsecondary state representatives and 66.7% of the specialists, strongly agreed that someone from the intermediate school d is tric t should develop, coordinate, and implement intermediate school d is tric t curriculum policies of vocational-technical education. Twenty per­ cent of the population, constituting 66.7% of the occupational deans, also agreed with this concept. Ten percent of the population, repre­ senting 33.3 percent of the specialists, were undecided regarding this role expectation. Also, 10% of the population, or 33.3% of the occu­ pational deans, disagreed with the concept that the intermediate school d is tric t should provide the leadership and curriculum development and implementation as i t pertains to secondary students being provided vocational education a t the community college. 172 Ten percent of the population, representing 50% of the secon­ dary state representatives, strongly agreed that someone from the intermediate school d is tric t should influence postsecondary curricu­ lum policies of vocational education. Ten percent of the population, constituting 33.3% of the occupational deans, also agreed with this concept. Twenty percent of the population, constituting 33.3% of the occupational deans and specialists, were undecided regarding this role expectation for the intermediate school d is tr ic t. Forty percent of the population, or 50% of the secondary and postsecondary state representatives and 33.3% of the occupational deans and specialists, disagreed with the role expectation of the intermediate school dis­ t r i c t as i t pertains to community college curriculum development and implementation. Twenty percent of the population, constituting 50% of the postsecondary state representatives and 33.3% of the special­ is ts , strongly disagreed with this concept as w ell. Community college role expectations: Item 17. —Eighty-nine percent of the population, constituting 100% of the specialists, occupational deans, and secondary state representatives and 50% of the postsecondary state representatives, strongly agreed that someone from the community college should develop, coordinate, and implement the community college curriculum policies of vocational-technical education. Eleven percent of the population, or 50% of the post­ secondary state representatives, strongly disagreed with this concept of community college curriculum development and implementation as i t applies to secondary area students. respond to this role expectation. One occupational dean did not 173 T hirty percent of the population, constituting 50% of the secondary and postsecondary state representatives and 33.3% of the sp ecialists, strongly agreed that someone from the community college should develop, coordinate, and implement intermediate school dis­ t r i c t curriculum policies of vocational education while contracting fo r secondary vocational education at the community college. Twenty percent of the population, comprising 50% of the secondary state representatives and 33.3% of the occupational deans, also agreed with this concept. Twenty percent of the population, constituting 66.7% of the occupational deans, were undecided regarding this role expec­ tation for the community college as i t applies to secondary curricu­ lum development. Twenty percent of the population, constituting 50% of the postsecondary state representatives and 33.3% of the specialists, disagreed that someone from the community college should develop, coordinate, and implement secondary curriculum policies of vocational education. Ten percent of the population, or 33.3% of the sp ecialists, strongly disagreed with the community college involve­ ment as i t pertains to secondary curriculum p o licies. Intermediate school d is tr ic t role expectations: Item 18. - Sixty-seven percent of the population, constituting 100% of the secondary and postsecondary state representatives and 66.7 percent of the specialists, strongly agreed that someone from the intermediate school d is tr ic t should d irect the development and implementation of new occupational courses and programs. Eleven percent of the popu­ la tio n , representing 33.3% of the sp ecialists, also agreed with this 174 concept. Eleven percent of the population, comprising 50% of the occupational deans, were undecided regarding this role expectation. Also, 11% of the population, constituting 50% of the deans, strongly disagreed that the intermediate school d is tr ic t should direct the development and implementation of new secondary occupational courses and programs that may be contracted for at the community college. One occupational dean did not respond to this role expectation. Eleven percent of the population, or 50% of the secondary state representatives, strongly agreed that someone from the intermediate school d is tr ic t should d irect the development and implementation of new postsecondary occupational courses and programs. Eleven percent of the population, representing 50% o f the secondary state representa­ tive s, also agreed with this concept. Eleven percent of the popula­ tio n , constituting 33.3% of the sp ecialists, were undecided about the intermediate school d is tr ic t's role as i t applies to new community college occupational courses and programs. Approximately 45% of the population, or 100% of the occupational deans, 50% of the post­ secondary state representatives, and 33.3% of the specialists, disagreed with the concept that someone from the intermediate school d is tr ic t should influence postsecondary occupational courses and programs. Twenty-two percent of the population, constituting 50% of the post­ secondary state representatives and 33.3% of the sp ecialists, strongly disagreed with this concept. to this role expectation. One occupational dean did not respond 175 Community college role expectations: Item 18. —Sixty percent of the population, constituting 100% of the secondary state repre­ sentatives, 66.7% of the specialists, 50% of the postsecondary state representatives, and 33% of the occupational deans, strongly agreed that someone from the community college should d irect the development and implementation of new community college courses and programs as they pertain to secondary students. Ten percent of the population, or 33.3% of the occupational deans, also agreed with this concept. Ten percent of the population, representing 33.3% of the sp ecialists, were undecided regarding this role expectation for the community college. Ten percent of the population, constituting 33.3% of the occupational deans, disagreed that someone from the community college should d irect the development and implementation of new community college courses and programs as they pertain to secondary students. Also, 10% of the population, comprising 50% of the postsecondary state representatives, strongly disagreed with this role expectation for the community college as i t applies to contracting with the in te r­ mediate school d is tr ic t. Forty percent of the population, or 66.7% of the occupational deans and 50% of the secondary and postsecondary state representatives, strongly agreed that someone from the community college should d irect the development and implementation of new intermediate school dis­ t r i c t courses and programs. Ten percent of the population, consti­ tuting 33.3% of the sp ecialists, also agreed with this concept. Ten percent of the population, comprising 33.3% of the sp ecialists, also were undecided regarding the community college's role as i t applies 176 to influencing intermediate school d is tr ic t new courses and programs. T h irty percent of the population, or 50% o f the secondary and post­ secondary state representatives and 33.3% of the occupational deans, disagreed with the community college providing the leadership fo r the development and implementation of new courses and programs fo r the intermediate school d is t r ic t . Also, 10% o f the population, consti­ tuting 33.3% o f the sp e cialists, strongly disagreed with the concept o f community college involvement with secondary area program develop­ ment. Intermediate school d is tr ic t ro le expectations: Item 19. - Sixty percent of the population, or 100% of the secondary and post­ secondary state representatives and 66.7% o f the sp e c ia lis ts , strongly agreed that someone from the intermediate school d is t r ic t should use intermediate school d is tr ic t lay advisory committees to make recom­ mendations to the administration and faculty concerning instructional equipment and content. Twenty percent of the population, constituting 66.7% o f the occupational deans, also agreed with th is concept. Only 10% of the population, representing 33.3% o f the occupational deans, were undecided regarding this ro le expectation fo r the intermediate school d is tr ic t . Ten percent o f the population, constituting 33.3% of the sp e cialists, disagreed with the concept that someone from the intermediate school d is tr ic t should u t iliz e secondary advisory com­ mittees regarding recommendations on instructional equipment and content fo r programs being delivered a t the community college. 177 Ten percent of the population, or 50% o f the secondary state representatives, strongly agreed that someone from the intermediate school d is tr ic t should u t iliz e lay advisory committee members to make recommendations regarding programming fo r secondary vocational educa­ tion students. T h irty percent of the population, constituting 50% of the secondary state representatives, 33.3% of the sp ecialists and occupational deans, also agreed with this concept. Ten percent of the population, representing 33.3% of the s p e cialists, were undecided regarding th is ro le expectation's association with the intermediate school d is t r ic t . T h irty percent of the population, constituting 66.7% of the occupational deans and 50% of the postsecondary state repre­ sentatives, disagreed with the concept of the intermediate school d is t r ic t u tiliz in g community-college-related advisory committees. Twenty percent of the population, comprising 50% of the postsecondary state representatives and 33.3% o f the sp e c ia lis ts , strongly disagreed with that role expectation fo r the intermediate school d is t r ic t . Community college role expectations: Item 19. — Eighty percent of the population, constituting 100% of the secondary state repre­ sentatives and sp e c ia lis ts , 66.7% of the occupational deans, and 50% of the postsecondary state representatives, strongly agreed that someone from the community college should use postsecondary lay advisory committees when making recommendations concerning instruc­ tional equipment and content. Ten percent of the population, or 33.3% of the occupational deans, disagreed with this position. Also, 10% of the population, representing 50% of the postsecondary state 178 representatives, strongly disagreed with the community college using th e ir advisory committees in making recommendations fo r instructional equipment and content as they re la te to secondary students' courses and programs. Seventy percent of the population, constituting 100% of the sp e cialists, 66.7% of the occupational deans, and 50% of the secondary and postsecondary state representatives, strongly agreed that someone from the community college should use secondary advisory committees as they pertain to instructional equipment and content recommenda­ tions. T h irty percent of the population, representing 50% of the secondary and postsecondary state representatives and 33.3% of the occupational deans, disagreed with this position. Intermediate school d is t r ic t role expectations: Item 20. - Seventy percent of the population, constituting 100% of the secondary and postsecondary state representatives, 66.7% of the s p e cialists, and 33.3% of the occupational deans, strongly agreed with the role expectation that someone from the intermediate school d is tr ic t should periodically evaluate the delivery and outcomes of a ll intermediate school d is tr ic t vocational-technical courses and programs being delivered at the community college. Twenty percent of the population, or 66.7% of the deans, also agreed with this role expectation fo r the intermediate school d is t r ic t . Ten percent of the population, con­ sisting o f 33.3% of the sp e cialists, were undecided regarding the role expectation as i t applies to the intermediate school d is t r ic t . 179 T h irty percent of the population, co nstituting 66.7% o f the occupational deans and 50% o f the secondary state representatives, strongly agreed th a t someone from the intermediate school d is t r ic t should p e rio d ic a lly evaluate the d elivery and outcomes of a ll com­ munity college vocational-technical courses and programs being pro­ vided to secondary students. T h irty percent o f the population, representing 50% o f the secondary and postsecondary state representa­ tives and 33.3% of the s p e c ia lis ts , also agreed with th is concept. Twenty percent of the population, constituting 66.7% of the special­ is ts , were undecided regarding th is ro le expectation as i t applies to the community college. Ten percent of the population, composed of 33.3% o f the occupational deans, disagreed with the intermediate school d is t r ic t evaluating community college vocational-technical courses and programs being provided to the secondary students. Also, 10% o f the population, constituting 50% of the postsecondary state representatives, strongly disagreed with th is concept. Community college ro le expectations: Item 20. —Eighty percent of the population, consisting o f 100% o f the sp ecialists and secondary state representatives, 66.7% o f the occupational deans, and 50% o f the postsecondary state representatives, strongly agreed th at someone from the community college should p erio d ic ally evaluate the d elivery and outcomes of a ll postsecondary vocational education courses and pro­ grams being provided fo r secondary students. Ten percent of the population, constituting 33.3% of the occupational deans, disagreed with th is concept. Ten percent of the population, comprising 50% of the 180 postsecondary state representatives, strongly disagreed with the con­ cept th at the community college should evaluate postsecondary tech­ nical courses and programs as they are being delivered to secondary students. F ifty percent o f the population, or 66.7% of the occupational deans, 50% of the secondary and postsecondary state representatives, and 33.3% o f the s p e c ia lis ts , strongly agreed that someone from the community college should p erio d ic ally evaluate the vocational edu­ cation outcomes o f a ll secondary technical courses and programs. Ten percent o f the population, comprising 50% o f the postsecondary state representatives, also agreed with th is concept. Ten percent o f the population, constituting 33.3% o f the s p e c ia lis ts , were undecided regarding th is ro le expectation fo r the community college. Twenty percent of the population, representing 50% of the secondary state representatives and 33.3% of the occupational deans, disagreed th at the community college should evaluate the secondary courses and pro­ grams. Ten percent of the population, constituting 33.3% of the s p e c ia lis ts , strongly disagreed with the role expectation o f the com­ munity college evaluating intermediate school d is t r ic t courses and programs. Intermediate school d is t r ic t role expectations: Item 21. - S ixty percent o f the population, constituting 100% of the secondary and postsecondary state representatives and 66.7% of the s p e c ia lis ts , strongly agreed th a t someone from the intermediate school d is t r ic t should maintain communication with representatives of business and 181 industry to determine the need fo r new secondary occupational courses and programs. Forty percent o f the population, comprising 100% of the occupational deans and 33.3% o f the s p e c ia lis ts , also agreed with th is contact with industry and business to ascertain a need fo r new secondary occupational courses and programs. Approximately 34% o f the population, constituting 50% of the occupational deans and secondary state representatives and 33.3% o f the s p e c ia lis ts , strongly agreed th at someone from the interme­ d iate school d is t r ic t should maintain communication with repre­ sentatives from business and industry as i t pertains to developing new occupational courses and programs a t the community college. Forty-four percent o f the population, comprising 50% o f the occupa­ tional deans, secondary, and postsecondary state representatives and 33.3% of the s p e c ia lis ts , also agreed with this perception. Twenty- two percent of the population, or 50% o f the postsecondary state representatives and 33.3% o f the s p e c ia lis ts , strongly disagreed with the intermediate school d is t r ic t 's ro le expectation in maintaining communications with representatives from industry and business to establish a need fo r new occupational courses and programs. One occupational dean did not respond to th is ro le expectation. Community college role expectations: Item 21. —Eighty percent of the population, constituting 100% of the specialists and secondary state representatives, 66.7% of the occupational deans, and 50% of the postsecondary state representatives, strongly agreed th at someone should maintain communication with business and industry to establish 182 a need fo r new community college occupational courses and programs. Ten percent of the population, co nstituting 33.3% o f the occupational deans, were undecided regarding th is ro le expectation fo r the commu­ n ity college. Also, 10% o f the population, consisting of 50% of the postsecondary state representatives, strongly disagreed with the com­ munity college maintaining communication with industry regarding secondary vocational education needs. Forty percent of the population, co nstituting 66.7% of the s p e c ia lis ts , 50% of the secondary and postsecondary state representa­ tiv e s , strongly agreed th at someone from the comnunity college should maintain communication with representatives from business and industry to establish the need fo r new secondary programs and courses. Twenty percent o f the population, or 50% of the postsecondary state repre­ sentatives and 33.3% of the occupational deans, also agreed with th is concept. Ten percent of the population, co nstituting 33.3% o f the occupational deans, were undecided regarding th is role expectation fo r the community college as i t may d is t r ic t . apply to the intermediate school Twenty percent of the population, representing 50%o f the secondary state representatives and 33.3% o f the occupational deans, disagreed with the ro le expectation being associated with thecommu­ n ity college as i t applies to the intermediate school d is t r ic t . Ten percent o f the population, co nstituting 33.3% o f the s p e c ia lis ts , strongly disagreed with th is role expectation as w e ll. Intermediate school d is t r ic t ro le expectations: Item 24. — F ifty -s ix percent of the population, or 66.7% of the s p e c ia lis ts , 183 100% of the postsecondary state representatives, and 50% of the secondary state representatives, strongly agreed that someone from the intermediate school d is tric t should develop c rite ria to be used in evaluating the performance of secondary subordinate supervisory and instructional faculty members. Twenty-two percent of the population, comprising 50% of the secondary state representatives and 33.3% of the specialists, also agreed with the perception. Another 22% of the population, constituting 100% of the occupational deans, disagreed with the concept that the intermediate school d is tric t should develop c rite ria to to be used in evaluating performance of administrators and faculty members as i t pertains to secondary voca­ tional education. One occupational dean did not respond to this role expectation. Ten percent of the population, constituting 50% of the secon­ dary state representatives, strongly agreed that someone from the intermediate school d is tric t should develop the c rite ria to be used in evaluating postsecondary s ta ff who are responsible for delivering vocational education to secondary students. Forty percent of the population, representing 50% of the secondary and postsecondary state representatives and 33.3% of the specialists and occupational deans, also agreed with this concept. Thirty percent of the population, constituting 66.7% of the occupational deans and 33.3% of the special­ is ts , disagreed with the concept of the intermediate school d is tric t developing c rite ria to be used in evaluating the performance of post­ secondary s ta ff. Twenty percent of the population, comprising 50% 184 of the postsecondary state representatives and 33.3% of the special­ is ts , strongly disagreed with the intermediate school d is tric t developing c rite ria to be applied toward the postsecondary faculty and s ta ff members responsible for delivering quality vocational education. Community college role expectations: Item 24. —Seventy percent of the population, consisting of 100% of the secondary and postsecon­ dary state representatives, 66.7% of the specialists, and 33.3% of the occupational deans, strongly agreed that someone from the community college should develop the c rite ria to be used in evaluating perfor­ mance of postsecondary faculty and supervisors who are responsible for delivering secondary vocational education for the intermediate school d is tric t. Ten percent of the population, constituting 33.3% of the occupational deans, also agreed to this concept. Ten percent of the population, constituting 33.3% of the specialists, were undecided regarding the community college's role expectation as i t applies to developing c rite ria for postsecondary administrators and faculty members. Also, 10% of the population, consisting of 33.3% of the occupational deans, disagreed with the role expectation for the community college. Sixty percent of the population, comprising 66.7% of the specialists and occupational deans and 50% of the secondary and postsecondary state representatives, strongly agreed that someone from the community college should develop the c rite ria to be used in evaluating the performance of intermediate school d is tric t s ta ff 185 members who are interacting with the community college in regard to secondary vocational education. Ten percent of the population, representing 50% of the postsecondary state representatives, also agreed with this concept. Ten percent of the population, constituting 33.3% of the occupational deans, were undecided regarding the commu­ n ity college's role as i t applies to the intermediate school d is tr ic t. Ten percent of the population, consisting o f 50% of the secondary state representatives, disagreed with the community college's role in developing c r ite ria to be used in evaluating intermediate school dis­ t r i c t personnel. Also, 10% of the population, or 33.3% o f the sp ecialists, strongly disagreed with this concept. Budget and Finance Management The administrative functions of the Budget and Finance Manage­ ment category were represented by fiv e role expectations addressing duties and responsibilities related to: developing vocational- technical operating budgets (9 ), obtaining allocation board and school board approval for operating budget (1 0 ), presenting the vocational-technical budget to higher-echelon administrators for approval (11), administering the total vocational education budget (12), and preparing requests to state or federal authorities for vocational education funds (13). Relationships Among Variables Role expectations for the intermediate school d is tr ic t re la ­ tiv e to secondary Budget and Finance Management. —All fiv e of the 186 intermediate school d is tr ic t's role expectations representing secon­ dary education Budget and Finance Management functions exceeded the grand mean score of 3.63, and were thereby associated with the in te r­ mediate school d is tr ic t. One of the role expectations associated with the intermediate school d is tr ic t was ranked highest p rio rity by the combined groups. I t pertained to developing the vocational - technical operating budget (9 ). Specialists, deans, and postsecondary state representatives were uniform in th eir separate group rankings of that item. The lowest p rio rity role expectation, ranked eighth by the combined group, related to administering a to ta l vocational educa­ tion budget (12). However, the secondary and postsecondary state representatives ranked that role expectation f i r s t and second, respectively. The deans group considered this role expectation to be of lower p rio r ity , ranking i t sixth. The postsecondary state representatives were uniform in ranking a ll role expectations of the highest p rio rity and also in accumulating a 5.00 mean score average for the role expectations. The specialists ranked four of the fiv e role expectations number one. This group ranked administering the total vocational education budget (12) third in order of p rio rity . The secondary state representatives ranked obtaining allocation board and school board approval for operating budget (10) and preparing requests to state or federal authorities fo r vocational education funds (13) the highest p rio rity . The secondary state representatives also ranked developing 187 vocational-technical operating budgets (9 ), presenting the vocationaltechnical budget to higher-echelon administrators fo r approval (1 1 ), and administering the to tal vocational education budget (12) number two in p rio rity . Further analysis of separate group scores revealed that the occupational deans did not associate administering the to tal vocational education budget (12) with the intermediate school d is t r ic t as a secondary function during contracting fo r secondary vocational educa­ tion at the community college. (See Table 4 .4 1 .) Role expectations fo r the intermediate school d is tr ic t re la ­ tiv e to postsecondary Budget and Finance Management. —A ll fiv e of the role expectations associated with the intermediate school d is tr ic t re la tiv e to postsecondary education f e ll below the grand mean score of 3.63 and were thereby not associated with the secondary agency. Analysis of separate group scores showed secondary state representatives from the Michigan Department of Education associated the following items with the intermediate school d is tr ic t: developing vocational-technical operating budget (9 ), obtaining allocation board and school board approval fo r operating budget (1 0 ), and presenting the vocational-technical budget to higher-echelon administrators for approval (11). The secondary state representatives also ranked those three role expectations highest p rio rity . The postsecondary state representatives were consistent in ranking a ll fiv e role expectations fourth in p rio rity and rejecting a ll role expectations re latin g to the intermediate school d is tr ic t Table 4 .4 1 .—Rank order of ro le expectations fo r the intermediate school d is t r ic t re la tiv e to secondary Budget and Finance Management. Item No. Role Expectation Combined Groups Specialists Mean Rank Mean Rank Mean Rank Mean Rank Secondary State Deans Postsecondary State Mean Rank 9 Develop vocational-technical operating budget. 4.60 1 4.67 1 4.33 1 4.50 2 5.00 1 10 Obtain allocation board and school board approval for operational budget. 4.50 2 4.67 1 3.67 3 5.00 1 5.00 1 Present the vocationaltechnical budget to highereschelon administration for approval. 4.40 3 4.67 1 3.67 3 4.50 2 5.00 1 12 Administer the total voca­ tional education budget. 3.90 8 4.00 3 2.67 6 4.50 2 5.00 1 13 Prepare requests to state or federal authorities for voca­ tional education funds. 4.50 2 4.67 1 3.67 3 5.00 1 5.00 1 11 Note: Expectations with a mean of 3.63 or greater are considered to be associated with the intermediate school d is t r ic t . 189 concerning postsecondary Budget and Finance Management a c tiv itie s . The occupational deans group's mean score exceeded the grand mean score relatin g to the role expectations concerning the intermediate school d is tr ic t's preparing postsecondary requests to state or federal authorities for vocational education funds (13). The occu­ pational deans did not respond to the role expectation dealing with obtaining allocation board and school board approval fo r operating budgets (10 ). (See Table 4 .4 2 .) Role expectations for the community college re la tiv e to secondary Budget and Finance Management.- - A ll fiv e of the community college role expectations re latin g to secondary Budget and Finance Management f e l l below the grand mean score of 3.63, and were thereby not associated with the community college. However, analysis of separate group scores showed occupational deans associated with the community college the role expectation re latin g to preparing requests to state or federal au th orities fo r secondary vocational education funds (13). The secondary state representatives associated the following role expectations with the community college re la tiv e to secondary Budget and Finance Management matters: obtaining allocation board and school board approval fo r operating budget (1 0 ), presenting the vocational-technical education budget to higher-echelon adminis­ trators fo r approval (1 1 ), and administering the to ta l vocational education budget (12 ). Table 4 .4 2 .—Rank order of ro le expectations fo r the intermediate school d is t r ic t re la tiv e to postsecondary Budget and Finance Management. Item No. Role Expectation Specialists Mean Rank Mean Rank Mean Rank Mean Rank Mean Rank 1.67 Deans 9 Develop vocational-technical operating budget. 2.10 18 1.33 8 10 Obtain allocation board and school board approval for operational budget. 2.43 17 1.67 6 Present the vocational technical budget to higherechelon administration for approval. 2.67 12 2.00 5 3.00 12 Administer the total voca­ tional education budget. 2.60 13 2.00 5 13 Prepare requests to state or federal authorities for voca­ tional education funds. 2.67 12 2.33 4 11 Note: Secondary State Combined Groups 12 Postsecondary State 4.50 1 1.50 4 4.50 1 1.50 4 7 4.50 1 1.50 4 3.33 6 3.50 3 1.50 4 4.50 2 2.50 4 1.50 4 — Expectations with a mean of 3.63 or greater are considered to be associated with the intermediate school d is tr ic t. 191 The postsecondary state representatives ranked a ll fiv e ro le expectations number two, and were consistent in th e ir group mean score of 3.50. The combined group mean score rankings fo r a ll fiv e role expectations pertaining to the community college re la tiv e to secondary Budget and Finance Management f e l l into the lower one-half rankings o f the 28 ro le expectations. (See Table 4 .4 3 .) Role expectations fo r the community college r e la tiv e to post­ secondary Budget and Finance Management.--Combined group mean scores fo r four o f the fiv e community college ro le expectations re la tin g to postsecondary Budget and Finance Management exceeded the grand mean score and were thereby associated with the community college. The combined groups did not perceive the ro le expectations re la tin g to obtaining allocatio n board and school board approval fo r operating budget (10) to be a function of the community college as i t relates to postsecondary Budget and Finance Management. Analysis of separate group scores, however, revealed th at the occupational deans and the secondary state representatives did perceive the role expectation related to obtaining a llo c atio n board and school board approval (10) to be a function o f the community college as i t pertains to postsecondary Budget and Finance Management. The secondary state representatives and occupational deans were consistent in ranking a ll fiv e postsecondary Budget and Finance Management ro le expectations fourth and f i r s t , respectively. Within Table 4 .4 3 .—Rank order o f role expectations fo r the community college re la tiv e to secondary Budget and Finance Management. Item No. Role Expectation Secondary State Postsecondary State Combined Groups Special ists Mean Rank Mean Rank Mean Rank Mean Rank Mean Rank Deans 9 Develop vocational-technical operating budget. 2.70 20 1.33 10 2.67 9 3.50 3 3.50 2 10 Obtain allocation board and school board approval for operational budget. 2.88 16 1.33 10 3.00 8 4.00 2 3,50 2 Present the vocationaltechnical budget to higherechelon administration for approval. 2.80 18 1.33 10 3.00 8 4.50 1 3.50 2 12 Administer the total voca­ tional education budget. 2.67 21 1.33 10 3.00 8 4.00 2 3.50 2 13 Prepare requests to state or federal authorities for voca­ tional education funds. 2.87 17 1.67 9 4.00 4 3.50 3 3.50 2 11 Note: Expectations with a mean of 3.63 or greater are considered to be associated with the community college. 193 th eir groups, the deans and secondary state representatives also consistently generated mean scores of 4.3 and 5, respectively. (See Table 4.44.) Analysis of Relationships Role Expectation 9: Develop vocational-technical operating budget. Intermediate school d is tric t role expectations compared to those of the community college. —One hundred percent of the specialists, deans, secondary, and postsecondary state representatives agreed that someone from the intermediate school d is tric t should develop secondary vocational-technical operating budgets during con­ tracting at the community college. One hundred percent of the specialists, deans, and postsecon­ dary state representatives disagreed that someone from the interme­ diate school d is tric t should develop postsecondary vocationaltechnical operating budgets relating to secondary education contracts at the community college. However, 100% of the state representatives from the secondary unit agreed with that role expectation. (See Table 4.45.) Community college role expectations compared to those of the intermediate school d is t r ic t .-T h ir ty -th r e e and three-tenths percent of the specialists and 50% of the postsecondary state repre­ sentatives disagreed that someone from the community college should develop postsecondary vocational-technical operating budgets as they relate to the delivery of secondary education at the community Table 4 .4 4 .—Rank order of role expectations fo r the community college re la tiv e to postsecondary Budget and Finance Management. Combined Groups Specialists Mean Rank Mean Rank Develop vocational-technical operating budget. 4.10 9 4.00 Obtain allocation board and school board approval for operational budget. 3.33 13 Present the vocationaltechnical budget to higherechelon administration for approval. 4.10 12 Administer the total voca­ tional education budget. 13 Prepare requests to state or federal authorities for voca­ tional education funds. Item No. Role Expectation 9 10 11 Note: Secondary State Deans Postsecondary State Mean Rank Mean Rank Mean Rank 4 4.33 4 5.00 1 5.00 1 3.50 5 4.33 4 5.00 1 3.00 2 9 4.00 4 4.33 4 5.00 1 3.00 2 4.10 9 4.00 4 4.33 4 5.00 1 3.00 2 3.80 12 4.33 3 4.33 4 5.00 1 3.00 2 Expectations with a mean of 3.63 or greater are considered to be associated with the community college. Table 4 .4 5 .— Intermediate school d is t r ic t role expectations compared to those of the community college re la tiv e to Budget and Finance Management—Role Expectation 9. Role Expectation 9: Develop vocational-technical operating budget. Intermediate School D is tric t Group Agree No. % Undecided No. % Disagree No. % Community College Agree No. % Undecided No. % Disagree No. % Specialists 3 100.0 - - - 3 100.0 Deans 3 100.0 - - - 3 100.0 Secondary State 2 100.0 - - 2 Postsecondary State 2 100.0 - - - 100.0 - 2 100.0 196 college. F ifty percent of the postsecondary state representatives, 66.7% of the specialists, and 100% o f the deans and secondary state representatives agreed with this concept. Thirty-three and three-tenths percent of the deans and 50% of the postsecondary state representatives agreed that someone from the community college should develop secondary vocational-technical operating budgets. However, 50% of the postsecondary representatives, 66.7% of the deans, and 100% of the vocational-technical education specialists disagreed with that role expectation. Role Expectation 10: (See Table 4 .4 6.) Obtain allocation board and school board approval fo r operating budget. Intermediate school d is tr ic t role expectations compared to those of the community college. —S ixty-six and seven-tenths percent of the deans and 100% of the specialists, secondary, and postsecondary state representatives agreed that someone from the intermediate school d is tr ic t should obtain secondary allocation board and school board approval for operating budgets. Thirty-three and three-tenths percent of the deans disagreed with that concept. One hundred percent of the specialists and postsecondary state representatives disagreed that someone from the intermediate school d is tr ic t should involve the community college in obtaining allocation board and school board approval for secondary vocational education. On the other hand, 100% of the secondary state representatives agreed that the community college should become involved in that function. The occupational deans did not respond to this item. (See Table 4 .4 7.) Table 4 .4 6 .—Community college ro le expectations compared to those of the intermediate school d is t r ic t re la tiv e to Budget and Finance Management—Role Expectation 9. Role Expectation 9: Develop vocational-technical operating budget. Intermediate School D istric t Community College Group Agree No. % Undecided No. % Di sagree No. % 33.3 Agree No. % Specialists 2 66.7 - 1 Deans 2 100.0 - - 1 Secondary State 2 100.0 - - Postsecondary State 1 50.0 - 1 50.0 Undecided No. % Disagree No. % - 3 100.0 33.3 - 2 66.7 2 100.0 - - 1 50.0 - 1 - 50.0 Table 4 .4 7 .— Intermediate school d is t r ic t role expectations compared to those of the community college re la tiv e to Budget and Finance Management—Role Expectation 10. Role Expectation 10: Obtain allocation board and school board approval for operational budget. Community College Intermediate School D is tric t Group Agree No. % Undecided No. % Di sagree No. % Agree No. % Specialists 3 100.0 - - Deans 2 66.7 - 1 Secondary State 2 100.0 - - 2 Postsecondary State 2 100.0 - - - aThree missing observations. Di sagree No. % 3 - a 33.3 Undecided No. % 100.0 - 100.0 - 2 100.0 199 Community college role expectations compared to those o f the intermediate school d is t r ic t . — F ifty percent o f the special­ ists and postsecondary state representatives agreed that someone from the community college should obtain allocation board and school board approval fo r operating budgets. One hundred percent of the secondary state representatives also agreed with this role expec­ ta tio n . F ifty percent of the sp ecialists and postsecondary state representatives and 66.7% of the occupational deans disagreed with the concept, whereas 33.3% of the deans were undecided about the item. One hundred percent of the specialists and 50% of the deans and postsecondary state representatives disagreed th at someone from the community college should obtain allocation board and school board approval for the operating budget. In contrast, 100% of the secondary state representatives and 50% of the deans and postsecon­ dary state representatives agreed with the role expectation. dean did not respond to the item. Role Expectation 11: One (See Table 4 .4 8 .) Present the vocational-technical education budget to higher-echelon administrators fo r approval. Intermediate school d is tr ic t role expectations compared to those o f the community college. —One hundred percent o f the s p e cialists, secondary, and postsecondary state representatives and 66.7% of the deans agreed that someone from the intermediate school d is t r ic t should present the secondary vocational-technical budget to higher-echelon administrators fo r approval. T h irty -th ree and Table 4 .4 8 .—Community college role expectations compared to those of the intermediate school d is tr ic t re la tiv e to Budget and Finance Management--Role Expectation 10. Role Expectation 10: Obtain allocation board and school board approval for operational budget. Intermediate School D is tric t Community College Group Agree No. % Undecided No. % Di sagree No. % la 50.0 - 33.3 2 66.7 1 1 Deans - Secondary State 2 100.0 - — - Postsecondary State 1 50.0 - — 1 aMissing observation. - 1 50.0 Undecided No. % Disagree No. % - 3 100.0 50.0 - la 50.0 2 100.0 - - 1 50.0 - 1 50.0 200 — Specialists 50.0 Agree No. % 201 three-tenths percent o f the occupational deans were undecided about th is ro le expectation regarding the intermediate school d is t r ic t . One hundred percent o f the postsecondary state representa­ tiv e s , 66.7% o f the s p e c ia lis ts , and 50% of the occupational deans disagreed th at someone from the intermediate school d is t r ic t should present the postsecondary vocational-technical budget to higherechelon administrators fo r approval. However, 100% of the secondary state representatives and 50% o f the occupational deans agreed with th is ro le expectation. T h irty -th re e and three-tenths percent of the specialists were undecided about th is item. (See Table 4 .4 9 .) Community college ro le expectations compared to those of the intermediate school d i s t r i c t .--One hundred percent o f the occupational deans and secondary state representatives, 66.7% of the s p e c ia lis ts , and 50% of the postsecondary state representatives agreed th at someone from the community college should present the postsecondary vocational-technical budget to higher-echelon adminis­ tra to rs fo r approval. F ifty percent o f the postsecondary state rep­ resentatives and 33.3% o f the sp e cialists disagreed with th is role expectation. One hundred percent of the secondary state representatives, 50% o f the postsecondary state representatives, and 33.3% of the occupational deans agreed th at someone from the community college should present the secondary vocational-technical budget to higherechelon administrators fo r approval. However, 100% o f the special­ is ts , 50% of the postsecondary state representatives, and 33.3% of Table 4 .4 9 .--Interm ediate school d is t r ic t role expectations compared to those of the community college re la tiv e to Budget and Finance Management—Role Expectation 11. Role Expectation 11: Present the vocational-technical budget to higher-echelon administration for approval. Intermediate School D is tric t GrouP Agree No. % 3 100.0 Deans 2 66.7 Secondary State 2 Postsecondary State 2 aMissing observation. Disagree No. % Agree No. % 1 — 1 33.3 Undecided No. % — 1 50.0 100.0 — 2 100.0 100.0 — - 33.3 College____ Disagree No. % 2 66.7 ia 50.0 - 2 — 100.0 202 Specialists Undecided No. % Conmunity 203 the occupational deans disagreed with this role expectation, whereas 33.3% of the occupational deans were undecided about i t . (See Table 4.50.) Role Expectation 12: Administer the total vocational education budget. Intermediate school d is tric t role expectations compared to those of the community college. —One hundred percent of the postsecondary and secondary state representatives and 66.7% of the specialists agreed that someone from the intermediate school d is tric t should administer the total secondary vocational education budget. On the other hand, 66.7% of the deans and 33.3% of the specialists were undecided regarding the intermediate school d is tric t's role in this matter. One occupational dean disagreed with the role. One hundred percent of the secondary state representatives and 66.7% of the occupational deans agreed that someone from the intermediate school d is tric t should administer the total postsecondary vocational education budget. One hundred percent of the postsecondary state representatives, 66.7% of the specialists, and 33.3% of the occupational deans disagreed with the concept. Thirty-three and three-tenths percent of the specialists were undecided about this item. (See Table 4.51.) Community college role expectations compared to those of the intermediate school d is tr ic t. —F ifty percent of the post­ secondary state representatives, 66.7% of the specialists, and 100% of the deans and secondary state representatives agreed that someone Table 4 .5 0 .—Community college ro le expectations compared to those of the intermediate school d is t r ic t re la tiv e to Budget and Finance Management—Role Expectation 11. Role Expectation 11: Present the vocational-technical budget to higher-echelon administration for approval. Intermediate School D is tric t Community College Group Agree No. % Undecided No. % Di sagree No. % Agree No. % Undecided No. % Di sagree No. % Specialists 2 66.7 _ 1 33.3 Deans 3 100.0 - - — 1 33.3 Secondary State 2 100.0 - - — 2 100.0 - - Postsecondary State 1 50.0 - 1 50.0 1 50.0 - 1 - - 1 33.3 3 100.0 1 33.3 50.0 Table 4 .5 1 .— Intermediate school d is t r ic t role expectations compared to those of the community college re la tiv e to Budget and Finance Management—Role Expectation 12. Role Expectation 12: Administer the total vocational education budget. Intermediate School D is tric t Groups Agree No. % Undecided No. % Specialists 2 Deans - Secondary State 2 100.0 - — Postsecondary State 2 100.0 - — 66.7 Disagree No. % 1 33.3 - 2 66.7 1 Community College Agree No. % Undecided No. % 1 - 33.3 Disagree No. % 2 66.7 33.3 2 66.7 - 1 - 2 100.0 - - - - - 2 33.3 100.0 206 from the community college should administer the to ta l postsecondary vocational education budget. However, 50% of the postsecondary state representatives and 33.3% of the specialists disagreed with this role expectation. One hundred percent of the specialists and 50% of the deans, secondary, and postsecondary state representatives disagreed that someone from the community college should administer the total secondary vocational education budget. On the other hand, 50% of the deans, secondary, and postsecondary state representatives agreed with the concept; one occupational dean did not respond to the item. (See Table 4 .5 2.) Role Expectation 13: Prepare requests to state or federal authori­ ties for vocational education funds. Intermediate school d is tr ic t role expectations compared to those of the community college. —One hundred percent of the specialists, secondary, and postsecondary state representatives and 66.7% of the occupational deans agreed that someone from the in te r­ mediate school d is tr ic t should prepare secondary requests to state or federal authorities for vocational education funds. However, 33.3% of the occupational deans disagreed that someone from the in te r­ mediate school d is tr ic t should prepare such requests. S ixty-six and seven-tenths percent of the occupational deans agreed that someone from the intermediate school d is tr ic t should pre­ pare postsecondary requests to state or federal authorities for vocational education funds. On the other hand, 100% of the Table 4 .5 2 .— Community c o lle g e r o le e x p e c ta tio n s compared to th o se o f th e in te rm e d ia te school d i s t r i c t r e l a t i v e to Budget and Finance Management— R ole E x p e c ta tio n 12. Role Expectation 12: Administer the total vocational education budget. Intermediate School D is tric t Community College Group Agree No. % Undecided No. % Disagree No. % Agree No. % Specialists 2 66.7 - 1 Deans 3 100.0 - - la Secondary State 2 100.0 - - Postsecondary State 1 50.0 - 1 a M is s in g o b s e rv a tio n . 33.3 50.0 Undecided No. % Disagree No. % - 3 100.0 50.0 - 1 50.0 1 50.0 - 1 50.0 1 50.0 - 1 50.0 - 208 postsecondary state representatives, 50% of the secondary state representatives, and 33.3% of the specialists disagreed with this concept. Moreover, 66.7% of the specialists and 50% of the secondary state representatives were undecided about th is role expectation. One occupational dean did not respond to the item. (See Table 4 .5 3 .) Community college role expectations compared to those of the intermediate school d is t r ic t . —-One hundred percent of the secondary and postsecondary state representatives, 66.7% of the sp ecialists, and 33.3% of the occupational deans agreed that someone from the community college should prepare postsecondary education requests to state or federal authorities fo r vocational education funds. T h irty-three and three-tenths percent of the specialists and deans were undecided about this item, whereas 33.3% of the occupational deans disagreed with this role expectation. One hundred percent of the responding occupational deans and 50% of the secondary and postsecondary state representatives agreed that someone from the community college should prepare secondary education requests to state or federal authorities fo r vocational education funds. One hundred percent of the specialists and 50% of the secondary and postsecondary state representatives disagreed with this concept. Two occupational deans did not respond to the item. (See Table 4 .5 4 .) T a b le 4 .5 3 .— In te rm e d ia te school d i s t r i c t r o le e x p e c ta tio n s compared to th ose o f th e community c o lle g e r e la t iv e to Budget and Finance Management— Role E x p e c ta tio n 13. Prepare requests to state or federal authorities for vocational education funds. Intermediate School D is tric t Group Agree No. % Undecided No. % Disagree No. % Specialists 3 100.0 - - Deans 2 66.7 - 1 Secondary State 2 100.0 - - Postsecondary State 2 100.0 - - aM is s in g o b s e rv a tio n . Community College Agree No. % Undecided No. % 2 33.3 66.7 2a 100.0 1 33.3 - 1 - Disagree No. % 50.0 1 50.0 2 100.0 602 Role Expectation 13: T a b le 4 .5 4 .— Community c o lle g e r o le e x p e c ta tio n s compared to th o s e o f th e in te rm e d ia te school d i s t r i c t r e la t iv e to Budget and Finance Management— R ole E x p e c ta tio n 13. Role Expectation 13: Prepare requests to state or federal authorities for vocational education funds. Intermediate School D is tric t Community College Group Agree No. % Undecided No. % Disagree No. % Specialists 2 66.7 1 33.3 - Deans 1 33.3 1 33.3 1 Secondary State 2 100.0 - — Postsecondary State 2 100.0 - — aTwo m is s in g o b s e rv a tio n s . Agree No. % Undecided No. % Disagree No. % - - 3 l a 100.0 - - - 1 50.0 - 1 50.0 - 1 50.0 - 1 50.0 33.3 100.0 211 Summary of Results Intermediate school d is tric t role expectations: Item 9. — Sixty percent of the population, constituting 100% of the postsecon­ dary state representatives, 66.7% of the specialists, 50% of the secondary state representatives, and 33.3% of the occupational deans, strongly agreed that someone from the intermediate school d is tric t should develop an intermediate school d is tric t vocational-technical operating budget. Forty percent of the population, comprising 66.7% of the occupational deans, 50% of the secondary state representatives, and 33.3% of the specialists, also agreed with this concept. Forty percent of the population, or 66.7% of the occupational deans, 50% of the postsecondary state representatives, and 33.3% of the specialists, disagreed that someone from the intermediate school d is tric t should develop the community college vocational-technical operating budget as i t pertains to delivering vocational education to the students. Also, 40% of the population, constituting 66.7% o of the specialists, 50% of the postsecondary state representatives, and 33.3% of the occupational deans, strongly disagreed with this concept. Ten percent of the population, constituting 50% of the secondary state representatives, strongly agreed with the role expectation. Also, 10% of the population representing 50% of the secondary state representatives, agreed with this concept. Community college role expectations: Item 9 . —Sixty percent of the population, constituting 100% of the secondary state repre­ sentatives, 66.7% of the specialists, 50% of the postsecondary state 212 representatives, and 33.3% of the occupational deans, strongly agreed that someone from the community college should develop the postsecondary vocational-technical operating budget as i t pertains to contracting for secondary vocational education. Twenty percent of the population, comprising 66.7% of the deans, also agreed with this concept. Ten percent of the population, constituting 33.3% of the specialists, disagreed with the role expectation. Another 10% of the population, representing 50% of the postsecondary state repre­ sentatives, strongly disagreed with this item. Forty percent of the population, representing 66.7% of the occupational deans, 50% of the postsecondary state representatives, and 33.3% of the specialists, disagreed that someone from the commu­ nity college should develop an intermediate school d is tric t vocationaltechnical operating budget. Twenty percent of the population, con­ stitu tin g 66.7% of the specialists, strongly disagreed with this concept. Thirty percent of the population, or 100% of the secondary state representatives and 33.3% of the occupational deans, agreed with the role expectation. Also, 10% of the population, constituting 50% of the postsecondary state representatives, strongly agreed with this item. Intermediate school d is tr ic t role expectations: Item 10. — Seventy percent of the population, constituting 100% of the secon­ dary and postsecondary state representatives, 66.7% of the special­ is ts , and 33.3% of the occupational deans, strongly agreed that someone from the intermediate school d is tric t should obtain allocation 213 board and school board approval fo r th e ir operating budget. Twenty percent of the population, constituting 33.3% of the specialists and occupational deans, also agreed with this concept. Only ten percent of the population, or 33.3% of the occupational deans, disagreed with the item. » Forty-three percent of the population, representing 66.7% of the specialists and 50% of the postsecondary state representatives, disagreed with the concept that someone from the intermediate school d is tric t should obtain postsecondary allocation and school board approval for the operating budget. Twenty-nine percent of the popu­ latio n , constituting 50% of the postsecondary state representatives and 33.3% of the specialists, strongly disagreed that someone from the intermediate school d is tric t should perform this role. Fourteen percent of the population, comprising 50% of the secondary state representatives, strongly agreed with this concept. Also, 14% of the population, or 50% of the secondary state representatives, agreed with this role expectation. None of the occupational deans responded to this item. Community college role expectations: Item 10. —Approximately 34% of the population, constituting 50% of the occupational deans and postsecondary state representatives and 33.3% of the specialists, disagreed that someone from the community college should obtain intermediate school d is tric t allocation board and school board approval for the operating budget. Twenty-two percent of the popu­ la tio n , representing 66.7% of the specialists, strongly disagreed 214 with this role expectation. Also, 22% of the population, comprising 50% of the secondary and postsecondary state representatives, strongly agreed with the concept. Another 22% of the population, constituting 50% of the occupational deans and secondary state repre­ sentatives, agreed with this concept. Forty-four percent of the population, or 100% of the secondary state representatives and 50% of the specialists and postsecondary state representatives, strongly agreed that someone from the commu­ n ity college should obtain postsecondary allocation board and school board approval for the operating budget. Eleven percent o f the population, constituting 33.3% of the occupational deans, were undecided regarding this role expectation for the community college. Approximately 34% of the population, representing 66.7% of the deans and 50% of the sp ecialists, disagreed with the item. Eleven percent of the population, or 50% of the postsecondary state representatives, strongly disagreed with this role expectation. Intermediate school d is tr ic t role expectations: Item 11. — F ifty percent of the population, constituting 100% of the postsecondary state representatives, 66.7% of the sp ecialists, and 50% of the secon­ dary state representatives, strongly agreed that someone from the Intermediate school d is tr ic t should present the secondary vocationaltechnical budget to higher-echelon administrators. Forty percent of the population, representing 66.7% of the occupational deans, 50% of the secondary state representatives, and 33.3% of the sp ecialists, also agreed with this role expectation for the 215 intermediate school d is tr ic t. Only 10% of the population, consti­ tuting 33.3% of the occupational deans, were undecided regarding this expectation. Approximately 34% of the population, constituting 50% of the occupational deans and postsecondary state representatives and 33.3% of the specialists, disagreed that someone from the intermediate school d is tr ic t should present the community college vocationaltechnical operating budget to higher-echelon administrators for approval. Twenty-two percent of the population, or 50% of the postsecondary state representatives and 33.3% of the specialists, strongly disagreed with this concept. Eleven percent of the popula­ tio n , comprising 33.3% of the sp ecialists, were undecided regarding this role expectation. Twenty-two percent of the population, con­ s titu tin g 50% of the occupational deans and secondary state repre­ sentatives, agreed that someone from the intermediate school d is tr ic t should perform this function. Eleven percent of the population, constituting 50% of the secondary state representatives, strongly agreed with this item. One occupational dean did not respond. Community college role expectations: Item 11. —Sixty percent of the population, constituting 100% of the secondary state representa­ tiv e s , 66.7% of the specialists, 50% of the postsecondary state rep­ resentatives, and 33.3% of the occupational deans, strongly agreed that someone from the community college should present the post­ secondary vocational-technical operating budget to higher-echelon administrators fo r approval as i t pertains to secondary vocational 216 education. Twenty percent of the population, constituting 66.7% of the occupational deans, also agreed with this concept. Only 10% of the population, or 33.3% of the sp ecialists, disagreed with the community college presenting postsecondary budget to th e ir adminis­ tra tio n for approval. Also, 10% of the population, representing 50% of the postsecondary state representatives, strongly disagreed with this item. T hirty percent of the population, comprising 100% of the secondary state representatives and 33.3% of the occupational deans, agreed that someone from the community college should present the intermediate school d is tr ic t vocational-technical operating budget to higher-echelon administrators fo r approval. Another 10% of the population, constituting 50% of the postsecondary state representa­ tives, strongly agreed with this role expectation. Ten percent of the population, representing 33.3% of the occupational deans, were undecided regarding the community college's role in this matter. T hirty percent of the population, or 50% of the postsecondary state representatives and 33.3% of the specialists and occupational deans, disagreed with this role expectation. F in a lly , 20% of the popula­ tio n , constituting 66.7% of the sp ecialists, strongly disagreed with the item. Intermediate school d is tric t role expectations: Item 12. — Forty percent of the population, constituting 100% of the postsecon­ dary state representatives, 50% of the secondary state representa­ tiv e s , and 33.3% of the sp ecialists, strongly agreed that someone 217 from the intermediate school d is tr ic t should administer the to tal secondary vocational education budget. Twenty percent of the popu­ la tio n , comprising 50% of the secondary state representatives and 33.3% of the s p e cialists, also agreed with th is concept. T h irty percent of the population, or 66.7% o f the occupational deans and 33.3% of the sp e cialists, were undecided regarding the intermediate school d is tr ic t 's resp o nsib ility in this matter. Ten percent o f the population, constituting 33.3% of the occupational deans, disagreed with th is role expectation. T h irty percent of the population, comprising 66.7% of the occupational deans and 50% o f the secondary state representatives, agreed th at someone from the intermediate school d is tr ic t should administer the to ta l community college vocational education budget. Twenty percent o f the population, constituting 50% o f the secondary state representatives and 33.3% of the sp e cialists, were undecided regarding the intermediate school d is tr ic t's role in th is matter. T h irty percent of the population, or 50% o f the postsecondary state representatives and 33.3% o f the specialists and occupational deans, disagreed with th is ro le expectation. F in a lly , 20% of the population, constituting 50% o f the postsecondary state representatives and 33.3% of the sp e cialists, strongly disagreed with the item. Community college role expectations: Item 12. —Sixty percent of the population, comprising 100% of the secondary state repre­ sentatives, 66.7% of the sp e cialists, 50% of the postsecondary state representatives, and 33.3% of the occupational deans, strongly agreed 218 that someone from the community college should administer the to ta l postsecondary vocational education budget. Twenty percent of the population, constituting 66.7% of the occupational deans, also agreed with th is concept. Ten percent of the population, representing 33.3% of the sp e c ia lis ts , disagreed that someone from the community college should perform th is function. A fin a l 10% o f the population, constituting 50% o f the postsecondary state representatives, strongly disagreed with the role expectation. Approximately 45% of the population, comprising 50% of the occupational deans, secondary, and postsecondary state representa­ tives and 33.3% of the sp e cialists, disagreed th at someone from the community college should administer the to ta l secondary vocational education budget. Twenty-two percent of the population, co n stitu t­ ing 66.7% of the sp e c ia lis ts , strongly disagreed with this concept. Eleven percent of the population, or 50% o f the occupational deans, agreed that someone from the community college should perform this function. Twenty-two percent o f the population, representing 50% of the secondary and postsecondary state representatives, strongly agreed with th is item. One occupational dean elected not to respond. Intermediate school d is t r ic t role expectations: Item 13. — Sixty percent of the population, constituting 100% of the secondary and postsecondary state representatives and 66.7% o f the sp e cialists, strongly agreed that someone from the intermediate school d is tr ic t should prepare secondary requests to state or federal authorities for vocational education funds. T h irty percent of the population, or 219 66.7% of the deans and 33.3% o f the sp e cialists, also agreed with th is concept. Only 10% of the population, comprising 33.3% of the occupational deans, were undecided about the intermediate school d is t r ic t 's ro le in th is matter. Approximately 34% of the population, constituting 66.7% of the specialists and 50% o f the secondary state representatives, were undecided regarding the intermediate school d is t r ic t 's ro le in pre­ paring postsecondary requests to state or federal authorities fo r vocational education funds. Twenty-two percent o f the population, constituting 50% of the secondary and postsecondary state representa­ tiv e s , disagreed with th is role expectation. Also, 22% o f the popu­ la tio n , comprising 50% of the postsecondary state representatives and 33% of the s p e cialists, strongly disagreed with th is concept. Eleven percent o f the population, representing 50% of the occupa­ tional deans, strongly agreed that someone from the intermediate school d is tr ic t should prepare postsecondary requests to external agencies fo r vocational education funds. Also, 11% o f the popula­ tio n , constituting 50% of the occupational deans, agreed with this role expectation. One occupational dean chose not to respond. Community college role expectations: Item 13. —F ifty percent of the population, constituting 100% o f the secondary state repre­ sentatives, 66.7% of the sp e c ia lis ts , and 50% o f the postsecondary state representatives, strongly agreed that someone from the commu­ n ity college should prepare postsecondary requests to state or federal authorities fo r vocational education funds, as related to 220 d eliverin g secondary vocational education a t the community college. Ten percent o f the population, representing 33.3% o f the occupational deans, also agreed with th is concept. Twenty percent of the popu­ la tio n , constituting 33.3% o f the sp ecialists and occupational deans, were undecided regarding the community college's ro le in the preparation of requests to external agencies fo r federal vocational education funds. Ten percent o f the population, comprising 33.3% of the occupational deans, disagreed with the ro le expectation. Another 10% o f the population, or 50% of the postsecondary state representatives, strongly disagreed with the concept. F ifty percent o f the population, constituting 66.7% of the sp ecialists and 50% o f the secondary and postsecondary state repre­ s e n ta tiv e s , disagreed th at someone from the community college should prepare intermediate school d is t r ic t requests to external agencies fo r federal vocational education funds. Twelve percent of the popu­ la tio n , representing 33.3% of the s p e c ia lis ts , strongly disagreed th at the community college should perform th is function. Twenty- fiv e percent of the population, or 50% of the secondary and post­ secondary state representatives, strongly agreed with th is role expectation. F in a lly , 13% o f the population, representing 100% o f the responding occupational deans, agreed with th is concept. occupational deans elected not to respond. Two 221 Physical F a c ilitie s and Equipment The adm inistrative functions o f the Physical F a c ilitie s and Equipment category comprised four role expectations pertaining to: determining f a c i l i t y and equipment requirements in terms o f the planned vocational-technical education program needs (2 5 ), recommend­ ing changes in physical f a c i li t i e s fo r proposed programs (2 6 ), supervising and coordinating the development of educational speci­ fic a tio n s fo r construction of new occupational f a c i li t i e s (2 7 ), and preparing and submitting required reports concerning equipment and f a c i li t i e s to the Michigan Department of Education (28). Relationships Among Variables Role expectations fo r the intermediate school d is t r ic t r e la ­ tiv e to secondary Physical F a c ilitie s and Equipment. —Two of the four ro le expectations w ithin the Physical F a c ilitie s and Equipment func­ tion exceeded the grand mean score of 3.63 and were thereby asso­ ciated with the intermediate school d is t r ic t re la tiv e to secondary education functions. The two expectations th at fa ile d to be asso­ ciated with the intermediate school d is t r ic t by the combined groups were: supervising and coordinating the development of educational specifications fo r construction of new secondary occupational f a c i l i ­ tie s (27) and preparing and submitting required reports concerning secondary equipment and f a c i li t i e s to the. Michigan Department of Education (2 8 ). The two ro le expectations associated with the intermediate school d is t r ic t by the combined groups related to: 222 determining f a c ilit y and equipment requirements in terms of the planned vocational-technical program needs (25) and recommending changes in physical fa c ilitie s for proposed programs (26). Deans and postsecondary state representatives held sim ilar opin­ ions regarding these expectations. The specialists and secondary state representatives, however, did associate Role Expectations 27 and 28 with the intermediate school d is tric t relative to secondary education. The secondary state representatives held the role expec­ tations that were not associated with the intermediate school dis­ t r ic t by deans and postsecondary state representatives as th eir highest p rio rity . Analysis of separate group scores revealed that the deans did not associate any of the four role expectations with the in te r­ mediate school d is tric t. Specialists considered the role expec­ tation concerning recoiranending changes in physical fa c ilitie s for proposed programs (26) to be of high p rio rity . Secondary and post­ secondary state representatives ranked determining fa c ilit y and equip­ ment requirements in terms of the planned secondary vocational edu­ cation program needs (25) to be of high p rio rity respectively). (second and f i r s t , Occupational deans and postsecondary state repre­ sentatives were uniform in not associating the role of recommending changes in physical fa c ilitie s for proposed secondary programs (26) to be a function of the intermediate school d is tric t. 4.55.) (See Table Table 4 .5 5 .—Rank order of ro le expectations fo r the intermediate school d is t r ic t re la tiv e to secondary Physical F a c ilitie s and Equipment. Item No. 25 26 27 28 Note: Combi ned Groups Specialists Mean Rank Mean Rank Mean Rank Mean Rank Mean Rank Determine f a c ilit y and equip­ ment requirements in terms of the planned vocationaltechnical program needs. 4.22 5 4.33 2 3.00 5 4.50 2 5.00 1 Recommend changes in physical fa c ilitie s for proposed programs. 3.70 10 4.67 1 2.67 6 4.50 2 3.00 2 Supervise and coordinate the development of educational specifications for construc­ tion of new occupational fa c ilitie s . 3.20 12 3.67 4 1.67 10 5.00 1 3.00 2 Prepare and submit required reports concerning equipment and fa c ilitie s to the Michi­ gan Department of Education. 3.40 11 3.67 4 2.33 8 5.00 1 3.00 2 Role Expectation Secondary State Deans Postsecondary State Expectations with a mean of 3.63 or greater are considered to be associated with the intermediate school d is t r ic t . 224 Role expectations for the intermediate school d is tric t re la ­ tiv e to postsecondary Physical F a c ilitie s and Equipment.--A ll four of the role expectations in the Physical F a c ilitie s and Equipment category failed to exceed the grand mean score of 3.63 and were thereby not associated with the intermediate school d is tric t re la tiv e to postsecon­ dary educational a c tiv itie s . Analysis of separate group scores showed that the secondary state representatives' group mean score exceeded the grand mean; this means they associated a ll four role expectations with the in te r­ mediate school d is tric t. Their role expectations were: determining postsecondary f a c ilit y and equipment requirements in terms of the planned vocational-technical program needs (25), recommending changes in postsecondary physical fa c ilitie s for proposed secondary programs (26), supervising and coordinating the development of edu­ cational specifications for construction of new postsecondary occu­ pational fa c ilitie s (27), and preparing and submitting required reports concerning postsecondary equipment and fa c ilitie s to the Michigan Department of Education (28). Specialists, deans, and post­ secondary state representatives were consistent in not associating the four role expectations with the intermediate school d is tric t relative to postsecondary education a c tiv itie s . (See Table 4.56.) Role expectations fo r the community college re la tiv e to secon­ dary Physical F a c ilitie s and Equipment. —Two of the four intermediate school d is tric t role expectations representing Physical F a c ilitie s and Equipment functions exceeded the grand mean score of 3.63 and were thereby Table 4 .5 6 .—Rank order of ro le expectations fo r the intermediate school d is t r ic t re la tiv e to postsecondary Physical F a c ilitie s and Equipment. Item No. 25 26 27 28 Note: Combined Groups Specialists Mean Rank Mean Rank Mean Rank Mean Rank Mean Rank Determine f a c ilit y and equip­ ment requirements in terms of the planned vocationaltechnical program needs. 2.80 8 2.00 5 2.67 8 4.50 1 2.50 2 Recommend changes in physical fa c ilitie s for proposed programs. 3.11 4 2.00 5 3.00 7 4.50 1 3.50 1 Supervise and coordinate the development of educational specifications for construc­ tion of new occupational f a c ilitie s . 3.00 6 2.00 5 2.50 9 4.50 1 3.50 1 Prepare and submit required reports concerning equipment and fa c ilitie s to the Michi­ gan Department of Education. 2.98 9 2.00 5 2.00 11 4.00 2 3.50 1 Role Expectation Secondary State Deans Postsecondary State Expectations with a mean o f 3.63 or greater are considered to be associated with the intermediate school d is t r ic t . 226 associated with the community college. Two of the role expecta­ tions associated with the community college were ranked highest p rio rity by the specialists and secondary state representatives; these pertained to determining f a c ilit y and equipment requirements in terms o f the planned secondary vocational-technical program needs (25) and recommending changes in physical f a c ilit ie s for proposed secondary programs (26). The two rejected role expecta­ tions pertained to supervising and coordinating the development of educational specifications fo r new occupational f a c ilit ie s (27) and preparing and submitting required reports concerning equipment and f a c ilit ie s to the Michigan Department of Education (28). Analysis of separate group scores showed postsecondary state representatives did not associate any of the four role expectations with the community college re la tiv e to secondary education a c tiv itie s . Specialists and secondary state representatives' group mean scores exceeded the grand mean fo r the role expectation pertaining to super­ vising and coordinating the development o f secondary educational specifications fo r construction of new occupational f a c ilit ie s (27). Although the combined group mean score f e ll below 3.63, the deans associated the role expectation relating to preparing and submitting required secondary reports concerning equipment and f a c ilitie s to the Michigan Department o f Education as a function of the community col­ lege (28). (See Table 4 .5 7 .) Role expectations fo r the community college re la tiv e to post­ secondary Physical F a c ilitie s and Equipment. —A ll four of the role Table 4 .5 7 .—Rank order o f role expectations fo r the community college re la tiv e to secondary Physical F a c ilitie s and Equipment. Item No. 25 26 27 28 Note: Combined Groups Specialists Mean Rank Mean Rank Mean Rank Mean Rank Mean Rank Determine f a c ilit y and equip­ ment requirements in terms of the planned vocationaltechnical program needs. 4.00 6 4.00 3 4.67 2 4.50 1 2.50 3 Recommend changes in physical fa c ilitie s for proposed programs. 4.10 5 5.00 1 4.00 4 4.50 1 2.50 3 Supervise and coordinate the development of educational specifications for construc­ tion of new occupational f a c ilitie s . 3.25 27 3.67 4 3.50 6 4.50 1 1.50 5 Prepare and submit required reports concerning equipment and fa c ilit ie s to the Michi­ gan Department of Education. 2.78 28 2.67 7 4.00 4 3.00 4 1.50 5 Role Expectation Secondary State Deans Postsecondary State Expectations with a mean of 3.63 or greater are considered to be associated with the community college. 228 expectations representing the Physical F a c ilitie s and Equipment category exceeded the grand mean of 3.63 and were thereby asso­ ciated with the community college re la tiv e to postsecondary edu­ cation. Item 27, supervising and coordinating the development of postsecondary educational specifications fo r construction of new occupational f a c i li t i e s , received highest p rio rity from a ll groups. The highest possible group mean score was also recorded by the com­ bined groups fo r th is item. Analysis of separate group scores showed sp e cialists, deans, secondary, and postsecondary state representatives asso­ ciated a ll ro le expectations concerning Physical F a c ilitie s and Equipment with the comnunity college. (See Table 4 .5 8 .) Analysis of Relationships Role Expectation 25: Determine f a c i li t y and equipment require­ ments in terms of the planned vocationaltechnical program needs. Intermediate school d is tr ic t ro le expectations compared to those o f the community college. —S ixty -six and seven-tenths percent of the sp e cialists, 50% of the deans, and 100% o f the secondary and postsecondary state representatives agreed that someone from the intermediate school d is tr ic t should determine f a c i li t y and equipment requirements in terms of the planned secondary vocational-technical program needs. However, 50% o f the occupational deans disagreed that the intermediate school d is tr ic t should perform th is function. Also, 33.3% o f the specialists were undecided about this role expectation. Table 4 .5 8 .—Rank order of ro le expectations fo r the community college re la tiv e to postsecondary Physical F a c ilitie s and Equipment. Item No. 25 26 27 28 Note: Combined Groups Specialists Mean Rank Mean Rank Determine fa c ilit y and equip­ ment requirements in terms of the planned vocationaltechnical program needs. 4.60 4 5.00 Recommend changes in physical f a c ilitie s for proposed programs. 4.89 2 Supervise and coordinate the development of educational specifications for construc­ tion of new occupational fa c ilit ie s . 5.00 Prepare and submit required reports concerning equipment and fa c ilitie s to the Michi­ gan Department of Education. 4.89 Role Expectation Secondary State Deans Postsecondary State Mean Rank Mean Rank Mean Rank 1 3.67 6 5.00 1 5.00 1 5.00 1 3.67 6 5.00 1 5.00 1 1 5.00 1 5.00 1 5.00 1 5.00 1 2 5.00 1 4.50 3 5.00 1 5.00 1 Expectations with a mean of 3.63 or greater are considered to be associated with the community college. 230 S ix ty -s ix and seven-tenths percent of the sp e cialists and deans and 505® of the postsecondary state representatives disagreed that someone from the intermediate school d is t r ic t should determine postsecondary equipment and f a c i l i t y requirements in terms o f the planned vocational-technical needs. T h irty -th re e and three-tenths * percent of the sp ecialists were undecided about th is concept. On the other hand, 33.3% o f the deans, 100% o f the secondary state rep­ resentatives, and 50% of the postsecondary state representatives agreed with the ro le expectation. (See Table 4 .5 9 .) Community college ro le expectations compared to those o f the intermediate school d i s t r i c t . —One hundred percent of the s p e c ia lis ts , secondary, and postsecondary state representatives and 66.7% of the occupational deans agreed th at someone from the community college should determine postsecondary f a c i l i t y and equipment requirements in terms of the planned vocational-technical program needs. T h irty -th re e and three-tenths percent o f the occupational deans disagreed with th is ro le expectation. F ifty percent of the sp ecialists and postsecondary state rep­ resentatives and 100% of the deans and secondary state representatives agreed th at someone from the community college should determine f a c i l i t y and equipment requirements 1n terms o f the planned secondary vocationaltechnical education needs. F ifty percent o f the sp ecialists were undecided regarding th is item. F ifth percent o f the postsecondary state representatives disagreed with the ro le expectation. Table 4 .6 0 .) (See Table 4 .5 9 .— Intermediate school d is t r ic t role expectations compared to those of the community college re la tiv e to Physical F a c ilitie s and Equipment—Role Expectation 25. Role Expectation 25: Determine f a c ility and equipment requirements in terms of the planned vocational-technical program needs. Community College Intermediate School D istric t Group Agree No. % Undecided No. % Specialists 2 66.7 1 Deans 1 50.0 - la Secondary State 2 50.0 - Postsecondary State 2 100.0 - aMissing observation. 33.3 Disagree No. % - Agree No. % Undecided No. % 1 - 33.3 Disagree No. % 2 66.7 66.7 1 33.3 - — 2 - 2 100.0 - — - - 1 50.0 - — 1 50.0 50.0 Table 4 .6 0 .—Community college role expectations compared to those of the intermediate school d is t r ic t re la tiv e to Physical F a c ilitie s and Equipment—Role Expectation 25. Role Expectation 25: Determine f a c ilit y and equipment requirements in terms of the planned vocational-technical program needs. Intermediate School D istric t Community College Group Agree No. % Undecided No. % 3 100.0 - Deans 2 66.7 - Secondary State 2 100.0 - Postsecondary State 2 100.0 - aMissing observation. Agree No. % la — 50.0 Undecided No. % 1 50.0 Disagree No. % - 3 100.0 - — - — 2 100.0 - — - — 1 50.0 - — 1 1 33.3 232 Specialists Disagree No. % 50.0 233 Role Expectation 26: Recommend changes in physical fa c ilitie s for proposed programs. Intermediate school d is tric t role expectations compared to those of the community college. —F ifty percent of the postsecondary state representatives, 100% of the specialists and secondary state representatives, and 66.7% of the occupational deans agreed that someone from the intermediate school d is tric t should recommend changes in physical fa c ilit ie s for proposed secondary programs. On the other hand, 50% of the postsecondary state representatives and 33,3% of the occupational deans disagreed that someone from the intermediate school d is tric t should perform this function. One hundred percent of the specialists, deans, secondary, and postsecondary state representatives agreed that someone from the in te r­ mediate school d is tric t should recommend changes in community college fa c ilitie s for proposed programs. (See Table 4.61.) Community college role expectations compared to those of the intermediate school d is t r ic t . —Sixty-six and seven-tenths percent of the specialists and 50% of the postsecondary state representatives disagreed that someone from the community college should recommend changes in postsecondary physical fa c ilitie s for proposed programs. Thirty-three and three-tenths percent of the specialists and 50% of the deans were undecided regarding this item. One hundred percent of the secondary state representatives and 50% of the deans and post­ secondary state representatives agreed with the role expectation. One occupational dean did not respond. Table 4 .6 2 .— Intermediate school d is tr ic t role expectations compared to those of the community college re la tiv e to Physical F a c ilitie s and Equipment--Role Expectation 26. Role Expectation 26: Recommend changes in physical fa c ilitie s for proposed programs. Intermediate School D is tric t Group Agree No. % Undecided No. % Disagree No. % Specialists 3 100.0 - - Deans 2 66.7 - 1 Secondary State 2 100.0 - - Postsecondary State 1 50.0 - 1 aMissing observation. Community College Agree No. % 3 33.3 50.0 100.0 Undecided No. % Disagree No. % - 2a 100.0 - 2 100.0 - 2 100.0 * ------- - - 235 One hundred percent of the specialists and secondary state representatives, 33.3% of the deans, and 50% of the postsecondary state representatives agreed that someone from the intermediate school d is tr ic t should recommend changes in physical f a c ilit ie s for proposed programs. In contrast, 66.6% of the deans and 50% of the postsecondary state representatives disagreed with the concept. (See Table 4 .6 2 .) Role Expectation 27: Supervise and coordinate the development of educational specifications for construction of new occupational f a c ilit ie s . Intermediate school d is tr ic t role expectations compared to those of the community college. —F ifty percent of the postsecondary state representatives, 66.7% of the specialists, and 100% of the secondary state representatives agreed that someone from the in te r­ mediate school d is tr ic t should supervise and coordinate the develop­ ment of educational specifications fo r construction of new occupational f a c ilit ie s to house secondary vocational education students. One hundred percent of the deans, 50% of the postsecondary state repre­ sentatives, and 33.3% of the specialists disagreed with this role expectation. Thirty-three and three-tenths percent o f the specialists and 50% of the occupational deans were undecided regarding the interme­ diate school d is tr ic t's role in supervising and coordinating the development of postsecondary educational specifications for construc­ tion of new occupational education f a c ilit ie s . F ifty percent o f the deans and postsecondary state representatives and 66.7% of the Table 4 .6 2 .—Community college role expectations compared to those of the intermediate school d is tr ic t re la tiv e to Physical F a c ilitie s and Equipment—Role Expectation 26. Role Expectation 26: Recommend changes in physical fa c ilitie s for proposed programs. Intermediate School D is tric t Community College Group Agree No. % Undecided No. % Specialists - Deans la 50.0 Secondary State 2 100.0 - Postsecondary State 1 50.0 - aMissing observation. Disagree No. % 1 33.3 2 1 50.0 66.7 Agree No. % Undecided No. % Disagree No. % 3 100.0 - - - 1 33.3 - 2 — - 2 100.0 - - — 1 1 50.0 - 1 50.0 66.7 50.0 237 specialists disagreed with this item. F ifty percent of the post­ secondary state representatives and 100/S of the secondary state rep­ resentatives agreed with the role expectation. (See Table 4 .6 3 .) Community college role expectations compared to those of the intermediate school d is t r ic t . —One hundred percent of the sp ecialists, deans, secondary, and postsecondary state representatives who responded agreed that someone from the community college should supervise and coordinate the development of postsecondary educational specifications fo r construction of new occupational f a c ilit ie s . One dean did not respond to the item. F ifty percent of the specialists and deans and 100% of the secondary state representatives agreed that someone from the commu­ n ity college should supervise and coordinate the development of secondary educational specifications fo r construction of new physi­ cal f a c ilit ie s . F ifty percent of the specialists were undecided regarding the concept. F ifty percent of the deans and 100% of the postsecondary state representatives disagreed with th is role expec­ ta tio n . (See Table 4 .6 4 .) Role Expectation 28: Compare and submit required reports concern­ ing equipment and f a c ilit ie s to the Michigan Department of Education. Intermediate school d is tr ic t role expectations compared to those of the community college.- - F if t y percent of the postsecondary state representatives, 66.7% of the sp ecialists, and 100% of the secondary state representatives agreed that someone from the Table 4 .6 3 .—Intermediate school d is t r ic t role expectations compared to those of the community college re la tiv e to Physical F a c ilitie s and Equipment— Role Expectation 27. Role Expectation 27: Supervise and coordinate the development of educational speci­ fications for construction of new occupational f a c ilitie s . Intermediate School D is tric t Group Agree No. % 2 Deans - Secondary State 2 Postsecondary State 1 a Missing observation. 66.7 Disagree No. % Agree No. % Undecided No. % Disagree No. % ~ 1 33.3 - 1 33.3 2 66.7 - 3 100.0 - ia 50.0 1 50.0 100.0 - - 50.0 - 1 50.0 2 100.0 - — - 1 50.0 - — 1 50.0 238 Specialists Undecided No. % Community College Table 4 .6 4 .—Community college role expectations compared to those of the intermediate school d is t r ic t re la tiv e to Physical F a c ilitie s and Equipment—Role Expectation 27. Role Expectation 27: Supervise and coordinate the development of educational speci fications for construction of new occupational f a c ilitie s . Community College Group Agree No. % Undecided No. % Disagree No. % Intermediate School D is tric t Agree No. % Undecided No. % Disagree No. % Specialists 3 100.0 - la 50.0 1 Deans 2a 100.0 - la 50.0 - 1 Secondary State 2 100.0 - 2 100.0 - - Postsecondary State 2 100.0 - - 2 - 239 aMissing observation. 50.0 50.0 100.0 240 intermediate school d is t r ic t should prepare and submit required secondary reports concerning equipment and f a c ilit ie s to the Michigan Department o f Education during contracting fo r secondary vocational education a t the community college. However, 33.3% of the special­ is ts , 50% o f the postsecondary state representatives, and 66.7% of the occupational deans disagreed with the ro le expectation. T h irty - three and three-tenths percent o f the occupational deans were undecided about th is item. F ifty percent of the postsecondary state representatives and 100% o f the secondary state representatives agreed regarding the intermediate school d is t r ic t 's ro le in preparing and submitting required postsecondary reports concerning equipment and f a c i li t i e s to the Michigan Department o f Education. However, 50% o f the postsecon­ dary state representatives, 66.7% of the s p e c ia lis ts , and 100% of the occupational deans disagreed with th is concept. T h irty -th re e and three-tenths percent o f the sp ecialists were undecided about the item. (See Table 4 .6 5 .) Community college ro le expectations compared to those of the intermediate school d i s t r i c t . —One hundred percent o f the s p e c ia lis ts , deans, secondary, and postsecondary state representatives agreed that someone from the community college should prepare and submit required postsecondary reports concerning equipment and f a c i li t i e s to the Michigan Department of Education re la tiv e to contracting fo r post­ secondary vocational education. Table 4 .6 5 .— Intermediate school d is t r ic t role expectations compared to those of the community college re la tiv e to Physical F a c ilitie s and Equipment—Role Expectation 28. Role Expectation 28: Prepare and submit required reports concerning equipment and fa c ilitie s to the Michigan Department of Education. Community College Intermediate School D is tric t Group Agree No. % Specialists 2 Deans - Secondary State 2 100.0 Postsecondary State 1 50.0 aMissing observation. 66.7 Undecided No. % - 1 33.3 Disagree No. % Undecided No. % Di sagree No. % 1 33.3 - 1 2 66.7 - - 2a 100.0 - ■\ - Agree No. % 1 50.0 33.3 2 2 100.0 - - 1 50.0 - 1 66.7 50.0 242 Thirty-three and three-tenths percent of the specialists and 50% of the deans and secondary state representatives agreed that some­ one from the community college should prepare and submit required secondary reports concerning equipment and fa c ilitie s to the Michigan Department of Education. On the other hand, 33.3% of the special­ ists and 50% of the deans were undecided regarding this concept. Moreover, 33.3% of the specialists, 50% of the secondary state rep­ resentatives, and 100% of the postsecondary state representatives disagreed with the role expectation. (See Table 4.66.) Summary of Results Intermediate school d is tric t role expectations: Item 25. — F ifty -s ix percent of the population, representing 100% of the post­ secondary state representatives, 66.7% of the specialists, and 50% of the secondary state representatives, strongly agreed that someone from the intermediate school d is tric t should determine f a c ilit y and equip­ ment requirements in terms of the planned secondary vocationaltechnical program needs. Twenty-two percent of the population, con­ stitu tin g 50% of the occupational deans and secondary state repre­ sentatives, also agreed with this concept. Eleven percent of the population, constituting 33.3% of the specialists, were undecided regarding the role expectation. Also, 11% of the population, com­ prising 50% of the occupational deans, disagreed with the item. Ten percent of the population, constituting 50% of the secon­ dary state representatives, strongly agreed that someone from the intermediate school d is tric t should determine postsecondary fa c ilit y Table 4 .6 6 .—Community college role expectations compared to those of the intermediate school d is t r ic t re la tiv e to Physical F a c ilitie s and Equipment—Role Expectation 28. Role Expectation 28: Prepare and submit required reports concerning equipment and fa c ilit ie s to the Michigan Department of Education. Community College Group Agree No. % Undecided No. % Intermediate School D is tric t Disagree No. % Agree No. % Undecided No. % Disagree No. % Specialists 3 100.0 - - 1 33.3 1 33*. 3 1 Deans 2a 100.0 - - la 50.0 1 50.0 - Secondary State 2 100.0 - - 1 50.0 - 1 50.0 Postsecondary State 2 100.0 - - - - 2 100.0 aMissing observation. 33.3 244 and equipment requirements in terms of the planning of vocationaltechnical program needs. Thirty percent of the population, repre­ senting 50% of the secondary and postsecondary state representatives and 33.3% of the occupational deans, also agreed with the concept. Thirty-three and three-tenths percent of the occupational deans, or 10% of the population, were undecided regarding the intermediate school d is tr ic t's role in this matter. T hirty percent of the popu­ latio n , constituting 66.7% of the occupational deans and 33.3% of the specialists, disagreed with this role expectation. F in a lly , 20% of the population, representing 50% of the postsecondary state repre­ sentatives and 33.3% of the sp ecialists, strongly disagreed with this item. Community college role expectations: Item 25. —Eighty percent of the population, representing 100% of the specialists, secondary, and postsecondary state representatives and 33.3% of the occupational deans, strongly agreed that someone from the community college should determine postsecondary physical f a c ilit ie s and equipment requirements in terms of the planning of vocational-technical program needs. Ten percent of the population, comprising 33.3% of the occupational deans, also agreed with this concept. A fin a l 10% of the population, con­ s titu tin g 33.3% of the occupational deans, disagreed with the role expectation. Forty-four percent of the population, constituting 66.7% of the occupational deans and 50% of the specialists and secondary state representatives, strongly agreed that someone from the community 245 college should determine secondary f a c ilit y and equipment requirements in terms of the planned vocational-technical program needs. Approxi­ mately another 34% of the population, constituting 50% o f the secondary and postsecondary state representatives and 33.3% of the occupational deans, also agreed with this concept. Eleven percent of the population, comprising 50% of the sp ecialists, were undecided regarding the conmunity college's role in this matter. F ifty percent of the postsecondary state representatives, which constituted 11% of the to tal population, disagreed with the role expectation. Intermediate school d is tr ic t role expectations: Item 26. — Forty percent of the population, constituting 66.7% o f the special­ ists and 50% of the secondary and postsecondary state representa­ tiv e s , strongly agreed that someone from the intermediate school dis­ t r i c t should recommend changes in physical f a c ilit ie s fo r proposed secondary programs. T hirty percent of the population, representing 50% of the secondary state representatives and 33.3% of the special­ ists and occupational deans, also agreed with this concept. Sixty- six and seven-tenths percent of the occupational deans, which con­ stituted 20% of the population, disagreed with the item. Ten percent of the population, representing 50% of the postsecondary state repre­ sentatives, strongly disagreed with this role expectation for the intermediate school d is tr ic t. Twenty-two percent of the population, comprising 50% of the secondary and postsecondary state representatives, strongly agreed that someone from the intermediate school d is tr ic t should recommend 246 changes in the community college's physical f a c ilit ie s fo r proposed secondary programs. Also, 22% of the population, constituting 50% of the occupational deans and secondary state representatives, agreed with this concept. Thirty-three and three-tenths percent of the sp ecialists, which constituted 11% of the population, were undecided regarding the intermediate school d is tr ic t's role in this matter. Approximately 34% of the population, representing 50% of the occu­ pational deans and postsecondary state representatives and 33.3% of the sp ecialists, disagreed with the role expectation. F in a lly , 11% of the population, constituting 33.3% of the sp ecialists, strongly disagreed with the item. Community college role expectations: Item 26. —Eighty-nine percent of the population, constituting 100% of the sp ecialists, secondary, and postsecondary state representatives and 50% of the occupational deans, strongly agreed that someone from the community college should recommend changes in postsecondary physical f a c ilit ie s for proposed secondary programs. Eleven percent of the population, comprising 50% o f the occupational deans, also agreed with this concept. Sixty percent of the population, representing 100% of the sp ecialists, 66.7% of the occupational deans, and 50% of the secondary state representatives, strongly agreed that someone from the commu­ n ity college should recommend changes in physical f a c ilit ie s for proposed intermediate school d is tr ic t programs. Twenty percent of the population, constituting 50% of the secondary and postsecondary 247 state representatives, also agreed with this concept. Thirty-three and three-tenths percent of the occupational deans, constituting 10% of the population, disagreed with the concept of the community college recommending changes in postsecondary physical f a c ilit ie s fo r proposed secondary programs. Ten percent of the population, constituting 50% of the postsecondary state representatives, strongly disagreed with the role expectation. Intermediate school d is tr ic t role expectations: Item 27. — F ifty percent of the population, constituting 100% of the secondary state representatives, 66.7% o f the sp e cialists, and 50% of the post­ secondary state representatives, strongly agreed that someone from the intermediate school d is tr ic t should supervise and coordinate the development of educational specifications fo r construction of new occupational f a c ilit ie s . Twenty percent o f the population, comprising 66.7% of the occupational deans, disagreed with the concept. T hirty percent of the population, constituting 50% of the postsecon­ dary state representatives, 33.3% of the sp ecialists, and 33.3% of the occupational deans, strongly disagreed with this role expectation. Twenty-two percent of the population, representing 50% of the secondary and postsecondary state representatives, strongly agreed that someone from the intermediate school d is tr ic t should supervise and coordinate the development of postsecondary educational speci­ fications fo r construction of new occupational f a c ilit ie s . Eleven percent of the population, representing 50% of the secondary state representatives, also agreed with this concept. Twenty-two percent 248 of the population, comprising 50% o f the occupational deans and 33.3% of the s p e c ia lis ts , were undecided regarding th is item. Approximately 34% of the population, constituting 50% of the occupa­ tional deans and postsecondary state representatives and 33% of the sp ecialists, disagreed with this ro le expectation. Eleven percent of the population, or 33.3% of the s p e c ia lis ts , strongly disagreed with the intermediate school d is tr ic t's role in th is matter. Community college ro le expectations: Item 27. --One hundred percent of a ll population groups strongly agreed that someone from the community college should supervise and coordinate the development of postsecondary educational specifications fo r construction of new occupational f a c i li t i e s . Twenty-five percent o f the population, constituting 50% of the occupational deans and secondary state representatives, strongly agreed that someone from the community college should supervise the development of educational specifications fo r new occupational f a c i l i ­ tie s . Also, 25% of the population, representing 50% of the special­ ists and secondary state representatives, agreed with th is concept. Another 12.5% of the population, or 50% of the sp e cialists, were undecided about the item. Twenty-five percent o f the population, constituting 50% of the occupational deans and postsecondary state representatives, disagreed with the role expectation. F in a lly , 12.5% of the population, or 50% o f the postsecondary state representatives, strongly disagreed with th is role expectation. 249 Intermediate school d is t r ic t role expectations: Item 28. — F ifty percent of the population, constituting 1002 of the secondary state representatives, 66.7% o f the s p e cialists, and 5055 of the post­ secondary state representatives, strongly agreed that someone from the intermediate school d is tr ic t should prepare and submit required secondary reports concerning equipment and f a c ilit ie s to the Michigan Department of Education. Ten percent of the population, comprising 33.3% of the occupational deans, were undecided regarding this item. Twenty percent of the population, or 66.7 percent of the occupational deans, disagreed with the role expectation. Also, 20% of the popu­ la tio n , representing 50% o f the postsecondary state representatives and 33.3% of the sp e cialists, strongly disagreed with the concept. Eleven percent of the population, constituting 50% o f the postsecondary state representatives, strongly agreed th at someone from the intermediate school d is tr ic t should prepare and submit the required postsecondary reports concerning equipment and f a c ilit ie s to the Michigan Department o f Education. Twenty-two percent of the population, or 100% of the secondary state representatives, also agreed with this concept. Eleven percent of the population, or 33.3% of the s p e cialists, were undecided about this item. Forty-four per­ cent o f the population, representing 100% of the occupational deans, 50% of the postsecondary state representatives, and 33.3% of the sp e cialists, disagreed with the role expectation. F in a lly , 11% o f the population, constituting 33.3% of the sp e cialists, strongly disagreed with th is item. 250 Community college role expectations: Item 28. --E ighty-nine percent o f the population, comprising 100% of the s p e cialists, secondary, and postsecondary state representatives and 50% of the occupational deans, strongly agreed th at someone from the community college should prepare and submit the required postsecondary reports concerning equipment and f a c ilit ie s to the Michigan Department of Education. Eleven percent of the population, constituting 50% of the occupational deans, also agreed with th is concept. Eleven percent of the population, constituting 50% o f the occupational deans, strongly agreed that someone from the community college should prepare and submit required secondary reports concern­ ing equipment and f a c ilit ie s to the Michigan Department o f Education. Twenty-two percent of the population, or 50% of the secondary state representatives and 33.3% of the s p e cialists, also agreed with this concept. Twenty-two percent o f the population, consisting o f 50% of the occupational deans and 33.3% of the sp e cialists, were undecided regarding the community college's role in th is m atter. Twenty-two percent of the population, representing 50% of the secondary and postsecondary state representatives, disagreed with the role expec­ tatio n . F in a lly , 22% of the population, or 50% o f the postsecondary state representatives and 33.3% of the sp e c ia lis ts , strongly disagreed with the item. 251 Personnel Management and Professional Development The adm inistrative function o f Personnel Management and Pro­ fessional Development constituted one ro le expectation, pertaining to selecting subordinate vocational-technical supervisory and instruc­ tional fa c u lty members and making recommendations fo r th e ir employ­ ment (2 3 ). Relationships Among Variables Role expectations fo r the intermediate school d is t r ic t r e la ­ tiv e to secondary Personnel Management and Professional Development. — The Personnel Management and Professional Development function had a combined group mean score exceeding the grand mean of 3.63, thereby associating the ro le expectation with the intermediate school d is t r ic t re la tiv e to secondary education functions. Analysis o f separate group scores showed sp ecialists and postsecondary state representatives associated the ro le expectation with the intermediate school d is t r ic t r e la tiv e to secondary a c t iv i­ tie s . Both groups ranked th is ro le expectation number one in p r io r ity . The occupational education deans and secondary state representatives did not associate th is ro le a c t iv it y with the intermediate school d is t r ic t . (See Table 4 .6 7 .) Role expectations fo r the intermediate school d is t r ic t re la tiv e to postsecondar.y Personnel Management and Professional Development. — The combined group mean score was less than the grand mean o f 3.63, which indicates th at the ro le expectation o f selecting postsecondary subordinate vocational-technical education supervisory and Table 4 .6 7 .—Rank order of role expectations fo r the intermediate school d is t r ic t re la tiv e to secondary Personnel Management and Professional Development. Item No. 23 Note: Role Expectation Select subordinate vocational technical supervisory and instructional faculty members and make recommendations for th eir employment. Combi ned Groups Specialists Mean Rank Mean Rank Mean Rank Mean Rank 3.89 4.67 2.50 9 1 Secondary State Deans 7 3.00 4 Postsecondary State Mean Rank 5.00 Role expectations with a mean of 3.63 or greater are considered to be associated with the intermediate school d is t r ic t . 1 253 instructional faculty members and making recommendations for th eir employment (23) was not perceived to be a function of the intermediate school d is tric t. Analysis of separate group scores revealed that the deans group's mean score exceeded the grand mean, thus associating the role expectation with the intermediate school d is tric t. ranked this role expectation number one. The deans also (See Table 4.68.) Role expectations for the community college re lative to secon­ dary Personnel Management and Professional Development. —The combined group mean score was less than the grand mean score; thus the func­ tion of selecting subordinate vocational-technical supervisory and instructional faculty members (23) was not considered to be a role expectation fo r the community college relative to secondary personnel appointments. Analysis of separate group scores revealed that the secondary state representatives perceived this role expectation to be a function of the community college. They rated this role expectation highest p rio rity , whereas the combined groups ranked i t number 15. (See Table 4.69.) Role expectations for the community college re lative to postsecondary Personnel Management and Professional Development. —The combined group mean score of 3.90 exceeded the grand mean of 3.63, which indicates that the combined group perceived this role expec­ tation to be associated with the community college re lative to postsecondary personnel appointments. Table 4 .6 8 .--Rank order of ro le expectations fo r the intermediate school d is t r ic t re la tiv e to postsecondary Personnel Management and Professional Development. Item No. 23 Note: Role Expectation Select subordinate vocationaltechnical supervisory and instructional faculty members and make recommendations for th eir employment. Combi ned Groups Specialists Mean Rank Mean Rank Mean Rank Mean Rank Mean Rank 3.33 2.33 5.00 3.50 12 8 Secondary State Deans 1 3.00 4 Postsecondary State Role expectations with a mean of 3.63 or greater are considered to be associated with the intermediate school d is t r ic t . 2 Table 4 .6 9 .—Rank order of ro le expectations fo r the community college re la tiv e to secondary Personnel Management and Professional Development. Item No. 23 Note: Role Expectation Select subordinate vocationaltechnical supervisory and instructional faculty members and make recommendations for th eir employment. Secondary State Combined Groups Specialists Mean Rank Mean Rank Mean Rank Mean Rank 2.50 2.00 2.30 15 5 Deans 10 4.50 1 Postsecondary State Mean Rank 1.50 Role expectations with a mean o f 3.63 or greater are considered to be associated with the community college. 4 256 Analysis of individual group mean scores revealed that the vocational-technical education specialists and occupational deans perceived the selection of supervisors and faculty to be a function of the community college. However, the state secondary and post­ secondary representatives f e l t this should not be a function of the community in contracting for secondary vocational education at the community college. (See Table 4 .7 0.) Analysis of Relationships Role Expectation 23: Select subordinate vocational-technical supervisory and instructional faculty members and make recommendations fo r th e ir employment. Intermediate school d is tr ic t role expectations compared to those of the community college. —One hundred percent of the specialists, 50% of the secondary state representatives, and 100% of the postsecondary state representatives agreed that someone from the intermediate school d is tr ic t should select secondary subordinate vocational-technical supervisory and instructional faculty members and make recommendations for th e ir employment, f i f t y percent of the occupational deans were undecided regarding the intermediate school d is tr ic t's role in this matter. F ifty percent of the occupational deans and secondary state representatives disagreed with the concept. Sixty-six and seven-tenths percent of the specialists and deans and 100% of the postsecondary state representatives disagreed with the concept that someone from the intermediate school d is tr ic t Table 4 .7 0 .—Rank order of ro le expectations fo r the community college re la tiv e to postsecondary Personnel Management and Professional Development. Item No. 23 Note: Role Expectation Select subordinate vocationaltechnical supervisory and instructional faculty members and make recommendations for th eir employment. Secondary State Postsecondary State Combined Groups Specialists Mean Rank Mean Rank Mean Rank Mean Rank Mean Rank 3.90 4.33 3.67 3.00 11 3 Deans 6 3.50 2 Role expectations with a mean of 3.63 or greater are considered to be associated with the community college. 2 258 should select postsecondary vocational-technical supervisory and instructional facu lty members and make recommendations fo r th e ir employment. One hundred percent of the secondary state representa­ tives agreed with the role expectations, whereas 33.3% o f the deans and specialists were undecided regarding this item. (See Table 4 .7 1 .) Community college role expectations compared to those of the intermediate school d is t r ic t . —S ixty-six and seven-tenths percent of the sp e c ia lis ts , 33.3% o f the deans, 100% o f the secondary state representatives, and 50% of the postsecondary state representatives agreed that someone from the community college should select post­ secondary subordinate vocational-technical supervisory and instruc­ tional fa c u lty members and make recommendations fo r th e ir employment. However, 33.3% of the deans and 50% of the postsecondary state rep­ resentatives disagreed with this concept and 33.3% of the specialists and deans were undecided about i t . S ixty-six and seven-tenths percent of the sp e cialists, 50% of the occupational deans, and 100% of the secondary and postsecondary state representatives agreed that someone from the community college should select secondary subordinate vocational-technical supervisory and instructional facu lty members and make recommendations for th e ir employment. On the other hand, 50% o f the occupational deans disagreed with th is role expectation fo r the community college. occupational dean did not respond. (See Table 4 .7 2 .) One Table 4.71 . — Intermediate school d is t r ic t role expectations compared to those of the community college re la tiv e to Personnel Management and Professional Development—Role Expectation 23. Role Expectation 23: Select subordinate vocational-technical supervisory and instructional faculty members and make recommendations for th eir employment. Intermediate School D is tric t Group Agree No. % Specialists 3 Deans - Secondary State 1 50.0 Postsecondary State 2 100.0 aMissing observation. 100.0 Undecided No. % - Disagree No. % Agree No. % - - 50.0 - 1 50.0 - - la Community College 50.0 2 - 100.0 Undecided No. % Disagree No. % 1 33.3 2 66.7 1 33.3 2 66.7 - 2 100.0 Table 4 .7 2 .—Community college role expectations compared to those of the intermediate school d is t r ic t re la tiv e to Personnel Management and Professional Development—Role Expectation 23. Role Expectation 23: Select subordinate vocational-technical supervisory and instructional faculty members and make recommendations for th eir employment. Intermediate School D is tric t Community College Group Agree No. % Undecided No. % Disagree No. % 2 66.7 1 33.3 - Deans 1 33.3 1 33.3 1 Secondary State 2 100.0 - — - Postsecondary State 1 50.0 - — 1 aMissing observation. 33.3 50.0 Undecided No. % 33.3 Disagree No. % 2 66.7 1 la 50.0 - 1 2 100.0 - - 2 100.0 - - - 260 Specialists Agree No. % 50.0 261 Summary o f Results Intermediate school d is t r ic t ro le expectations: Item 23. — Forty-four percent of the population, constituting 100% o f the post­ secondary state representatives and 66.7% o f the s p e c ia lis ts , strongly agreed that someone from the intermediate school d is t r ic t should select secondary vocational-technical supervisory and instructional facu lty members and make recommendations fo r th e ir employment. Twenty-two percent of the population, comprising 50% o f the secondary state rep­ resentatives and 33.3% of the s p e c ia lis ts , also agreed with this concept. Twelve percent o f the population, constituting 50% o f the occupational deans, were undecided regarding th is ro le expectation. Twenty-two percent of the population, representing 50% o f the occupa­ tion al deans and secondary state representatives, disagreed with the item. Ten percent o f the population, representing 50% of the secondaty state representatives, strongly agreed that someone from the intermediate school d is t r ic t should select subordinate postsecondary vocational-technical supervisory and instructional fa c u lty members and make recommendations fo r th e ir employment. Also, 10% o f the popu­ la tio n , comprising 50% of the secondary state representatives, agreed with th is concept. Twenty percent o f the population, or 33.3% o f the occupational deans and s p e c ia lis ts , were undecided about the role expectation. Forty percent o f the population, constituting 66.7% of the occupational deans, 50% o f the postsecondary state representa­ tiv e s , and 33.3% of the s p e c ia lis ts , disagreed with the role 262 expectation. Another 20% of the population, representing 50% of the postsecondary state representatives and 33.3% of the specialists, strongly disagreed with the concept. Community college role expectations: Item 23. —Sixty percent of the population, comprising 100% of the secondary state representa­ tives, 66.7% of the specialists, 50% of the postsecondary state rep­ resentatives, and 33.3% of the occupational deans, strongly agreed that someone from the community college should select postsecondary subordinate vocational-technical supervisory and instructional faculty members and make reconmendations fo r th e ir employment. Twenty per­ cent of the population group, representing 33.3% of the specialists and occupational deans, were undecided regarding this item. Ten percent of the population, or 33.3% of the occupational deans, disagreed with the role expectation. Also, 50% of the postsecondary state representatives, constituting 10% of the population, strongly disagreed with this concept. Approximately 34% of the population, representing 100% of the occupational deans and 50% of the postsecondary state repre­ sentatives, strongly agreed that someone from the community college should select secondary subordinate vocational-technical supervisory and instructional faculty members and make recommendations for th eir employment. Twenty-two percent of the population, or 50% of the secondary state representatives and 33.3% of the specialists, agreed with this concept. F ifty percent of the secondary and postsecondary state representatives and 33.3% of the specialists, constituting 263 about 3335 of the population, disagreed that someone from the community college should perform this function. Eleven percent of the popu­ latio n , or 33.3% of the specialists, strongly disagreed with the item. Community Involvement The administrative function of Community Involvement consti­ tuted one role expectation, pertaining to establishing and maintaining effective working relationships with federal and state manpower tra in ­ ing agencies such as the local Comprehensive Employment and Training Area (CETA) board, the Bureau of Apprenticeship and Training (BAT), etc. (14). Relationships Among Variables Role expectations for the intermediate school d is tric t re la ­ tive to secondary Community Involvement. —The intermediate school dis­ t r ic t role expectation representing the secondary administrative function of Community Involvement exceeded the grand mean score of 3.63 and was thereby associated with the intermediate school d is tr ic t. An analysis of separate group scores showed that specialists, secondary, and postsecondary state representatives associated the role expectation with the intermediate school d is tr ic t. The occupa­ tional deans' mean score f e ll below the grand mean score, thereby indicating that as a group they did not perceive the Community Involvement role expectation to be a function of the intermediate school d is tric t. (See Table 4.73.) Table 4 .7 3 .—Rank order of role expectations fo r the intermediate school d is t r ic t re la tiv e to secondary Community Involvement. Item No. 14 Note: Role Expectation Establish and maintain effec­ tive working relationships with federal and state manpower training agencies such as the local Comprehensive Employment and Training Area (CETA) board, the Bureau of Apprenticeship and Training (BAT), etc. Postsecondary State Combined Groups Specialists Mean Rank Mean Rank Mean Rank Mean Rank Mean Rank 4.40 4.67 3.33 5.00 3 1 Deans Deans 4 Secondary State 5.00 1 Role expectations with a mean o f 3.63 or greater are considered to be associated with the intermediate school d is t r ic t . 1 265 Role expectations for the intermediate school d is tric t re la ­ tiv e to postsecondary Community Involvement. —The combined group mean score f e ll below the grand mean, which indicates that the specialists, deans, secondary state, and postsecondary state representatives did not perceive the Community Involvement role expectation to be a func­ tion of the intermediate school d is tric t re la tiv e to secondary voca­ tional education. I t was ranked average p rio rity (fourteenth) by the combined groups. (See Table 4.74.) Role expectations for the community college re la tiv e to secondary Community Involvement. —The combined group mean score of 3.25 f e ll below the grand mean score; therefore the Community Involve­ ment role expectation was not associated with the community college relative to secondary education. The specialists, secondary, and postsecondary state repre­ sentatives were uniform in rejecting the task as a community college role expectation. However, the occupational deans' mean score exceeded the grand mean score, which indicates they perceived the role expectation to be a function of the community college. (See Table 4.75.) Role expectations for the community college re lative to post­ secondary Community Involvement. —The combined group mean score exceeded the grand mean score, indicating that as a group the respondents associated the Community Involvement role expectation with the community college re lative to postsecondary education. Table 4 .7 4 .—Rank order of role expectations fo r the intermediate school d is t r ic t re la tiv e to postsecondary Community Involvement. Item No. 14 Establish and maintain effec­ tive working relationships with federal and state manpower training agencies such as the local Comprehensive Employment and Training Area (CETA) board, the Bureau of Apprenticeship and Training (BAT), etc. Combined Groups Specialists Mean Rank Mean Rank Mean Rank Mean Rank Mean Rank 2.56 2.00 3.50 1.50 14 5 Secondary State Deans 5 3.50 3 Postsecondary State Role expectations with a mean o f 3.63 or greater are considered to be associated with the intermediate school d is t r ic t . 4 266 Note: Role Expectation Table 4 .7 5 .—Rank order of role expectations fo r the community college re la tiv e to secondary Community Involvement. Item No. 14 Note: Role Expectation Establish and maintain effec­ tive working relationships with federal and state manpower training agencies such as the local Comprehensive Employment and Training Area (CETA) board, the Bureau of Apprenticeship and Training (BAT), etc. Combined Groups Specialists Mean Rank Mean Rank Deans Postsecondary State Secondary State Mean Rank Mean Rank Mean Rank « 3.25 14 2.67 7 4.00 4 3.50 3 3.50 Role expectations with a mean of 3.63 or greater are considered to be associated with the community college. 2 268 Specialists, deans, and secondary state representatives were uniform in agreeing that this was a role expectation to be associated with the community college. However, the postsecondary state repre­ sentatives' mean score f e ll below the grand mean score, which in d i­ cates that they did not perceive the Community Involvement role expectation to be a function of the community college re la tiv e to postsecondary a c tiv itie s . (See Table 4.7 6.) Analysis of Relationships Role Expectation 14: Establish and maintain effective working relationships with federal and state man­ power training agencies such as the local Comprehensive Employment and Training Area (CETA) board, Bureau of Apprenticeship and Training (BAT), etc. Intermediate school d is tr ic t role expectations compared to those of the community college. —One hundred percent of the special­ is ts , 66.7% of the deans, and 100% of the secondary and postsecondary representatives agreed that someone from the intermediate school dis­ t r i c t should establish and maintain effective secondary working re la ­ tionships with federal and state manpower training agencies. Thirty-three and three-tenths percent of the deans, however, disagreed with this role expectation for the intermediate school d is tr ic t. S ixty-six and seven-tenths percent of the sp ecialists, 50% of the deans and secondary state representatives, and 100% of the post­ secondary state representatives disagreed with the concept that some­ one from the intermediate school d is tr ic t should establish and maintain effective postsecondary working relationships with federal and state Table 4 .7 6 .—Rank order of role expectations fo r the community college re la tiv e to postsecondary Community Involvement. Item No. 14 Establish and maintain effec­ tive working relationships with federal and state manpower training agencies such as the local Comprehensive Employment and Training Area (CETA) board, the Bureau of Apprenticeship and Training (BAT), etc. Specialists Mean Rank Mean Rank Mean Rank Mean Rank Mean Rank 4.10 4.67 3.67 3.00 9 2 Secondary State Deans 6 5.00 1 Postsecondary State Role expectations with a mean of 3.63 or greater are considered to be associated with the community college. 2 269 Note: Role Expectation Combined Groups 270 manpower train ing agencies. Another 33.3% o f the sp ecialists and 50% o f the deans and secondary state representatives were undecided about the intermediate school d is tr ic t's ro le in th is matter. (See Table 4 .7 7 .) Community college role expectations compared to those o f the intermediate school d is t r ic t .--One hundred percent o f the specialists and secondary representatives, 66.7% o f the occupational deans, and 50% of the postsecondary state representatives agreed that someone from the community college should establish and maintain postsecondary working relationships with federal and state manpower training agen­ cies. T h irty -th ree and three-tenths percent of the occupational deans were undecided about th is role expectation. T h irty -th ree and three-tenths percent of the sp e cialists, 100% o f the deans, and 50% of the secondary and postsecondary state representatives agreed that someone from the community college should establish and maintain e ffe c tiv e secondary working relationships with federal and state manpower training agencies. However, 66.7% of the sp ecialists and 50% of the secondary and postsecondary state repre­ sentatives disagreed th at someone from the community college should establish such relationships. (See Table 4 .7 8 .) Summary o f Results Intermediate school d is t r ic t role expectations: Item 14. — Sixty percent of the population, constituting 100% of the secondary and postsecondary state representatives and 66.7% of the sp ecialists, strongly agreed that someone from the intermediate school d is tr ic t Table 4 .7 7 .— Intermediate school d is t r ic t role expectations compared to those of the community college re la tiv e to Community Involvement—Role Expectation 14. Role Expectation 14: Establish and maintain effective working relationships with federal and state manpower training agencies such as the local Comprehensive Employment and Training Area (CETA) board, the Bureau of Apprenticeship and Training (BAT), etc. Intermediate School D is tric t Group Agree No. % Undecided No. % Disagree No. % Specialists 3 100.0 - - Deans 2 66.7 - 1 Secondary State 2 100.0 - - Postsecondary State 2 100.0 - - aM1ssing observation. Community College Agree No. % Undecided No. % 1 33.3 - _ _ 1 - Disagree No. % 33.3 2 66.7 50.0 1 50.0 50.0 1 50.0 2 100.0 — Table 4 .7 8 .—Community college ro le expectations compared to those of the intermediate school d is tr ic t re la tiv e to Community Involvement—Role Expectation 14. Role Expectation 14: Establish and maintain effective working relationships with federal and state manpower training agencies such as the local Comprehensive Employment and Training Area (CETA) board, the Bureau of Apprenticeship and Training (BAT), etc. Community College Group Agree No. % 3 100.0 Deans 2 66.7 Secondary State 2 100.0 Postsecondary State 1 50.0 Disagree No. % Agree No. % Undecided No. % Disagree No. % - 1 33.3 - 2 - l a 100.0 - - - - 1 50.0 - 1 50.0 - 1 1 50.0 - 1 50.0 - 66.7 272 Specialists Undecided No. % Intermediate School D istric t aTwo missing observations. 1 33.3 50.0 273 should establish and maintain effective secondary working relatio n ­ ships with federal and state manpower training agencies. Thirty percent of the population, representing 66.7% of the occupational deans and 33.3% of the specialists, also agreed with this concept. Ten percent of the population, representing 33.3% of the occupational deans, disagreed with the role expectation. Approximately 34% of the population, constituting 50% of the secondary and postsecondary state representatives and 33.3% of the specialists, disagreed that someone from the in te r­ mediate school d is tric t should establish and maintain effective postsecondary working relationships with external agencies. Twenty- two percent of the population, comprising 50% of the postsecondary state representatives and 33.3% of the specialists, strongly disagreed with this concept. Eleven percent of the population, or 50% of the secondary state representatives, strongly agreed with the role expec­ tation. Also, 11% of the population, constituting 50% of the occu­ pational deans, agreed with the concept. Twenty-two percent of the population, constituting 50% of the deans and 33.3% of the specialists, were undecided about this item. Community college role expectations: Item 14. —F ifty percent of the population, constituting 100% of the secondary state repre­ sentatives, 66.7% of the specialists, and 50% of the postsecondary state representatives, strongly agreed that someone from the community college should establish and maintain effective postsecondary working relationships with federal and state manpower training agencies. 274 Thirty percent of the population, constituting 66.7% of the occupa­ tional deans and 33.3% of the specialists, also agreed with this concept. Ten percent of the population, or 33.3% of the occupational deans, were undecided about the role expectation. Another 10% of the population, representing 50% of the postsecondary state repre­ sentatives, strongly disagreed with this item. Thirty-eight percent of the population, comprising 50% of the secondary and postsecondary state representatives and 33.3% of the specialists, strongly agreed that someone from the community college should establish and maintain effective secondary working relationships with external federal and state manpower training agencies. Thirteen percent of the population, constituting 100% of the occupational deans, also agreed with this concept. Thirty-eight percent of the population, consisting of 50% of the secondary and postsecondary state representatives and 33.3% of the specialists, disagreed with this role expectation. Another 12% of the population, constituting 33.3% of the specialists, strongly disagreed with the item. Guidance and Counseling The administrative function of the Guidance and Counseling category constituted one role expectation, pertaining to providing the guidance and counseling department with up-to-date lis ts of occu­ pational programs and courses (22). 275 Relationships Among Variables Role expectations for the intermediate school d is tric t re la­ tive to secondary Guidance and Counseling. —The combined group mean score for the role expectation representing the Guidance and Coun­ seling function exceeded the grand mean score and was thereby associated with the intermediate school d is tric t. Analysis of separate group scores showed that the special­ is ts , deans, and postsecondary state representatives perceived the role a c tiv ity pertaining to providing the guidance and counseling department with up-to-date lis ts of occupational programs and courses (22) to be a function of the intermediate school d is tr ic t. The secondary state representatives' mean score f e ll below the grand mean score; hence they did not associate this role expectation with the intermediate school d is tric t. (See Table 4 .7 9.) Role expectations for the intermediate school d is tric t re la ­ tive to postsecondary Guidance and Counseling. —The combined group mean score f e ll below the grand mean score; thus the Guidance and Counseling role expectation was not associated with the intermediate school d is tric t. Analysis of separate group scores showed the occupational deans associated the postsecondary Guidance and Counseling role expectation with the intermediate school d is tr ic t. Specialists, secon­ dary, and postsecondary state representatives were uniform in th eir perceptions of not providing the community college guidance and Table 4 .7 9 .—Rank order of role expectations fo r the intermediate school d is t r ic t re la tiv e to secondary Guidance and Counseling. Item No. 22 Note: Role Expectations Provide the guidance and counseling department with up-to-date lis ts of occupa­ tional programs/courses. Combined Groups Specialists Mean Rank Mean Rank 4.20 6 4.67 1 Secondary State Deans Mean Rank Mean Rank 3.67 3 3.00 3 Postsecondary State Mean Rank 5.00 Role expectations with a mean of 3.63 or greater are considered to be associated with the intermediate school d is t r ic t . 1 ro cr> 277 counseling department with lis ts of occupational information. (See Table 4 .8 0 .) Role expectations fo r the community college re la tiv e to secondary Guidance and Counseling. —The combined group mean score f e l l below the grand mean, thereby not associating the Guidance and Counseling ro le expectation with the community college re la tiv e to secondary education. In terms of separate group scores, the postsecondary state representatives' group mean score exceeded the grand mean, thereby associating th is role expectation with the community college re la tiv e to providing the guidance and counseling department with up-to-date lis t s of secondary occupational programs and courses. (See Table 4 .8 1 .) Role expectations for the community college re la tiv e to postsecondary Guidance and Counsel inq. —The combined group mean score exceeded the grand mean, thereby associating the role expectation with the community college re la tiv e to postsecondary functions. Analysis of separate group scores showed s p e c ia lis ts , deans, and secondary state representatives associated the Guidance and Counseling role expectation with the community college re la tiv e to postsecondary education. However, the postsecondary state repre­ sentatives' group mean f e l l below the grand mean, which indicates they did not perceive the role a c tiv ity to be a community college function. (See Table 4 .8 2 .) Table 4 .8 0 .—Rank order of role expectations fo r the intermediate school d is t r ic t re la tiv e to postsecondary Guidance and Counseling. Item No. 22 Provide the guidance and counseling department with up-to-date lis ts of occupa­ tional programs/courses. Specialists Mean Rank Mean Rank Mean Rank Mean Rank Mean Rank 2.88 2.67 4.00 1.50 8 3 Deans 3 3.50 3 Role expectations with a mean of 3.63 or greater are considered to be associated with the intermediate school d is tric t. 4 278 Note: Role Expectation Secondary State Postsecondary State Combined Groups Table 4 .8 1 .--Rank order of role expectations fo r the community college re la tiv e to secondary Guidance and Counseling. Item No. 22 Note: Role Expectation Provide the guidance and counseling department with up-to-date lis ts of occupa­ tional programs/courses. Combined Groups Specialists Mean Rank Mean Rank Mean Rank Mean Rank Mean Rank 3.30 2.67 3.00 4.50 13 7 Secondary State Deans 8 3.50 3 Postsecondary State Role expectations with a mean of 3.63 or greater are considered to be associated with the community college. 1 Table 4 .8 2 .—Rank order of role expectations fo r the community college re la tiv e to postsecondary Guidance and Counseling. Item No. Note: Provide the guidance and counseling department with up-to-date lis ts of occupa­ tional programs/courses. Specialists Mean Rank Mean Rank Mean Rank Mean Rank Mean Rank 3.90 5.00 4.33 3.00 11 1 Deans 4 5.00 1 Role expectations with a mean of 3.63 or greater are considered to be associated with the community college. 2 280 22 Role Expectation Postsecondary State Combi ned Groups 281 Analysis of Relationships Role Expectation 22: Provide the guidance and counseling depart­ ment with up-to-date lis ts of occupational programs/courses. Intermediate school d is t r ic t role expectations compared to those of the community college. —T h irty-three and three-tenths per­ cent of the specialists and occupational deans, 50% of the secondary state representatives, and 100% o f the postsecondary state repre­ sentatives disagreed that someone from the intermediate school d is t r ic t should provide secondary guidance and counseling departments with up-to-date lis ts of occupational courses and programs when contracting for vocational education at the community college. T h irty -th re e and three-tenths percent o f the occupational deans were undecided about this role expectation. S ixty -six and six-tenths percent of the sp ecialists, 33.3% of the deans, and 50% of the secondary state representatives disagreed with the item. One hundred percent of the sp e cialists, 33.3% o f the deans, and 50% of the secondary and postsecondary state representatives agreed that someone from the intermediate school d is tr ic t should pro­ vide the postsecondary guidance and counseling department with up-todate lis ts of occupational courses and programs. T h irty -th ree and three-tenths percent o f the deans were undecided about this item. Another 33.3% of the deans and 50% of the secondary and postsecondary state representatives disagreed with the role expectation. Table 4 .8 3 .) (See Table 4 .8 3 .— Intermediate school d is tr ic t role expectations compared to those of the community college re la tiv e to Guidance and Counseling—Role Expectation 22. Role Expectation 22: Provide the guidance and counseling department with up-to-date lis ts of occupational programs/courses. Intermediate School D is tric t Group Agree No. % Undecided No. % Disagree No. % Community College Agree No. % Undecided No. % 66.7 3 100.0 1 33.3 1 33.3 1 - 1 50.0 1 50.0 - - 1 50.0 1 33.3 - Deans 1 33.3 1 Secondary State 1 50.0 Postsecondary State 2 100.0 33.3 - - 282 2 Specialists Disagree No. % 1 33.3 - 1 50.0 - 1 50.0 33.3 283 Community college role expectations compared to those o f the intermediate school d is t r i c t .--T h ir ty -th re e and three-tenths percent of the sp e cialists and 50% of the deans and secondary state repre­ sentatives agreed th at someone from the community college should provide the postsecondary guidance and counseling departments with up-to-date lis t s of occupational courses and programs. T h irty -th re e and three-tenths percent o f the sp ecialists and 50% o f the deans were undecided regarding th is ro le expectation fo r the community college. Another 33.3% o f the s p e c ia lis ts , 50% of the secondary state repre­ sentatives, and 100% o f the postsecondary state representatives disagreed with the concept. One hundred percent o f the s p e c ia lis ts , 66.7% o f the deans, 50% o f the secondary state representatives, and 100% o f the post­ secondary state representatives agreed that someone from the community college should provide the secondary guidance and counseling depart­ ments with up-to-date lis ts o f occupational courses and programs. T h irty -th re e and three-tenths percent of the occupational deans were undecided and 50% of the secondary state representatives disagreed with th is concept. (See Table 4 .8 4 .) Summary of Results Intermediate school d is t r ic t ro le expectations: Item 22. — F ifty percent of the population, constituting 100% of the post­ secondary state representatives, 66.7% of the s p e c ia lis ts , and 50% o f the secondary state representatives, strongly agreed th at someone from the intermediate school d is t r ic t should provide secondary Table 4 .8 4 .—Community college role expectations compared to those of the intermediate school d is t r ic t re la tiv e to Guidance and Counseling—Role Expectation 22. Role Expectation 22: Provide the guidance and counseling department with up-to-date lis ts of occupational programs/courses. Intermediate School D is tric t Community College Group Agree No. % Undecided No. % Disagree No. % Specialists 1 33.3 1 33.3 1 Deans la 50.0 1 50.0 - Secondary State 1 50.0 - Postsecondary State - - aMissing observation. Agree No. % Undecided No. % Disagree No. % 33.3 3 100.0 — 2 66.7 1 1 50.0 1 50.0 - 1 2 100.0 2 100.0 - - - - 33.3 - 50.0 285 education guidance and counseling departments with up-to-date lis ts of occupational courses and programs. Thirty percent of the popula­ tion, constituting 66.7% of the occupational deans and 33.3% of the specialists, also agreed with this concept. Ten percent of the popu­ latio n , or 33.3% of the occupational deans, were undecided regarding the item. Also 10% of the population, representing 50% of the secondary state representatives, disagreed with the role expectation. Twenty-two percent of the population, representing 50% of the occupational deans and secondary state representatives, strongly agreed that someone from the intermediate school d is tric t should provide the secondary guidance and counseling departments with up-to-date lis ts of occupational courses and programs. Eleven percent of the popula­ tion, representing 33.3% of the specialists, also agreed with this concept. Twenty-two percent of the population, or 33.3% of the specialists and 50% of the occupational deans, were undecided about the role expectation. Twenty-two percent of the population, con­ s titu tin g 50% of the secondary and postsecondary state representatives, disagreed with the role expectation. F in ally, 22% of the population, or 50% of the postsecondary state representatives and 33.3% of the specialists, strongly disagreed with the item. Community college role expectations: Item 22. —Sixty percent of the population, representing 100% of the specialists, 50% of the secondary and postsecondary state representatives, and 33.3% of the deans, strongly agreed that someone from the community college should provide postsecondary guidance and counseling departments with 286 up-to-date lis ts of occupational courses and programs. Another 10% of the population, representing 33.3% of the occupational deans, also agreed with this concept. Twenty percent of the population, comprising 50% of the secondary state representatives and 33.3% of the occupational deans, disagreed with the concept. Ten percent of the population, representing 100% of the postsecondary state repre­ sentatives, strongly disagreed with the role expectation. T hirty percent of the population, comprising 50% of the secondary and postsecondary state representatives and 33.3% of the specialists, strongly agreed with the role expectation associated with the community college providing the intermediate school d is tr ic t with guidance and counseling department information pertaining to occupational courses and programs. Twenty percent of the population, or 50% of the postsecondary state representatives and 33.3% o f the occupational deans, also agreed with this concept. Ten percent of the population, representing 33.3% of the occupational deans, were undecided regarding the community college's role in this matter. Thirty percent of the population, constituting 50% of the secondary state representatives and 33.3% of the specialists and occupational deans, disagreed with the concept. F in a lly , 10% of the population, representing 33.3% of the specialists, strongly disagreed with the role expectation. Included in Chapter V are the summary and conclusions of the study, implications, and recommendations for further study. CHAPTER V SUMMARY, CONCLUSIONS, IMPLICATIONS, AND RECOMMENDATIONS FOR FURTHER STUDY The purpose of this chapter is to present ( I ) a summary including a discussion of probable r e lia b ilit y , objectives, proce­ dures, and major findings of the study; (2) the conclusions of the study based on major results; (3) a discussion of the implications of the study for people interested in and responsible fo r the delivery of secondary vocational education at a community college; and (4) areas of needed study re la tiv e to the roles of secondary and postsecondary vocational education administrators. Summary This case study was aimed at determining the perceptions of major role expectations held by selected intermediate school d is tric t vocational-technical education specialists, community college occu­ pational deans, and secondary and postsecondary representatives of the Michigan Department of Education, Vocational-Technical Education Service while contracting fo r secondary vocational education at a community college. The procedures used in this case study of fo r­ mulating general role responsibilities by one group of administra­ tors and ranking these general statements fo r importance by another group of administrators, appeared to generate behaviors that may be 287 288 expected to be reasonably comparable between the intermediate school d is tr ic t and the community college. With the small number of respon­ dents surveyed within each group, there was an indication of probable r e lia b ilit y , although not checked for complete confidence. The objectives of the study were: 1. To determine the intermediate school d is tr ic t vocational- technical education specialists' perceptions compared to those of the community college occupational deans. 2. To determine the community college occupational deans' perceptions compared to those of the intermediate school d is tric t vocational-technical specialists. 3. To determine the secondary and postsecondary state representatives' perceptions compared to those of the vocationaltechnical specialists and community college occupational deans. 4. To examine the differences and s im ila ritie s between the major role expectations held by secondary and postsecondary unit representatives of the Michigan Department of Education. A mailed questionnaire was developed and tested with the assistance of three panels of experts and a jury of experts, repre­ senting the intermediate school d is tr ic t, the community college, and the Michigan Department of Education. Two questionnaires, containing 28 identical role expectations, were mailed to 10 individuals-3 intermediate school d is tr ic t respondents, 3 community college admin­ is tra to rs , and 4 representatives from the secondary and postsecondary units of the Michigan Department of Education, Vocational-Technical Education Service. Data were gathered and analyzed according to the 289 following seven major administrative categories: (1) Administration and Supervision/Coordination, (2) Curriculum Development and Instruc­ tio n , (3) Budget and Finance Management, (4) Physical F a c ilitie s and Equipment, (5) Personnel Management and Professional Development, (6) Community Involvement, and (7) Guidance and Counseling. A 100% response rate was obtained from the three panels of experts, the jury of experts, and the population surveyed. Respondents were asked to indicate the extent to which they agreed or disagreed that someone at the intermediate school d is tr ic t and the community college should perform each of the given role expectations. Respondents were also requested to select the educa­ tional agency most appropriate to accomplish the role expectations id e n tified on each questionnaire. A Likert-type scale was used to measure the intensity of respondents' opinions and to compute group mean scores fo r each role expectation. Group mean scores were used to id e n tify those role expectations associated with the intermediate school d is tr ic t and the community college. Role expectations were rank ordered according to combined and individual group mean scores. Rank order o f expectations was used to establish the re la tiv e p rio rity of role expectations. Role expecta­ tions exceeding the grand mean score of 3.63 were considered to be higher p rio rity expectations associated with the intermediate school d is tr ic t and/or community college. Role expectations that f e ll below the grand mean score were considered lower p rio rity role expectations not associated with the intermediate school d is tr ic t and/or community college. 290 Data were also analyzed and described according to adminis­ tra tiv e functions among and between the population groups. Descrip­ tiv e s ta tis tic s were used on a statement-by-statement basis to examine the s im ila ritie s and differences that existed among and between groups. One hundred percent of the population groups, representing a majority o f the respondents, associated role expectations with the intermediate school d is tr ic t and with the community college pertaining to the adm inistrative functions of Personnel Management and Profes­ sional Development, Curriculum Development and Instru ction , and Community Involvement. Seventy-five percent of the population groups, constituting a majority o f the respondents, also associated role expectations with the intermediate school d is tr ic t and community college pertaining to the adm inistrative function of Administration and Supervision/ Coordination. The lowest percentage reported by the m ajority of the com­ bined groups that did not associate ro le expectations with the in te r­ mediate school d is tr ic t or with the community college pertained to the administrative functions of Physical F a c ilitie s and Equipment and Guidance and Counseling. Role expectations associated with the intermediate school d is tr ic t and with the community college were among the four popula­ tion groups' higher p rio r ity rankings. the performance of: The role expectations concerned identifying major problems which hinder achieve­ ment of the instructional objectives for vocational education; 291 establishing and maintaining a working relationship with state and federal agency representatives; attending governing board meetings; establishing and maintaining e ffe c tiv e relationships with key in d i­ viduals of the Michigan Department of Education responsible fo r administering federal vocational education funds; and evaluating curriculum in lig h t o f job demands, costs, etc. A ll four population groups surveyed generally agreed that someone from the intermediate school d is tr ic t should perform role expectations associated with secondary vocational education. In general, the four population groups also agreed that role expectations associated with postsecondary adm inistrative functions should be performed by someone a t the community college. The secondary state representatives' perceptions d iffered from those of the sp e c ia lis ts , deans, and postsecondary state rep­ resentatives. The secondary state representatives perceived that someone from the intermediate school d is tr ic t should perform role expectations normally associated with the community college. In general, the vocational-technical specialists and secon­ dary state representatives agreed that selected intermediate school d is t r ic t role expectations could be performed by someone a t the com­ munity college. The occupational deans and postsecondary state representatives generally did not agree with the specialists and secondary state representatives th at corrcnunity college personnel should perform role expectations normally associated with the intermediate school d is t r ic t . 292 The adm inistrative function possessing the lowest proportion of combined group opinions pertaining to the ro le expectation asso­ ciated with the intermediate school d is t r ic t and with the community college was: providing the guidance and counseling department with up-to-date lis t s of occupational programs and courses. However, a m ajority o f respondents did report th at someone from the community college and someone from the intermediate school d is t r ic t should provide each other with such inform ation. Most s ig n ific a n t negative relationships produced in the study by the combined groups pertained to the postsecondary ro le expecta­ tion associated with the intermediate school d is t r ic t . The post­ secondary ro le expectation associated with the intermediate school d is t r ic t receiving higher p r io r ity ranking pertained to maintaining communications with representatives from business and industry to ascertain the need fo r new occupational courses and programs. A negative relationship was revealed among the responses of the combined groups pertaining to the secondary role expectations associated with the community college. However, the following role expectations were associated with the community college: estab lish ­ ing and maintaining working relationships with individuals administer­ ing federal funds from external agencies; id en tifyin g major problems which hinder instructional objectives; u tiliz in g advisory committees; evaluating vocational courses and programs; determining f a c i l i t y and equipment requirements; and recommending changes in physical f a c ilit ie s fo r proposed programs. 293 Conclusions The study resulted in the compilation of a body of role expec­ tations associated with the intermediate school d is tric t and with the community college as they pertain to contracting for secondary voca­ tional education at the community college. Secondary and postsecon­ dary administrators responding to the survey questionnaires were employed in intermediate school d is tric ts and community colleges in Michigan during the 1977-78 academic year. The conclusions that follow appear to be valid for the population groups studied. 1. Of the seven administrative functions studied, vocational- technical specialists, occupational deans, secondary, and postsecon­ dary state representatives gave higher p rio rity to intermediate school d is tric t role expectations re lative to Administration and Supervision/ Coordination, Curriculum Development and Instruction, and Budget and Finance Management. 2. Of the seven administrative functions studied, vocational- technical specialists, occupational deans, secondary, and postsecondary state representatives gave lower p rio rity to intermediate school dis­ t r i c t role expectations re lative to Physical F a c ilitie s and Equipment and Guidance and Counseling. 3. Of the 28 major role expectations studied re lative to the community college, vocational-technical specialists, occupational education deans, secondary, and postsecondary state representatives gave higher p rio rity to 23 expectations (82%). The role expectations not associated with the community college pertained to: providing the guidance and counseling department with up-to-date lis ts of 294 occupational Information; attending governing board meetings; making vocational-technical education presentations to the board of trustees; establishing annual objectives with subordinate community college administrators; and obtaining allocation board and school board budget approval. 4. The majority of respondents perceived only four adminis­ tra tiv e functions (14%) as not being associated with the intermediate school d is tric t, as viewed from the intermediate school d is tric t perspective. The combined groups associated a ll other role expec­ tations with the intermediate school d is tr ic t. The role expectations not associated with the intermediate school d is tric t by a majority of the respondents pertained to: administering policies to achieve institutional objectives; providing the guidance and counseling department with up-to-date lis ts of occupational courses and programs; supervising and coordinating the development of educational speci­ fications for construction of new occupational fa c ilitie s ; and pre­ paring and submitting required reports concerning equipment and fa c ilitie s to the Michigan Department of Education. 5. A majority of respondents agreed with six administrative functions being associated with the community college, as viewed from the intermediate school d is tric t perspective. These related to: administering policies to achieve in stitu tio n al objectives for vocational-technical education; identifying major problems which hinder achievement of in stitu tio n al objectives; evaluating the delivery and outcomes of a ll vocational-technical courses and programs; maintaining communications with representatives of business and 295 industry to ascertain the need for new occupational courses and pro­ grams; providing the guidance and counseling department with up-todate lis ts of occupational courses and programs; and recorranending changes in physical fa c ilitie s fo r proposed programs. 6. Agreement was reached by a majority of the respondents associating four role expectations with both the intermediate school d is tric t and the community college. to: The role expectations pertained identifying major problems which may hinder achievement of institutional objectives; periodically evaluating the delivery and outcome of a ll vocational-technical courses and programs; maintaining communication with representatives from business and industry to ascertain the need for new occupational courses and programs; and recommending changes in physical fa c ilitie s for proposed programs. 7. Agreement was reached by the combined groups regarding seven administrative functions that should not be associated with the community college, as viewed from the intermediate school dis­ t r ic t perspective. They related to: obtaining allocation board and school board budget approval; establishing working relationships with state and federal agency representatives, including manpower training agencies; developing budgets; presenting budgets to higherechelon administrators for approval; developing, coordinating, and implementing vocational-technical curriculum policies; directing the development and implementation of new occupational courses and programs; and selecting subordinate supervisory and instructional faculty members. 296 8. A majority of respondents agreed that nine role expecta­ tions associated with the comnunity college should be performed by both the community college and the intermediate school d is tr ic t. The role expectations were: establishing and maintaining working relationships with state and federal agency representatives, including those individuals who administer federal funds; identifying major problems which hinder achievement of instructional objectives; u t i l i z ­ ing advisory committees; evaluating the delivery and outcomes of vocational education; maintaining communications with representa­ tives from business and industry; determining the need for new occu­ pational programs; selecting subordinate supervisory and instruc­ tional faculty members; developing c rite ria to be used in evaluating supervisory and instructional faculty members; and determining f a c il­ ity and equipment requirements in terms of the planned vocational technical program needs. 9. Of the 28 role expectations studied, only three were associated with the community college and reported not to be a func­ tion of the intermediate school d is tr ic t by the majority of respon­ dents. The role expectations agreed upon by the combined groups pertained to: administering policies to achieve in stitu tio n al objec­ tives fo r vocational-technical education; developing vocationaltechnical operating budgets; and administering the total vocational education budget. 10. The secondary vocational educators disagreed with the postsecondary vocational administrators re la tiv e to someone at the 297 community college performing administrative functions at the in te r­ mediate school d is t r ic t . The specialists and secondary state rep­ resentatives agreed that community college personnel should perform secondary administrative functions. The deans and postsecondary state representatives did not expect to perform secondary adminis­ tra tiv e functions. 11. There appeared to be l i t t l e difference in the special­ is ts , deans, and secondary and postsecondary state representatives' role expectations for the intermediate school d is tr ic t pertaining to secondary education. A ll groups generally agreed that secondary role expectations should be associated with the intermediate school d is tr ic t. 12. There was agreement among the sp ecialists, deans, secondary and postsecondary state representatives regarding role expectations fo r the community college. A ll groups generally asso­ ciated postsecondary role expectations with the community college. 13. There was disagreement between the secondary state rep­ resentatives and the sp e cialists, deans, and postsecondary state representatives regarding the intermediate school d is tr ic t role expectations as they pertain to the community college. The secondary state representatives agreed with more involvement of secondary administrators in community college administrative functions than did the other three groups. 298 Implications For Aspirants to the O ffice of Vocational-Technical Education Specialist The results of the study may be used by individuals who aspire to become a vocational-technical education specialist in an intermediate school d is tr ic t. The set of major role expectations associated with the intermediate school d is tr ic t, as presented in the study, can help one determine whether he is interested in pur­ suing the o ffic e . Aspirants can also use the set of role expectations associated with the community college to gain insights into postsecondary educa­ tion programming. Professional development courses can be selected in th e ir graduate programs of study to gain an understanding of the knowledge, s k ills , and attitudes necessary in this leadership posit i on. For Aspirants to the O ffice of Occupational Dean Results of the study may be used by those who hope to become an occupational dean at a community college under contract to provide secondary vocational education to constituent school d is tric ts through an intermediate school d is tr ic t. Aspirants can better determine i f they have the understanding of and proper attitu de toward secondary vocational education, needed for success in this leadership position. Aspirants can also use the set of role expectations associated with the intermediate school d is tr ic t and those associated with the 299 community college to plan th eir professional development more effec­ tiv e ly . Graduate courses can be id en tified and selected, which would provide the aspirant with the technical, human, and conceptual s k ills required for this leadership position. For Teacher Educators Teacher educators may find the results of this study useful in developing a curriculum for preservice and inservice education of those intending to become vocational-technical specialists or occupa­ tional deans. The role expectations produced for each agency by the study can be restated in terms of basic competencies to be developed in special seminars, workshops, and course work. For the Michigan Department of Education There are some clear differences in the perceptions of state o ffic ia ls in secondary education and people in the fie ld regarding role responsibilities of intermediate school d is tr ic t versus community college functioning in the area of contracting fo r vocational education services. These differences, however, w ill not be consequential as long as current policies of state sup­ port do not re fle c t the differences in these perceptions. Should there be a change in the funding policies which more nearly coin­ cide with state o ffic ia l perceptions, then one might encounter con­ siderable c o n flic t. 300 Recommendations fo r Further Research Researchers interested in delivering secondary vocational education a t a community college can contribute to the present body of knowledge by conducting investigations pertaining to the following areas of need: 1. A study should be conducted to explore more fu lly the relationship between secondary and postsecondary agencies in promoting the jo in t use of physical f a c ilit ie s for vocational education. Among the main areas that should be studied are size of contracting agency, vocational options available to students, area coordination of instructional programs, and vertical and horizontal instructional a rtic u la tio n agreements. 2. A study should be conducted to determine the potential for establishing postsecondary vocational education programs at existing secondary area centers. Among the major topics that should be studied are student interests, manpower/supply demands, costs, geographic location, physical f a c i li t y and equipment needs, and interagency relationships. 3. A study should be conducted to determine the jo in t use of physical f a c ilit ie s in metropolitan areas o f Michigan. Among the major topics that should be studied are specialty programs having unique laboratory and equipment requirements, manpower supply/demand information, scheduling of programs, and interagency relationships in securing commitments with outside agencies to operate vocational programs. 301 4. A study should be conducted to determine the q u a lific a ­ tions of secondary and postsecondary personnel who have primary resp o nsib ility fo r contracting arrangements between agencies. Among the major areas of professional development that should be studied 'are the technical, human, and conceptual s k ills required to be a successful vocational adm inistrator. Such a study should c la r ify whether such s k ills are necessary fo r administrators to be successful in contracting fo r secondary vocational education at a community college. 5. A study should be conducted to gain Michigan secondary and postsecondary vocational administrators' perceptions of in te r­ agency relationships as they pertain to delivering secondary vocational education at the community college. APPENDICES APPENDIX A PANEL OF EXPERTS NUMBER 1 APPENDIX A PANEL OF EXPERTS NUMBER 1 Charles Corrigan Director o f Vocational Education Mid-Michigan Community College Harrison, Michigan 48625 John Dygert Director of Vocational Education Branch Intermediate School D is tr ic t Coldwater, Michigan 49036 Edwin Ferguson CEPD Vocational-Technical S p ecialist Cheboygan-Otsego-Presque Is le I.S .D . Indian R iver, Michigan 49749 Frank P. Marczak Dean of Instruction Muskegon Community College Muskegon, Michigan 49443 Arnold E. Metz, Dean Vocational-Technical Education S t. C la ir County Community College Port Huron, Michigan 48060 Harry M ille r , Shared-Time D irector of Vocational Education Calhoun Intermediate School D is tr ic t Marshall, Michigan 49069 302 APPENDIX B PANEL OF EXPERTS NUMBER 2 APPENDIX B PANEL OF EXPERTS NUMBER 2 Stanley Evers CEPT Vocational-Technical Specialist Montcalm Intermediate School D is tric t Stanton, Michigan 48888 Thaddeus Diebel Dean of Applied Sciences Schoolcraft College Livonia, Michigan 48151 Henry Kuehl CEPD Vocational-Technical Specialist Jackson Intermediate School D is tric t Jackson, Michigan 49202 Robert Kollin Dean of Instruction Monroe County Community College Monroe, Michigan 48161 Maurice Fritch CEPD Vocational-Technical Specialist St. C lair Intermediate School D is tric t Marysville, Michigan 48040 Wallace 011i 1a Dean of Occupational Education Jackson Community College Jackson, Michigan 49201 Alva Mallory CEPD Vocational-Technical Specialist Genesee Intermediate School D is tric t F lin t, Michigan 48507 Ben Standen Dean for Technologies Lake Michigan College Benton Harbor, Michigan Maynard Mathers CEPD Vocational-Technical Specialist Newaygo County Area Vocational Center Fremont, Michigan 49412 Robert Steely, Dean Applied Arts and Sciences Kellogg Community College Battle Creek, Michigan 49016 Larry Varda CEPD Vocational-Technical Specialist Dickinson Area Vocational Center Kingsford, Michigan 49801 John Schwetz Dean of Instruction West Shore Community College S c o ttv ille , Michigan 49454 303 49022 APPENDIX C LETTER OF REQUEST: NATIONAL SURVEY FOLLOW-UP STATE OF MICH IQAN DEPARTMENT OF EDUCATION STATI U U D OF EDUCATION MARILYN JEAN KELLY Voc« « I 3 I mm I 2 322 MAJOR ROLE RESPONSIBILITIES Extremely Important CATEGORY: Very Important 1 Important 5 4 3 Budget and Finance Management 1. Obtain budget recommendations from occupational s ta ff In various departments fo r budget development. 2. Develop vocational-technical operational budget. 3. Obtain allo catio n board and school board approval fo r operational budget. 4. Determine cash flow projections. S. Approve purchase requisitions fo r supplies and equipment. 6. Monitor monthly expenditures. 7. Somewhat Important INSTRUCTIONS: Rate the importance o f the following major ro le re s p o n s ib ilitie s . C ritic a l FORMAT NUMBER 2 2 1 1 j [ | j 1 I ! I i ; Report expenditures to school boards. : ! 8. Prepare requests to state or federal au th o rities fo r vocational education funds. ! 1 ! - 9. Administer the to ta l vocational education budget. i I ! ! 10. Determine budget needs fo r vocational-technical departments. 11. Determine the cost effectiveness ra tio for vocational-technical programs and courses. 12. Id e n tify potential sources and amounts o f fin an c ial income to support the cost of vocational-technical courses and programs. 13. Submit periodic reports on programs and course expenditures to agencies administering state and federal funds. 14. Present the vocational-technical budget to higher eschelon adm inistration fo r approval. 15. Request estimates from vendors before purchasing Instructional equipment and supplies. 1 1 16. Administer budget controls for occupational department accounts. I I j i 323 MAJOR ROLE RESPONSIBILITIES INSTRUCTIONS: Rate the Importance o f the follow ing major ro le re s p o n s ib ilitie s . C ritic a l Extremely Imoortant Very Important Important Somewhat Important FORMAT NUMBER 2 CATEGORY: 5 4 3 2 1 Community rnvnlvwmiint 1. Appear on radio and te le v is io n programs to promote vocational-techniaal oroorams. 2. Prepare a rtic le s and news releases for local media promoting vocational-technical programs and course o ffe rin q s. 3. Attend PTA or PTO meetinqs. 4. Develop community survey instruments and survey voters. 5. Plan exhibits and parent open houses to promote vocational-technical o ffe rin g s . i i 7. U tiliz e lay advisory comnittees in promotional a c t iv itie s . 3. Hold membership and p a rtic ip a te In c iv ic clubs such as the Kiwanis, Lions, e tc . ! ! ! I 9. Provide f a c ilit ie s for community events. i 10. In v ite parents and business personnel to attend youth club a c t iv itie s . i rI I n. Serve on CEPD Council, advisory committees, or special conmittees such as the local hospital nurslnq board, e tc . 12. P a rtic ip a te in high school career days and address senior classes. 13. Establish and maintain e ffe c tiv e working re la tio n ­ ships w ith federal and state manpower tra in in g agencies such as the local Comprehensive Employ­ ment and Training Area {CETA) board, the Bureau o f Apprenticeship and Traininq (BAT), etc. 14. Establish and maintain lia is o n with c ity , county, and state qovemment. 15. Provide information on occupational courses and programs to support agencies 1n the coirmunity. 6. Serve on c iv ic w elfare comnlttees such as the local chaoter o f the United Fund. e tc . ; ■ I i I i ! i 324 MAJOR ROLE RESPONSIBILITIES 16. Establish and maintain e ffe c tiv e working relation ships w ith prin cip als and counselors 1n local high schools. 17. Establish and maintain e ffe c tiv e working relationships with key persons representing tra d e , lab o r, management, and health service organiza­ tio n s Somewhat Important 4 Important 5 Community Involvement (Continued) Very Important CATEGORY: Extremely Important INSTRUCTIONS: Rate the Importance o f the follow ing major ro le re s p o n s ib ilitie s . C ritic a l FORMAT NUMBER 2 3 2 1 < 325 MAJOR ROLE RESPONSIBILITIES FORMAT NUMBER 2 >|4J 0>C —» C rfl IQ -C -M ^ INSTRUCTIONS: Rate the Importance o f the follow ing major ro le re s p o n s ib ilitie s . CATEGORY: Curriculum Development and In s tru c tio n 1. Develop, coordinate, and Implement curriculum p o lic ie s o f vocation al-tech n ical education. 2. Organize fa c u lty curriculum committees composed of vocational-technics 1 rep resen tati ves. 3. U t i liz e lay advisory committees in form ulating programs and in s tru c tio n a l o b jec tive s._________ 4. Evaluate curriculum in lig h t o f job demands, cost, e tc ._______________ :________________________________ 5. Administer coop course g u id elin es. 6. Survey employment needs. 7. Structure courses to meet State g uidelines. 8. Obtain CEPD/State approval o f courses. 9. Develop In s tru c tio n a l system around performance o b je c tiv e s .____________ _________________________ 10 - Provide supportive media and m a te ria ls . Develop curriculum a rtic u la tio n agreements with . 12 . 11 n th a r p rin r a tin n a l a g e n c ie s .----------------------------------------- D ire ct the development and implementation o f new occupational courses and programs._______________ 13. Work in d iv id u a lly w ith teachers in Competency Based Education (CBE) implementation in the classroom._____________________________________ 14. Make recommendations fo r teacher techniques. 15. Review courses, course o u tlin e s , and In s tru c tio n a l m a te ria ls .__________________________________________ 16. U t i liz e lay advisory committees to make recommendations to autninistratlon and fa c u lty on both In s tru c tio n a l equipment and content. 17. Promote cooperative vocational education and other forms of on-the-.iob learning experiences.__________ 18. P e rio d ic a lly evaluate the d e liv e ry and outcomes of a ll v o catio n al-tech n ical courses and programs. u T" 41 E & £ fc t/> — « 326 MAJOR ROLE RESPONSIBILITIES FORMAT NUMBER 2 >»-*-» r™* C <11 *9 INSTRUCTIONS: Rate the Importance o f the follow ing major ro le re s p o n s ib ilitie s . CATEGORY: 19. 20. Curriculum Development and In s tru c tio n (Continued) Present proposed v o catio n al-tech n ical programs and courses to the general curriculum committee.._______ Maintain communication with representatives from business and Industry to ascertain need fo r new occupational courses or programs.________________ iu to •m a x E Ui ai e 8. 327 MAJOR ROLE RESPONSIBILITIES FORMAT NUMBER 2 C INSTRUCTIONS: Rate the importance o f the fo llo w in g major ro le r e s p o n s ib ilitie s . CATEGORY: Guidance and Counseling 1. A ssist 1n the development o f the p o lic ie s and procedures fo r guidance and counseling programs. 2. Advise in d iv id u a l students about app ro p riate v o c a tio n a l-te c h n ic a l education programs._____ 3. Estab lish and m aintain working re la tio n s h ip s w ith Vocational R e h a b ilita tio n Service and other local agencies.____________________________________ 4. A ssist students on m atters o f t h e ir personal concerns, e .g . emotional d i f f i c u l t i e s . _______ 5. Coordinate secondary student tours o f vocational f a c i l i t i e s . _________________________________ 6. Coordinate programs in vocational awareness and .lob o p p o rtu n ities between s p e c ific departments. 7. Advise in d iv id u a l students on vocational course and program p re -re q u is ite s , graduation re q u ire ments, probation and w ithdraw al._________________ 8. A ssist guidance and counseling personnel in the recruitm ent o f new students fo r occupational programs and courses.____________________________ 9. A ssist the placement o ffic e in the development o f an a c tiv e placement system fo r occupational students.________________________________________ 10 . Provide the guidance and counseling department w ith u p -to -d ate l i s t s o f occupational programs and courses._____________________________________ 11 . 12. A ssist the guidance and counseling department 1n the development and implementation o f student follow -up s tu d ies.________________________________ Provide occupational course and program inform atio n to support agencies in the community._______ fc.o Q. x E C fB +■» oi e ” 33” c *S . s >—• [ 4J C IT) IQ * I| Q. ~ T ; 3 e 328 MAJOR ROLE RESPONSIBILITIES 1. Select subordinate vocational-technical supervisory and In stru ctional fac u lty members and make recommendations fo r th e ir employment. 2. Develop c r ite r ia to be used In evaluating the performance of subordinate supervisory and Instructional fac u lty . 3. Establish and maintain a planned facu lty inservice education program consisting of workshops, seminars, InternshiDs, etc. 4. Attend lo c a l, s ta te , and national professional meetings. 5. Assist Individual fac u lty members who have a special teachlnq problem. S. Serve as a member o f the c o lle c tiv e bargaining team durinq negotiations. 7. Encourage supervisory and fac u lty members to p artic ip a te 1n professional improvement programs such as CBE, sabbatical leaves, special travel reauests. etc. 8. Organize workshops and seminars for special population groups such as the handicapped, disadvantaged and m in o rities. 9. Evaluate the laboratory and classroom performance o f f u ll and part-tim e vocational-technical Instru cto rs. 10. Recommend retention or termination o f employment fo r vocational-technical supervisory or facu lty members. 11. Inservice subordinate adm inistrative and faculty members on the provisions o f the c o llec tive bargaining agreement as I t pertains to vocational-technical education. 12. Orient new s ta ff members to vocational-technical oroarams and p o licies. 13. Assign teaching duties and establish teaching load. u 5 Somewhat Important Personnel Manaaement and Professional Development Important CATEGORY: u 4-» U Very Important to INSTRUCTIONS: Rate the importance o f the following major ro le re s p o n s ib ilitie s . Extremely Important FORMAT NUMBER 2 4 3 2 1 • 1 1 * 1 329 MAJOR ROLE RESPONSIBILITIES FORMAT NUMBER 2 TT e INSTRUCTIONS: Rate the importance of the following major role re s p o n s ib ilitie s . CATEGORY: Personnel Management and Professional Development (Continued) 14. Supervise placement and function o f work study students In occupational la b o r a to r ie s .___________ 15. Monitor provision of the c o lle c tiv e bargaining agreement or policy handbook as they pertain to occupational education.____________________________ 16. Select part-tim e vocational-technical instructional facu lty members and make recommendations fo r th e ir employment. £ I" -fc 8. # * 2$ M 5 _4____ 3 Z 330 MAJOR ROLE RESPONSIBILITIES 7. Determine f a c ilit y and equipment requirements In terms of the planned vocational-technical program needs. 2, Establish procedures fo r the purchase, re p a ir, and maintenance of equipment and tools. 3. Evaluate appropriateness of equipment in terms of student needs. 4. Evaluate physical f a c ilit ie s 1n terms of vocationaltechnical education needs. 5. Coordinate building and custodial maintenance ooerations in occupational train in q spaces. 6. Provide fo r security of equipment and physical f a c ilit ie s . 7. Maintain an inventory of instructional eauioment. 8. Administer an Inspection program o f equipment and physical f a c ilit ie s to comply with state f i r e , s afety, and health codes. 9. Reconmend changes in physical f a c ilit ie s for proposed programs. 10. Recommend the purchase/rental of physical f a c ilit ie s and eauioment. 11. Supervise the purchase of to o ls , supplies, and equipment for new occupational courses and proarams. 12. Supervise the purchase, d e liv e ry , and storage of supplies and materials for occupational courses. 13. Supervise and coordinate a lte ra tio n s to laboratories and equipment to accommodate program changes 1n occupational courses and oroarams. 14. Supervise and coordinate the development o f educational specifications fo r the construction of new occupational f a c ilit ie s . 15. Prepare and submit required reports concerning equipment and f a c ilit ie s to the Michigan Department of Education. 4 3 Somewhat Important 5 Important Physical F a c ilitie s and Equipment Very Important CATEGORY: Extremely Important INSTRUCTIONS: Rate the importance o f the following major ro le re s p o n s ib ilitie s . C ritic a l FORMAT NUMBER 2 2 1 I I I 1 i 1 i 1 1 1 i 1 | 1 ! [ 1 1 331 MAJOR ROLE RESPONSIBILITIES INSTRUCTIONS: Rate the importance of the following major ro le re s p o n s ib ilitie s . _uL=. CATEGORY: 16. physical F a c ilitie s and Equipment (Continued) Supervise the purchase o f to o ls , supplies, and equipment for ongoing occupational courses and p r o g r a m s . ________________________ - — c * a St v 2. Important. FORMAT NUMBER 2 APPENDIX K INSTRUCTIONS TO JURY OF EXPERTS— PILOT TEST APPENDIX K INSTRUCTIONS TO JURY OF EXPERTS— PILOT TEST STATt OF MICHIGAN DEPARTMENT OF EDUCATION Vo«eHanwl»T«chnicBl (dixatiwn H n U t JO H N W . P O K T IR *•■ 30009 lam ing, Michigan 4*909 October UAH U tn U IU U OF IBU C4TI0M O C M O U C M IL U ML M U 1 . MUCKY M U A I 4 R O K U T J MASON a n n k tta h il l i a OK. O U t t lC lN D O SALAS N O K M A H O TT O S T O C K M tY lK . SK. K O M V N D F. VA NO KTTK IO H N W A T A N IN . IK , GOV. W IL L IA M O. M IL L IK IN IHWM Dear The Michigan Department of Education, Vocational-Technical Education Service, perceive educational benefits from contracting for the delivery of secondary vocational-technical education at a comprehensive community college. In the 1977-78 Michigan State Plan for Vocational Education, Goal 2, Objective I I , states, “Vocational-technical education programs and courses w ill be articu ­ lated to reduce a ll unnecessary duplication of services, to encourage e ffic ie n t student learning, and to increase the e ffic ie n t use of available local, state, and federal financial resources". The Vocational-Technical Education Service is interested in examining the per­ ceptions of the major role responsibilities held by intermediate school d is tric t vocational administrators, coimmnlty college occupational deans, and representa­ tives from the Secondary and Postsecondary Units of the Michigan Department of Education in contracting for secondary vocational education. In a recent telephone conversation you indicated a willingness to assist in this study as a member of a Jury of Experts composed of four intermediate school dis­ t r ic t vocational administrators and four coimunity college occupational deans. The purpose of the Jury is to p ilo t-te s t the Questionnaire to be used 1n the research. Enclosed Is the tentative draft of the mail Questionnaires to be used in my research study of the role responsbiHties held by vocational educators during contracting for secondary area students a t a comprehensive coimunity college. The items In this Questionnaire are the result of Input from secondary and post­ secondary vocational adninistraturs. Another group of administrators from the secondary and postsecondary population ranked the items in order of importance. I have added a Lfkert scale to determine agreement or disagreement of one's opinion regarding the extent to which someone at the appropriate agency should perform the Individual role or task. The Jury of Experts w ill not meet formally, but w ill be asked to react In d iv i­ dually to the enclosed questionnaires. Your assistance in this study is deeply appreciated. Your contribution w ill provide a basis fo r analyzing the major role perceptions held by vocationaltechnical educators id en tified e a rlie r. 332 L e t t e r to Jury o f Experts Page Two October 333 Please re tu rn the attached completed format on or before , 1977. A s e lf-ad d re sse d , stamped envelope has been enclosed f o r your convenience. Thank you very much f o r p a r t ic ip a t in g in the study. S in c e re ly , Richard G. Holmes Consultant Postsecondary U n it RGH/ja Enclosures I await your prompt r e p ly . APPENDIX L JURY OF EXPERTS APPENDIX L JURY OF EXPERTS L a rry Mann CEPD V o cational-Technical S p e c ia lis t Alpena P u b lic Schools Alpena, Michigan 49707 Alan Reed, Dean V o ca tional-Technical Education Alpena Community College Alpena, Michigan 49707 Ronald Nagy CEPD V o ca tional-Technical S p e c ia lis t COOR Interm ediate School D i s t r i c t Roscommon, Michigan 48653 Garnet S tew art, Dean Occupational Studies K ir t la n d Community Colleae Resummon, Michigan 43653 Roy Monro CEPD V o cational-Technical S p e c ia lis t Cl are-Gladwin Interm ediate School D i s t r i c t C lare, Michigan 48617 Tom Nyquist Dean o f I n s t r u c t io n Mid Michigan Community College H a rris o n , Michigan 43625 Jack Drew CEPD V o ca tional-Technical S p e c ia lis t Traverse Bay Area I.S .D . Traverse C it y , Michigan 49684 Toby Ferguson, Dean Occupational Education Northwestern Michigan College Traverse C it y , Michigan 49684 334 APPENDIX M THE POPULATION APPENDIX M THE POPULATION Field Secondary Postsecondary Mr. LeRoy Liimakka CEPD Vocational-Technical Specialist Gogebic-Ontonagon Intermediate School D is tric t Box 218 Bergland, Michigan 49910 Mr. Gene Dahl in Occupational Dean Gogebic Community College Jackson and Greenbush Ironwood, Michigan 49938 Mr. Ivan Ryan CEPD Vocational-Technical S pecialist Delta-Schoolcraft Intermediate School D is tric t 810 North Lincoln Road Escanaba, Michigan 49829 Mr. Arne Anderson Dean of Business &Applied Technology Bay de Noc Community College Danford Road Escanaba, Michigan 49829 Mr. Earl Willmarth CEPD Vocational-Technical Specialist Eaton Intermediate School D is tric t 1790 East Packard Highway Charlotte, Michigan 48813 Mr. William Monroe Dean of Applied Arts and Sciences Lansing Community College 419 North Capitol Avenue Lansing, Michigan 48914 Michigan Department of Education Secondary Postsecondar.y Mr. P h ilip Bailey Supervisor Secondary Unit Michigan Department of Education Vocational-Technical Education Serv. Box 30009 Lansing, Michigan 48909 Dr. John J. Shanahan Supervisor Postsecondary Unit Michigan Department of Education Vocational-Technical Education Serv. Box 30009 Lansing, Michigan 48909 Mr. Carl Woloszyk Consultant Secondary Unit Michigan Department of Education Vocational-Technical Education Serv. Box 30009 Lansing, Michigan 48909 Mr. James Folkening Consultant Postsecondary Unit Michigan Department of Education Vocational-Technical Education Serv. Box 30009 Lansing, Michigan 48909 335 APPENDIX N LETTER OF TRANSMITTAL TO THE POPULATION APPENDIX N LETTER OF TRANSMITTAL TO THE POPULATION STATE O f MICHIGAN DEPARTMENT OF EDUCATION V M *H *n«l>T«dinkal IdvccHitti S «rvkt JOHN W . P Q R T U l « i 30009 Laating, Michigan 41909 M l i i Iw n u J M November 10, 1977 IT A 1 1 M U D ia ia a a a O f ID U C A T tO H dum o uchelle D A , P A U L 1 . M EN A Y •A A D A A A A O IA X T I M A M A A H M E 1 T A M IL L IA D A Q U M E C IN D O SALAS N O U A N O T T O S T O C K M E Y E A . SA. E D M U N D P. V A N D E T T Z J O H N W A T A N E N , JA. O O V. W IL L IA M O . M IL L IA Z N IN W » Dear The Michigan Department o f Education, Vocational-Technical Education Ser­ v ic e , perceives educational benefits from contracting for the delivery of secondary vocational-technical education at a comprehens1ve community college. In the 1977-78 Michigan State Plan fo r Vocational Education, Goal 2, Objective I I , states, "Vocational-technical education programs and courses w ill be articu la te d to reduce a ll unnecessary duplication of services, to encourage e ffic ie n t student learning, and to Increase the e ffic ie n t use of available lo c a l, s ta te , and federal financial resources". The Vocational-Technical Education Service 1s Interested fn examining the perceptions of the major ro le resp o nsib ilities held by Intermediate school d is tr ic t vocational adm inistrators, comnunlty college occupational deans, and representatives from the Secondary and Postsecondary Units of the Michigan Department of Education. In a recent telephone conversation, you indicated a willingness to p a rtic i­ pate 1n a study composed of the above individuals. You are assured that a ll information you supply w ill be kept confidential and no individual or In s titu tio n w ill be Id e n tifie d in the findings of this research study. Enclosed are two mall questionnaires to be used 1n the study. The task statements in the questionnaires were generated from secondary and postsecondary vocational a*i1n1strators. Another group of atfiin lstrato rs from the secondary and postsecondary population ranked the items in order of Importance. 1 have added a L ikert scale to determine agreement or dis­ agreement of one's opinion regarding the extent to which someone at the Intermediate school d is t r ic t and someone at the conmunlty college should perform the individual ro le or task. A th ird group of secondary and post­ secondary administrators p ilo t-te s te d the questionnaires and appropriate adjustments were made. Please return the questionnaires prior to November 23, 1977. A s e lfaddressed, stamped envelope has been enclosed for your convenience. Thank you very much for p articip ating 1n thfs study. Sincerely Richard S. Holmes Consultant Postsecondary Unit M^b#WaGH/kj 336 APPENDIX 0 THE INSTRUMENT APPENDIX 0 THE INSTRUMENT ROLE RESPONSIBILITIES OF CONTRACTING AGENCIES FOR SECONDARY VOCATIONAL EDUCATION AT A COMPREHENSIVE COMMUNITY COLLEGE Questionnaire Introduction This study 1s being conducted to determine the respondent's perception of the major “ro le expectations" generally associated with the o ffic e of VocationalTechnical S p ecialist at the intermediate school d is tr ic t and the o ffic e of the Occupational Dean at the community college in the adm inistration of contracting fo r secondary vocational education at a comprehensive community collegia The survey contains descriptions of tasks or "role expectations" that might be per­ formed by someone at the Intermediate school d is t r ic t or at the community college. The survey consists o f two questionnaires: Questionnaire I is designed to deter­ mine the respondent's perception of the ro le expectations generally associated with the intermediate school d is tr ic t during contracting fo r secondary vocational education. Questionnaire I I is designed to determine the respondent's perception of the role expectations generally associated with the coirmunity college during contracting fo r secondary vocational education. A ll Information on th is survey 1s c o n fid e n tia l. A ll resu lts w ill be summarized by groups. The item nunbers in the l e f t margin are fo r analysis only. The number 1n the upper l e f t margin is used only to c la s s ify responses and to assist in follow-up procedures. When you have completed both questionnaires, return them in the self-addressed, stamped envelope. Directions You are asked to examine two Identical lis t s o f a c tiv itie s which may be performed by someone a t the Intermediate school d is tr ic t or by someone a t the community college. You are being asked four kinds o f responses to the items In the survey: The extent to which you AGREE or DISAGREE with 28 task statements that someone at the intermediate school d is tr ic t should perform fo r the intermediate school d is t r i c t , commu­ n ity college, or both. The extent to which you AGREE or DISAGREE w ith 28 task statements that someone at the community college should perform fo r the intermediate school d is t r i c t , community colleg e, or both. Each o f the tasks or "role expectations" should be checkmarked in the appropriate colunn as i t pertains to the intermediate school d is tr ic t and/or the community college 1n contracting for secondary vocational education. Please re fe r to the enclosed examples for c la r ific a tio n . 337 338 EXAMPLE: Preface each ro le expectation with the phrase. " . . . 1n contracting fo r secondary vocational education at the comnunity college. I believe that someone a t the COMMUNITY COLLEGE should . . . " Role Expectation: ____ T4J > Survey Employment Needs cn c 4) O41 & 4) U O) •*-> Oh t/*>< >* 4O J *— 1 9) t, T3 U c Ocn 4 41 < sjcjT sL? 5? ~p F p i ~ IT The person who responded to th is ro le expectation (strongly agrees) with the statement that someone at the community college should survey the INTERMEDIATE SCHOOL DI5TRICT employment needs. The respondent (agrees) with the statement that someone at the community college should survey the COMMUNITY COLLEGE employment needs. EXAMPLE: Preface each ro le expectation with the phrase, " . . . 1n contracting for secondary vocational education at the community college, I believe that someone at the COMMUNITY COLLEGE should . . . “ Role Expectation: ____ >» 4) u >. Maintain a follow-up system of vocational graduates. y- o> C 4> o 4J s- w « Q S- /I O 4-1 i *o <3> e V o 4) w u 4-» Ol 1/7 < L u O) T3 C 3 Q) L. O) > i 41 — o; Ol u c SI */1 u C /1 *»— LO O a o a a o COLJ to c/1 o o o C n J X The person who responded to th is ro le expectation (strongly agrees} with the statement that someone at the intermediate school d is t r i c t should survey the INTERMEDIATE SCHOOL DISTRICT employment needs. The respondent (disagrees) with the statement th a t someone at the Interm ediate school d is t r ic t should survey the COMMUNITY COLLEGE employment needs. a V7 a u to EXAMPLE: Preface each ro le expectation with the phrase, ". . . 1n contracting fo r secondary vocational education at the community college, I believe th a t someone a t the a 1 Disagree 2 a ■ Strongly Disagree o O c/l U 1/1 u 1— u u 3 Undecided Maintain a follow-up system o f vocational graduates. 4 Agree Role Expectation: _____ 5 Strongly Agree INTERMEDIATE SCHOOL DISTRICT should . . . " s C/1 U i/7 U 1/1 —t ~ U| u IX _ 1 . The person who responded to th is ro le expectation (agrees) with the statement that someone a t the intermediate school d is tr ic t should maintain an INTERMEDIATE SCHOOL OISTRICT follow-up system o f vocational graduates. The respondent (strongly disagrees) with the statement that someone at the Intermediate school d is tr ic t should maintain a COMMUNITY COLLEGE follow-up system o f vocational graduates. Please weigh each ro le expectation c a re fu lly and place a checkmark in one or two o f the boxes a t the rig h t of each ro le expectation which best approximates your opinion on Questionnaire I and on Questionnaire I I . 340 ROLC RESPONSIBILITIES OF CONTRACTING AGENCIES FOR SECONDARY VOCATIONAL EDUCATION AT A COMPREHENSIVE COMMUNITY COLLEGE Questionnaire I Preface each ro le expectation w ith the phrase, . . in contracting fo r secondary vocational education at the community c o lle g e , I believe that someone at the a on a GO to * 1. Make presentations to the governing board concerning vocation al-tech n ical courses and programs. 2. Serve on a dm in istra tive councils, curriculum cormiittees, and p o licy establishing boards. 3. Administer p o lic ies to achieve in s titu tio n a l objectives fo r vo cation al-techn ical education. 4. Establish and maintain a working re latio n s h ip with s ta te and federal agency representatives. 5. Attend governing board meetings. 6. Establish annual objectives w ith subordinate vocationaltechnical education adm inistrators. 7. Id e n tify major problems which hinder achievement o f the in s tru c tio n a l objectives fo r vocational-technical education. 8. Establish and maintain e ffe c tiv e relatio n sh ip s with key ind ivid u als o f the Michigan Department o f Education administering *ederal vocational education funds. i 9. Develop vocatio nal-tech n ical operating budget. 10. Obtain a llo c a tio n board and school board approval fo r ooeratlonal budqet. 11. Present the vocatio n al-tech n ical budget to higher eschelon adm inistration fo r aooroval. j 1 ■' < ' i 1 i 1 i 1 : r ! i | ! ( j | • t i i 2 1 Strongly Disagree Q C c O '! O l u tatou U u ton t 1 | 1 ( i j Disagree 4 Strongly Agree Agree 5 Undecided INTERMEDIATE SCHOOL DISTRICT should. . . " 3 2 | 1 >> tu eu es u o c or 12. Administer the to ta l vocational education budaet. 13. Prepare requests to sta te or federal a u th o ritie s fo r vocational education funds. 14. Establish and maintain e ffe c tiv e working relatio n sh ip s w ith fed­ e ral and s ta te manpower tra in in g agencies such as the local Comprehensive Employment and Training Area (CETA) board, the Bureau o f Apprenticeship and Tra1n1nq (SAT), e tc . 15. U t iliz e lay advisory committees 1n formulating programs and in s tru c tio n a l o b jectives. 16. Evaluate curriculum in H a h t o f job demands, costs, e tc . 17. Develop, coordinate, and implement curriculum p o lic ie s o f vocational-technical education 18. D ire c t the development and Implementation o f new occupational courses and proarams. 19. U t i liz e la y advisory committees to make recommendations to admin­ is tr a tio n and fa c u ltv on both in s tru c tio n a l eauioment S content. 20. P e rio d ic a lly evaluate the d e liv e ry and outcomes o f a ll vocational technical courses and proarams. 21. Maintain conmunlcation w ith representatives from business and in ­ dustry to ascertain need fo r new occupational courses/proarams. 22. Provide the guidance and counseling department w ith up-to-date lis t s o f occupational proarams/courses. 23. Select subordinate vocational-technical supervisory and In s tru c tlo n a l fa c u lty members and make reconmendatlons fo r th e ir employment. 24. Develop c r it e r ia to be used 1n evaluating the performance o f sub- < ordinate supervisory and In s tru c tio n a l fa c u ltv . ! 25. Determine f a c i l i t y and equipment requirements 1n terms o f the planned vocational-technical oroaram needs. 26. Recomnend chanqes In ohvsical f a c i l i t i e s fo r orooosed proarams. 27. Supervise and coordinate the development o f educational s p e c ifi­ cations fo r construction o f new occudstlo n al f a c i l i t i e s . 28. Prepare and submit required reports concerning equipment and f a c ilit ie s to the Michiaan Department o f Education. 1 j i ! J O to fena G > 041 cu o cir * (/) No. 4 Agree 5 1 >i OJ p— 41 O L. c o Q to U ul ■w*—