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Ann Arbor, MI 48106 THE GRADUATE PROGRAM IN RECREATION AND PARK ADMINISTRATION AT CENTRAL MICHIGAN UNIVERSITY AS PERCEIVED BY ITS GRADUATES, 1980 THROUGH 1989 By Dean S. Pybus A DISSERTATION Su b mi tt ed t o Michigan S t a t e U n i v e r s i t y in p a r t i a l f u l f i l l m e n t o f t h e r e q u i r e m e n t s fo r the degree of DOCTOR OF PHILOSOPHY Department o f E d u c a t i o n a l A d m i n i s t r a t i o n 1991 ABSTRACT THE GRADUATE PROGRAM IN RECREATION AND PARK ADMINISTRATION AT CENTRAL MICHIGAN UNIVERSITY AS PERCEIVED BY ITS GRADUATES, 1980 THROUGH 1989 By Dean S. Pybus The researcher’s p u r po s e in conducting this study was to d e t e r m i n e t h e q u a l i t y o f t h e g r a d u a t e program in r e c r e a t i o n and park adm inistration Michigan, at C entral M ichigan U niversity, as p e r c e i v e d by g r a d u a t e s o f t h e program. Mt. P leasan t, Specifically, t h e s tu d y was u n d e r t a k e n t o answer t h e f o l l o w i n g q u e s t i o n s : 1. graduate From t h e perception program in the of students D epartm ent who of have co m ple te d R ecreation A d m i n i s t r a t i o n a t C e n t r a l Michigan U n i v e r s i t y , and t o what e x t e n t the Park have t h e g o a l s o f t h e program been a ch i ev ed ? 2. From t h e g r a d u a t e program in perception of students Recreation who have com plete d and Park A d m i n i s t r a t i o n at the Central Michigan U n i v e r s i t y , t o what e x t e n t has t h e co ur se w o rk p r e p a r e d them f o r p r o f e s s i o n a l advancement? Q uestionnaires were t h e i r m a ster’ s degree were asked t o in m a il ed to the years all individuals 1980 th r o u g h who 1989. received G r a d u a te s p r o v i d e demographic i n f o r m a t i o n , r e s p on d t o q u e s t i o n s regarding t h e i r perceptions ofthe attainm ent of the goal statement Dean S. Pybus of the graduate perceptions of program, the value res po nd of to questions individual regarding courses, and their provide s u g g e s t i o n s f o r c o u r s e r e v i s i o n and new c o u r s e devel opm ent . As a gr o up , t h e r e s p o n d e n t s th o u g h t t h e g r a d u a t e program g o a l s were ac h i e v e d a d e q u a t e l y o r very a d e q u a t e l y and t h a t t h e coursework was p e r c e i v e d as v a l u a b l e t o p r o f e s s i o n a l advancement. No s i g n i f i ­ cant d ifferen ces em p lo y m e n t ( b a s e d on u n d e r g r a d u a t e s t a t u s ) were e v i d e n t in t h e s e p e r c e p t i o n s . degree or ACKNOWLEDGMENTS I gratefully recognize the contributions i n s t r u m e n t a l in pr od uc in g t h i s s t u d y . of others who were A d e b t o f t h a n k s i s ext en d ed to: My gui d a nc e com mittee, Marvin G r a n d s t a f f , practical Drs. Louis and Samuel Moore I I , research t h a t will Hekhuis, James B ristor, who allo we d me t o con duc t a i d t h e Department o f R e c r e a t i o n and Park A d m i n i s t r a t i o n a t C e n t r a l Michigan U n i v e r s i t y . R og er C o l e s , A dm inistration, Chairman, Central Departm ent Michigan of R ecreation University, for his and support Park and encouragement. Don, Bob, and Dr. "Z" for their constant harassment. It helped. My b e s t f r i e n d and w i f e , Renee, f o r h e r q u i e t s u p p o r t , e n c o u r ­ agement, and u n d e r s t a n d i n g . And my c h i l d r e n , Meghan, age 8; Kyle, age 6; and Annie, age 6, f o r a l lo w in g me t o use " t h e i r " computer and f o r a l l t h e i r a s s i s t a n c e in o r g a n i z i n g t h i s d i s s e r t a t i o n . iv TABLE OF CONTENTS Page LIST OF T A B L E S ...................................................................................................... viii C ha pt er I. II. THE PROBLEM............................................................................................. 1 ................................................................................... Introduction S t a t e m e n t o f t h e Problem ........................................................ Purpose o f t h e S t u d y ................................................................. Hypotheses ........................................................................................ Value o f t h e Study ..................................................................... L i m i t a t i o n s ........................................................................................ D e f i n i t i o n o f Terms ...................................................................... Overview o f t h e D i s s e r t a t i o n .............................................. 1 7 8 8 9 9 11 12 REVIEW OF LITERATURE...................................................................... 14 Introduction ................................................................................... The E v a l u a t i o n P r o c e s s ............................................................ A c c r e d i t a t i o n o f R e c r e a t i o n and Park A d m i n i s t r a ­ t i o n P r o g r a m s ............................................................................... 14 16 P on tv'sl Mi r h i n a n IIn *i wov*c ■»+ \/ • . . . v-.. . III. 17 Phi l ncnnhx/ anH P u r p o s e ............................................................................................. R e l a t e d S t u d i e s ............................................................................... Perception S tudie s Involving S tudents, F aculty, and O t h e r s ................................................................................... P e r c e p t i o n S t u d i e s I n v o l v i n g S t u d e n t s Only . . . . P e r c e p t i o n S t u d i e s o f D o ct o ra l Programs ....................... P e r c e p t i o n S t u d i e s I n v o l v i n g Community C o l l e g e S t u d e n t s ........................................................................................ S u m m a r y ................................................................................................. 22 23 26 PROCEDURE AND METHODOLOGY............................................................ 30 Introduction ................................................................................... P o p u l a t i o n ........................................................................................ Survey Development and O r g a n i z a t i o n ................................. Analyz ing t h e D a t a ..................................................................... S u m m a r y ................................................................................................. 30 31 31 33 35 v 19 19 27 28 P age IV. V. ANALYSIS OF THE D A T A ..................................................................... 36 Introduction ................................................................................... Respondent Demographics ............................................................ P e r c e p t i o n s o f A tt a i n m e n t o f Gra dua te Program G o a l s ................................................................................................. P e r c e p t i o n s o f I n d i v i d u a l C l a s s e s ..................................... 36 38 SUMMARY AND CONCLUSIONS................................................................. 73 ................................................................................... Introduction The P r o b l e m ........................................................................................ P r o c e d u r e s o f t h e Study ............................................................ Summary o f Data A n a l y s i s ........................................................ C o n c l u s i o n s ........................................................................................ S u g g e s t i o n s f o r F u r t h e r Research ..................................... R e f l e c t i o n s ........................................................................................ 73 73 74 76 79 83 84 NATIONAL RECREATION AND PARK ASSOCIATION/ MICHIGAN RECREATION AND PARK ASSOCIATION CERTIFICATION P L A N ..................................................................... 87 GRADUATE BULLETIN COPY FOR THE MASTER’S DEGREE PROGRAMS IN RECREATION AND PARK ADMINISTRATION AT CENTRAL MICHIGAN UNIVERSITY .......................................... 92 43 65 APPENDICES A. B. C. STANDARDS AND EVALUATIVE CRITERIA FOR RECREATION, LEISURE SERVICES, AND RESOURCES CURRICULA: r> * / « » a i m i n r n T r DHLLHLHUKtH I t D. E. F. G. h orN ii a r » r r n ♦ r HNU IMHO I CK 0 n r ^ n r r r * n A ^ n miir> U t U K C L r r t UUKHr i O . . . . Art 30 CHAPTER 2 OF ACCREDITATION DOCUMENT, DEPARTMENT OF RECREATION AND PARK ADMINISTRATION, CENTRAL MICHIGAN UNIVERSITY ..................................................................... 116 COVER LETTER, FOLLOW-UP LETTER, AND SURVEY INSTRUMENT........................................................................................ 125 NON-RECREATION AND PARK ADMINISTRATION EMPLOYMENT STATUS WHILE PURSUING GRADUATE DEGREE ............................ 134 CURRENT NON-RECREATION AND PARK ADMINISTRATION EMPLOYMENT STATUS .......................................................................... 135 vi P age H. I. NON-RECREATION AND PARK ADMINISTRATION UNDER­ GRADUATE DEGREES OF RESPONDENTS ........................................... 136 INDIVIDUAL RATINGS OF GRADUATE CLASSES TAKEN 137 BIBLIOGRAPHY . . . . .......................................................................................................... v ii 138 LIST OF TABLES Tabl e Page 1.1 C l i e n t e l e Served ................................................................................... 3 1. 2 Goal S t a t e m e n t ........................................................................................ 4 4.1 Graduate Degree Choice o f Respondents ................................. 38 4.2 R e s p o n d e n t s ’ Employment S t a t u s While P ur sui ng G raduate Degree in t h e Department o f R e c r e a t i o n and Park A d m i n i s t r a t i o n a t C e n t ra l Michigan U n i v e r s i t y ....................................................................................... 39 4.3 C u r r e n t Employment S t a t u s o f Respondents ............................. 40 4.4 Change in Employment S t a t u s Upon Re ce ivi ng t h e Graduate Degree From th e Department o f R e c r e a ­ t i o n and Park A d m i n i s t r a t i o n .............................................. 40 4.5 Under gr adu ate Degrees o f Respondents ...................................... 42 4.6 Employment S t a t u s and P e r c e p t i o n o f Coursework t o Expand on C u r r e n t Knowledge ................................................... 44 Under gr adu ate Degree and P e r c e p t i o n o f Coursework t o Expand on C u r r e n t Knowledge .......................................... 4b Employment S t a t u s and P e r c e p t i o n o f Coursework t o Help C o n c e p t u a l i z e L e i s u r e P h ilo s o ph y ............................ 47 Under gr adu ate Degree and P e r c e p t i o n o f Coursework t o Help C o n c e p t u a l i z e L e i s u r e P h ilo s o ph y ................... 48 Employment S t a t u s and P e r c e p t i o n o f Coursework t o Help C o n c e p t u a l i z e Le a d er s hi p S t y l e ................................ 49 Under gr adu ate Degree and P e r c e p t i o n o f Coursework t o Help C o n c e p t u a l i z e L ea d er s h ip S t y l e ................................ 51 Employment S t a t u s and P e r c e p t i o n o f Coursework t o P ro vid e Research Exper ie nce .................................................. 52 4.7 4.8 4.9 4 .1 0 4.11 4.12 viii Page 4. 13 U nd erg rad u ate Degree and P e r c e p t i o n o f Coursework t o P ro vid e Research E xp eri enc e .................................................. 53 Employment S t a t u s and P e r c e p t i o n o f Coursework t o P ro v id e a Management-Level Ex p er ie n ce ............................ 55 U n de rg ra du at e Degree and P e r c e p t i o n o f Coursework t o P r o vi d e a Management-Level E x per ie nce ............................ 57 Employment S t a t u s and P e r c e p t i o n o f Coursework t o P ro v id e f o r a B e n e f i c i a l Exchange o f I n f o r m a t i o n . 58 U nd er g ra d ua te Degree and P e r c e p t i o n o f Coursework t o P ro vid e f o r a B e n e f i c i a l Exchange o f I n f o r m a t i o n ....................................................................................... 59 Composite Rat ing o f Graduate Program Goals by R e s p o n d e n t s ’ Employment S t a t u s ......................................... 61 4. 19 P e r c e n t a g e s o f Responses by Employment S t a t u s 62 4 .2 0 Composite A n a l y s i s o f Gr aduate Program Goals by R e s p o n d e n t s ’ U nd er g ra d ua te Degree ..................................... 63 4.21 P e r c e n t a g e s o f Responses by U nd erg rad u ate Degree . . . 64 4.2 2 C la s s R e g i s t r a t i o n by Employment S t a t u s ............................ 65 4.23 Value o f C la ss by Employment S t a t u s ..................................... 66 4.24 P e r c e n t a g e s o f Responses by Employment S t a t u s 4. 14 4.15 4. 16 4.1 7 4 .1 8 m «r . . . . . . . . 67 4 . LO C la s s R e g i s l r a t i o n s by u n d e r g r a d u a t e Degree ................... 66 4.2 6 Value o f C la ss by U nd erg rad uat e Degree ................................ 69 4.27 P e r c e n t a g e s o f Responses by U nde rg rad uat e Degree . . . 70 F.l N o n - r e c r e a t i o n and Park A d m i n i s t r a t i o n Employment S t a t u s While P ur su i n g Graduate Degree ............................ 134 C u r r e n t N o n - r e c r e a t i o n and Park A d m i n i s t r a t i o n Employment S t a t u s ......................................................................... 135 N o n - r e c r e a t i o n and Park A d m i n i s t r a t i o n U nd erg rad u ate Degrees o f Respondents ............................................................ 136 G.l H.l ix Page 1.1 I n d i v i d u a l R a t in g s o f Gr aduate C l a s s e s Taken .................... 137 J.l S u g g e s t i o n s f o r O th er Courses t o Be O f f e r e d in t h e Gr adu ate Program by t h e Department o f R e c r e a t i o n Park A d m i n i s t r a t i o n a t C e n t r a l Michigan U n i v e r s i t y ....................................................................................... 138 x CHAPTER I THE PROBLEM Introduction A v ariety adequacy These of of student studies and have been preparation have ad m in istratio n , g u id a n c e stu d ies included nursing, counseling, in conducted specific programs engineering, p s y c h o lo g y , graduate in business, public social and the programs. education, chem istry, c o n c e r n s a t t h e community c o l l e g e l e v e l . addressing work, a variety of In each s t u d y t h e adequacy o f t h e program was based i f n o t c o m p l e t e l y , th e n a t l e a s t in p a r t , on t h e p e r c e p t i o n s o f i t s g r a d u a t e s . No programs studies in were found recreation and regarding park the adequacy adm inistration. of As graduate the country s h i f t s more toward a s e r v i c e economy, t h e need f o r p r o p e r l y t r a i n e d professions in the nonprofit s ecto rs, leisure industry, becomes a p p a r e n t . It both is in the p ro fit important t h a t and faculty in v o l v e d in t h e e d u c a t i o n o f r e c r e a t i o n and p a r k p r o f e s s i o n a l s t e a c h t h e n e c e s s a r y s k i l l s t h a t a d m i n i s t r a t o r s need t o u n d e r s t a n d and use in o r d e r t o p r o v i d e s e r v i c e s t h a t h e l p improve t h e q u a l i t y o f l i f e . Providing courses leading to a degree is not coursew ork does n o t p r e p a r e t h e s t u d e n t s a d e q u a t e l y . be an analysis of the degree program. 1 With this enough if the There sh oul d in mind, the 2 r e s e a r c h e r f oc us ed h i s a t t e n t i o n on a s p e c i f i c g r a d u a t e program in r e c r e a t i o n and p a r k a d m i n i s t r a t i o n . The Department o f R e c r e a t i o n and Park A d m i n i s t r a t i o n a t C e n t r a l Michigan U n i v e r s i t y o f f e r s g r a d u a t e d e g r e e s in t h e f o l l o w i n g : M aster R ecreation of Science in A dm inistration, A dministration concentration; P ark Adm inistration; Handicapped; Field and Bi o lo gy . (c) M aster Arts M as ter o f S c ie n c e The researcher t h e M as ter o f A r t s of of (d) above-m enti one d d e g r e e s : M as ter (b) M as ter o f A r t s S ci e n c e was in in and Outdoor with t h e M as ter o f S c i e n c e Outdoor R e c r e a t i o n and and for the Recreation and three of the in A d m i n i s t r a t i o n , in R e c r e a t i o n and Park A d m i n i s t r a t i o n , in Park in R e c r e a t i o n Recreation co nc er n ed (a) Field and t h e B io l o g y . The M as ter o f A r t s in R e c r e a t i o n f o r t h e Handicapped was n o t i n c l u d e d in this study. N ational T herapeutic R ecreation Society (NTRS) c e r t i f i c a t i o n s t a n d a r d s r e q u i r e s p e c i f i c cou rs ew or k d e s i g n e d t o meet stated NTRS c o m p e te n c ie s . therapeutic recreation Department are faculty cha rg e d w it h with providing expertise the in appropriate cours ew ork t o meet t h e s e s t a n d a r d s . As d e t e r m in e d by t h e graduate faculty R e c r e a t i o n and Park A d m i n i s t r a t i o n a t the th re e degrees un der s tu d y a r e of Central offered to the Department of Michigan U n i v e r s i t y , serve t h r e e c l i e n t e l e g r o u p s , as summarized in T ab l e 1 . 1 . the needs of 3 Ta bl e 1 . 1 . - - C l i e n t e l e s e r v e d . C lientele Degree O f f e r e d M.S., A d m i n i s t r a t i o n R e c r e a t i o n and p a r k p r o f e s s i o n a l s F u tu r e r e c r e a t i o n and p a r k p r o f e s ­ sionals N o n - r e c r e a t i o n and p a r k p r o f e s ­ sionals M.A., R e c r e a t i o n and Park Adm inistration R e c r e a t i o n and p a r k p r o f e s s i o n a l s F u tu r e r e c r e a t i o n and p a r k p r o f e s ­ sionals N o n - r e c r e a t i o n and p a r k p r o f e s ­ sionals M.S., Outdoor R e c r e a t i o n and F i e l d Biology R e c r e a t i o n and p a r k p r o f e s s i o n a l s F u tu r e r e c r e a t i o n and p a r k p r o f e s ­ sional s N o n - r e c r e a t i o n and p a r k p r o f e s ­ sionals 1. Recreation and park adm inistration professionals. Indi­ v i d u a l s w i t h an u n d e r g r a d u a t e d e g r e e in r e c r e a t i o n and p a r k a d m i n i s ­ tration degree currently in working recreation in and park the field, or adm inistration individuals but w ith with no extensive f u l l - t i m e work e x p e r i e n c e , as d e f i n e d by t h e Michigan R e c r e a t i o n and Park A s s o c ia tio n Association in (MRPA) the and MRPA’ s the N ational Professional R ecreation C ertification and Park Plan (see and park Appendix A). 2. In dividuals seeking adm inistration profession fu ll to enter tim e. the recreatio n They may o r may n o t have an u n d e r g r a d u a t e d e g r e e in r e c r e a t i o n and p a r k a d m i n i s t r a t i o n b u t have no f u l l - t i m e work e x p e r i e n c e in t h e p r o f e s s i o n . 4 3. N on-recreation Individuals w it h adm inistration no and and p a r k a d m i n i s t r a t i o n undergraduate w ith no degree fu ll-tim e in pro fessio n als. recreation work and experience p ar k in the r e c r e a t i o n and p ar k p r o f e s s i o n . The g r a d u a t e f a c u l t y , as o u t l i n e d in t h e goal graduate program, viewed t h e cours ewo rk as statem ent of the providing a means for s t u d e n t s t o expand on c u r r e n t knowledge, c o n c e p t u a l i z e t h e i r l e i s u r e philosophy, these conceptualize areas through th eir leadership a research style, experience further explore or m anagem ent-level p r a c t i c u m , and exchange p r o f e s s i o n a l i n f o r m a t i o n ( s e e Ta bl e 1 . 2 ) . Tab le 1 . 2 . --Goal s t a t e m e n t . Purpose o f Coursework C lientele N o n - r e c r e a t i o n and Expand on c u r r e n t knowledge Conceptualize l e i s u r e philosophy Conceptualize le a d e rs h ip s t y l e Research e x p e r i e n c e P r a c t i c a l mana gem en t-leve l e x p e r i e n c e y a i r\ y i v \ e a o t u n a i ;> i n i u n i i d i i uii e A U i c m y e R e c r e a t i o n and park p r o f e s s i o n a l s and future professionals In developing these goals, the graduate facu lty of the Department o f R e c r e a t i o n and Park A d m i n i s t r a t i o n a t C e n t r a l Michigan U n i v e r s i t y f oc us ed on d e s i r e d outcomes o f t h e g r a d u a t e program ( t h a t is, the cumulative individual outcomes courses. regardless results of the cours ew ork taken) and not on I t was th o u g h t t h a t t h e s e g o a l s were d e s i r e d of the clientele served (recreation and p ar k 5 adm inistration pro fessio n als, future recreation and park a d m i n i s t r a t i o n p r o f e s s i o n a l s , n o n - r e c r e a t i o n and p a r k a d m i n i s t r a t i o n professionals). Goal: th o u g h t A d i s c u s s i o n o f each goal f o l l o w s . To expand on c u r r e n t knowledge. that, on c o m pl et io n of the The g r a d u a t e f a c u l t y graduate degree th r o u g h the Department o f R e c r e a t i o n and Park A d m i n i s t r a t i o n a t C e n t r a l Michigan U niversity, a student’s knowledge adm inistration of recreation th a n when "given," the b u t when recreation state, student as it and p ar k a g e n c i e s , started a portion the of program. the and pa r k p r o f e s s i o n a l s and/or national base, clien tele to should is the be g r e a t e r be composed in v o l v e d workshops, se l f - i m p r o v e m e n t and c e r t i f i c a t i o n ) , sh ould Thi s (who may be conferences, relates in a of local, and coursework for expanding on c u r r e n t knowledge may be a d i f f i c u l t c h a l l e n g e . Goal: faculty To c o n c e p t u a l i z e thought conceptualize it was im p o r ta n t a leisure ad m inistration of a leisure a for each philosophy. recreation p h i l o s o p h y would c o n t r i b u t e to student When and the philosophy. The g r a d u a t e t o be incorporated park agency, development the able into to the le isu re and management of programs and s e r v i c e s t h a t h e l p improve t h e p a r t i c i p a n t s ’ q u a l i t y o f life. Goal: To c o n c e p t u a l i z e a l e a d e r s h i p s t y l e . ate le is u re p h il o s o p h y participants n iz ed the improving of need the would hel p improve t h e q u a l i t y o f agency programs, for graduate quality While an a p p r o p r i ­ of the graduate students life w ithin to be the faculty also e d u c a te d in w o rk p la c e . life for recog­ ways of Another 6 g r a d u a t e program g o a l , t h e r e f o r e , was t o h e l p each g r a d u a t e s t u d e n t conceptualize a lead ersh ip s ty le th a t he/she f e l t c o m f o r t a b l e w it h and t h a t f o s t e r e d a p o s i t i v e work e n vi ro n m en t. Goal: To p r o v i d e f o r a r e s e a r c h e x p e r i e n c e . and p a r k professionals research, they research are th r o u g h m arket s u r v e y s . generally often (or program are not in v o l v e d in exploratory should be) in v o l v e d in descriptive evaluations, per so n ne l in terp ret application to e v a l u a t i o n s , and In a d d i t i o n , r e c r e a t i o n and p a rk p r o f e s s i o n a l s a r e ( o r should be) consumers o f r e s e a r c h . and While r e c r e a t i o n leisu re-related th eir agency. They sh ou ld be a b l e t o re a d research and The g r a d u a t e understand i t s faculty thought that s t u d e n t s in t h e g r a d u a t e program should have an u n d e r s t a n d i n g o f how to develop, co n d u c t , and interpret descriptive research so that r e s u l t s a r e meaningful t o t h o s e con cerned w ith t h e p r o c e s s . Goal: The To p r o v i d e f o r a p r a c t i c a l graduate coursework achieved faculty thought was e s s e n t i a l to th r o u g h role that its playing, management-level practical application understanding. case experience. studies, Thi s and/or a of the co ul d be practicum e x p e r i e n c e ( s u p e r v i s e d work e x p e r i e n c e ) . Goal: As To p r o v i d e f o r an exchange o f p r o f e s s i o n a l discussed on pages 2 through Recreation and Park A d m i n i s t r a t i o n serves needs o f t h r e e the 4, at clientele the graduate Central gr o u p s : ad m inistration p ro fessio n als, fu tu re adm inistration p ro fessio n als, and inform ation. program Michigan recreation in U niversity and p a r k recreatio n and park n o n-recreation and park 7 adm inistration p rofessionals. The g r a d u a t e f a c u l t y r e c o g n i z e d t h a t w i t h i n and among t h e s e t h r e e groups t h e r e would be d i f f e r e n c e s the recreatio n and park d i f f e r e n c e s o f o p in i o n adm inistration regarding various knowledge facets of the base in and recreation and p a r k p r o f e s s i o n ( e . g . , agency o r g a n i z a t i o n , s u p e r v i s i o n , program de velopm ent, evaluation, of professional certification). information and F acilitating e n c o ur a g in g an exchange discussion of topics r e l a t e d t o t h e r e c r e a t i o n and park p r o f e s s i o n would al lo w s t u d e n t s t o s h a r e and a c q u i r e knowledge. S t a t e m e n t o f t h e Problem Members Recreation the faculty at Q uestions its by Department Michigan or the University "adequacy" graduate o f the facu lty and prepare parks? Does t h e program, as p e r c e i v e d graduate Advancement students in the for a career profession? the student, and t h e p ractitio n er. This in These c o n c e r n s may be an al yz ed from t h r e e d i f f e r e n t p o i n t s o f view: facu lty , of Is t h e program p e r c e i v e d by i t s g r a d u a t e s as me eting i t s graduates, recreation the Central raised g o a l s (as summarized in Ta bl e 1 . 2 ) ? by w ithin q u e s t i o n s c o n c e r n i n g t h e " v al u e" program. included: graduate and Park A d m i n i s t r a t i o n have r a i s e d graduate of the researcher b e l i e v e s t h a t a s t u d e n t ( w he th er a r e c r e a t i o n and park p r o f e s s i o n a l , f u t u r e r e c r e a t i o n and p a r k p r o f e s s i o n a l , o r n o n - r e c r e a t i o n and park professional), once having completed t h e program, i s in a p o s i t i o n t o p r o v i d e i n s i g h t s , p e r c e p t i o n s , and i n f o r m a t i o n t h a t w i l l a careful, i n - d e p t h a n a l y s i s o f t h e g r a d u a t e program. lead to Recreation 8 and Park A dm inistration facu lty members at U n i v e r s i t y may be t o o c l o s e t o t h e s i t u a t i o n . C entral M ichigan There may be hidden ag end as , s p e c i a l p r o j e c t s , o r " p e t " c l a s s e s t h a t h i n d e r p r o f e s s i o n a l judg me nt. P r o f e s s i o n a l s (who a r e n o t g r a d u a t e s o f t h e program) w i l l o n l y be a b l e t o p r o v i d e judgments based on s u p e r f i c i a l inform ation ( c l a s s t i t l e s and d e s c r i p t i o n s ) . Pur po se o f t h e Study The r e s e a r c h e r ’ s p u r p os e quality of the A dministration graduates graduate at of the Central program. in t h i s s t u d y was program in Michigan determine R ecreation U niversity, The s tu d y to as was d e s i g n e d the and Park perceived to answer by the following questio n s: 1. graduate From the program perception in the of s t u d e n t s who Departm ent of have R ecreation A d m i n i s t r a t i o n a t C e n t r a l Michigan U n i v e r s i t y , com plete d and the Park t o what e x t e n t have t h e g o a l s o f t h e g r a d u a t e program been a c h i e v e d ? 2. graduate From the program A dministration perception in the at Central of s t u d e n t s who Departm ent of have R ecreation Michigan U n i v e r s i t y , completed and t o what e x t e n t Park has t h e coursework p r e p a r e d them f o r a c a r e e r i n , o r advancement i n , t h e r e c r e a t i o n and pa rk p r o f e s s i o n ? Hypotheses For t h e p u r p o s es of analysis, the h y p o t h e s i z e d i n t h e n u l l form, as f o l l o w s : research questions were the 9 H y p o th e s is 1 : There i s no s i g n i f i c a n t d i f f e r e n c e in t h e p e r c e p t i o n s o f t h e a t t a i n m e n t o f t h e g r a d u a t e program g o a l s between g r a d u a t e s p u r s u i n g a c a r e e r in r e c r e a t i o n and p a r k a d m i n i s t r a t i o n ( i . e . , p r o f e s s i o n a l s and f u t u r e p r o f e s s i o n a l s ) and t h o s e n o t p u r s u i n g a c a r e e r i n r e c r e a t i o n and p a r k adm inistration ( i . e . , n o n - r e c r e a t i o n and p a r k p r o f e s s i o n a l s ) . H y p o th e s is 2 : There i s no s i g n i f i c a n t d i f f e r e n c e in t h e v a l u e o f t h e g r a d u a t e c o u r s e w o r k a s an a i d t o p r o f e s s i o n a l advancement as p e r c e i v e d by g r a d u a t e s p u r s u i n g a c a r e e r in r e c r e a t i o n and p a r k a d m i n i s t r a t i o n ( i . e . , p r o f e s s i o n a l s and f u t u r e p r o f e s s i o n a l s ) and t h o s e n o t p u r s u i n g a c a r e e r in r e c r e a t i o n and p a r k a d m i n i s t r a t i o n ( i . e . , n o n - r e c r e a t i o n and park p r o f e s s i o n a l s ) . Value o f t h e Study The r e s u l t s F irst, that the w ill of results serve this w ill as study will a l lo w f o r the basis serve the for a three-fold devel opment graduate of course purpose. information revision and g r a d u a t e c o u r s e development w i t h i n t h e Department o f R e c r e a t i o n and Park A d m i n i s t r a t i o n a t C e n t r a l Michigan U n i v e r s i t y . rel a te d -1 ite ra tu re Recreation T hi s . 4. and study w ill . blUUItlb ill j- L - - search, no Park A d m i n i s t r a t i o n serve ----------------- tll)^d ie d . as t h e IIII f u ) perception graduate initial studies programs reference 4 .-. i ll u i U d u c i 4- ~ Second, ~ tetina, regarding were found. for further point 4- U 4 ^ tuid in t h e „ 4- . . J w atuujr ,.,4 1 1 niii ^ auu t o t h e e x i s t i n g s t u d i e s r e g a r d i n g p e r c e p t i o n s and v a l u e o f g r a d u a t e programs from t h e v ie w p o i n t o f g r a d u a t e s o f t h e program. Lim itations Any c o n c l u s i o n s that may be drawn from t h e study s h o u ld be i n t e r p r e t e d in l i g h t o f t h e l i m i t a t i o n s t h a t a p p l y . 1. Th is s tu d y i s l i m i t e d by f a c t o r s i n h e r e n t in questionnaire. These include the d i f f i c u l t i e s t h e use o f in s e c u r i n g any com ple te 10 c o o p e r a t i o n o f t h e sample, t h e b i a s and i n t e r e s t o f t h e r e s p o n d e n t s , and t h e time in v ol ve d in com p le ti ng t h e s u r ve y. 2. may be Because many q u e s t i o n s a lack of to tal, are o f a h i s t o r i c a l factual recall on nature, the part there of the respondents. 3. The scope o f t h i s s tu d y was l i m i t e d to those who r e c e i v e d a M aster o f S ci e nc e in A d m i n i s t r a t i o n , Park Administration concentration degree, a individuals R e c r e a t i o n and M aster of Arts in R e c r e a t i o n and Park A d m i n i s t r a t i o n d e g r e e , o r a M aster o f S ci e n c e in Outdoor R e c r e a t i o n and F i e l d Biology d e g r e e from t h e Department o f R e c r e a t i o n and Park A d m i n i s t r a t i o n a t C e n t r a l Michigan U n i v e r s i t y in the years 1980 th ro ugh Recreation of the inclusive. Handicapped N at io na l Therapeutic require sp ecific co m p e te n c ie s . 1989, was Recreation coursew ork Department The M as ter not included Society designed faculty w it h in of this certification to meet expertise Arts study. standards stated in in NTRS therapeutic r e c r e a t i o n a r e charged w ith meeting t h e s e c e r t i f i c a t i o n s t a n d a r d s . 4. Names and a d d r e s s e s o f t h e sample were i n i t i a l l y from t h e Alumni dep en d en t in itial on list Department of Office of Central graduates to keep was updated Recreation by and the the Park Michigan address G raduate U niversity, file obtained which updated. C oordinator Adm inistration. is This in the Because the number o f c o r r e c t a d d r e s s e s i s unknown, i t was assumed t h a t t h e more c u r r e n t g r a d u a t e s had c o r r e c t i n f o r m a t i o n on f i l e . For t h i s r e a s o n , the the sample studied was all students receiving d e g r e e s in t h e y e a r s 1980 th ro ug h 1989, i n c l u s i v e . appropriate 11 D e f i n i t i o n o f Terms Within t h e c o n t e x t o f t h i s s t u d y , t h e f o l l o w i n g t e r m i n o l o g y was us ed . See Appendix B f o r t h e a p p r o p r i a t e pages from t h e g r a d u a t e b u ll e ti n describ ing the various m a ster’s degrees. Gr aduate s t u d e n t . study leading University. to a An i n d i v i d u a l f o l l o w i n g a planned program o f m aster’s degree offered by Central Michigan S p e c i f i c a l l y , as i t p e r t a i n s t o t h i s s t u d y , t h e te rm i s used t o i n d i c a t e t h o s e s t u d e n t s f u l f i l l i n g t h e r e q u i r e m e n t s f o r t h e M as ter o f S c i e n c e , R e c r e a t i o n and Park A d m i n i s t r a t i o n c o n c e n t r a t i o n ; the M as ter o f A r t s in R e c r e a t i o n and Park A d m i n i s t r a t i o n ; or the Ma ster o f S ci e n ce in Outdoor R e c r e a t i o n and F i e l d Biol ogy. M as ter o f A r t s in R e c r e a t i o n and Park A d m i n i s t r a t i o n . a 30-credit-hour coursework fr om Administration. project, the This of Dep artment. requires Department includes in d e p e n d e n t s t u d y , e i th e r the th e s is M et h od s program t h a t the 20 t o of or practicum. o r in d e p en d en t s t u d y , Educational Research 30 c r e d i t R ecreation choice If Thi s i s of hour s and either the a student of Park thesis chooses h e / s h e must a l s o s e l e c t course from the a Education In a d d i t i o n , a s t u d e n t may s e l e c t 3 t o 10 c r e d i t hours o f e l e c t i v e coursework o u t s i d e t h e Department o f R e c r e a t i o n and Park A dm inistration. Ma ste r o f S c ie n c e in A d m i n i s t r a t i o n . knowledge and s k i l l s all required effectiv ely in types specialized m anagerial for of This program p r o v i d e s t h e adm inistrators organizations, expertise needed to function as well for a as more the p articu lar 12 professional field. T h i s program r e q u i r e s t h e s t u d e n t t o s e l e c t a 12- t o 1 5 - c r e d i t - h o u r c o r e in a d m i n i s t r a t i o n , 15 t o 18 c r e d i t h o u rs in a concentration, and 6 c r e d i t hou rs of integrating experience ( s e e d e f i n i t i o n o f " p r a c ti c u m " below). M as ter of S ci e nc e in Outdoor Recreation and Field Biology. This program r e q u i r e s t h e s t u d e n t t o s e l e c t 10 hours o f cours ewo rk from t h e Department o f R e c r e a t i o n and Park A d m i n i s t r a t i o n , of coursew ork coursew ork elective in from the either a courses) or Biology research a p r a c t ic u m D epartm ent, option and (research option (practicum 10 10 hours hours courses p lu s of plus elective courses). Perception. The im por tan ce allocated to and the conscious o p i n i o n and knowledge t h a t t h e r e s p o n d e n t has r e g a r d i n g t h e g r a d u a t e co ur se w or k. Practicum. S u p e r v i s e d and p r a c t i c a l experience o f r e c r e a t i o n and pa r k a d m i n i s t r a t i o n o r s u p e r v i s i o n in some f a c e t (e.g., program five-chapter format. d i r e c t o r , f a c i l i t y manager, program s u p e r v i s o r ) . Overview o f t h e D i s s e r t a t i o n Th is C ha pt er dissertation was dev el op ed in a I p r e s e n t e d an overview o f t h e s t u d y . literatu re relevant methodology used to this s tu dy in d e v e lo p in g is the r e vi e w e d. survey In C ha pt er II the A report of the and the instrum ent p r o c e d u r e s f o r a n a l y z i n g t h e d a t a a r e c o n t a i n e d in C ha pt er I I I . The findings the of the study are reported in C hapter IV, and 13 conclusions, re fle c tio n s , in C h a p t e r V. and i m p l i c a t i o n s f o r f u r t h e r s t u d y a p p e a r CHAPTER I I REVIEW OF LITERATURE Introduction This s tu d y was an evaluation of the Recreation and Park A d m i n i s t r a t i o n g r a d u a t e c u r r i c u l u m a t C e n t r a l Michigan U n i v e r s i t y as p e r c e i v e d by g r a d u a t e s o f t h e program. using the s ur v ey t e c h n i q u e . I t was a d e s c r i p t i v e st u d y Borg and Gall (1979) suggested that t h e r e a r e t h r e e r e a s o n s f o r do in g e d u c a t i o n a l r e s e a r c h : 1. The v a l u e sy stem in most u n i v e r s i t i e s em pha siz es r e s e a r c h as one p r e r e q u i s i t e f o r advancement in r a n k . 2. The c l o s e l y related processes o f educational research and e d u c a t i o n a l development o f f e r t h e b e s t chanc e t h e r e i s a t t h i s time f o r b r i n g i n g about r e a l improvements in e d u c a t i o n . 3. Reliance on a u t h o r i t y and personal experience has been l a r g e l y i n e f f e c t i v e i n b r i n g i n g abo ut permanent improvement. Borg and Gall also stated that " t h e goal of the educational r e s e a r c h e r i s u s u a l l y a b e t t e r answer t o an e d u c a t i o n a l q u e s t i o n , a better a teaching or learning procedure or a b etter solution to nagging problem" (p. 1 3 ) . In t h i s s t u d y , t h e r e s e a r c h e r a d d r e s s e d t h e s t a t e m e n t s made by Borg and further Gall. research The r e s u lt s , conclusions, presented in t h i s study 14 and w ill suggestions be used as for the 15 foundation for discussions by the graduate faculty w ithin the Department o f R e c r e a t i o n and Park A d m i n i s t r a t i o n a t C e n t r a l Michigan U n i v e r s i t y c o n c e r n i n g t h e d i r e c t i o n o f t h e g r a d u a t e program. T h i s r e s e a r c h e r r e l i e d on i n p u t by g r a d u a t e s o f t h e program t o s e c u r e t h e d a t a , r a t h e r th a n a u t h o r i t y and p e r s o n a l e x p e r i e n c e . s t a t e d e a r l i e r in t h e d i s s e r t a t i o n , the researcher believes th a t student, program, provide once having comp leted the i n f o r m a t i o n t h a t co ul d l e a d t o is in a position a tho ro ug h a n a l y s i s As a to of the program. In a d e s c r i p t i v e s t u d y , The r e s e a r c h q u e s t i o n s p re s u p p o s e much p r i o r knowledge o f t h e problem t o be i n v e s t i g a t e d , as c o n t r a s t e d w i t h t h e q u e s t i o n s t h a t form t h e b a s i s f o r e x p l o r a t o r y s t u d i e s . The i n v e s t i g a t o r must be a b l e t o d e f i n e c l e a r l y what i t i s he wants t o measure and must f i n d a d e q u a t e methods f o r measu rin g i t . In a d d i t i o n , he must be a b l e t o s p e c i f y who i s t o be i n c l u d e d in t h e d e f i n i t i o n o f "a g iv e n community" o r "a g iv e n p o p u l a t i o n . " In c o l l e c t i n g e v i d e n c e f o r a s tu d y o f t h i s s o r t , what i s needed i s n o t so much f l e x i b i l i t y as a c l e a r f o r m u l a t i o n o f what and who i s t o be mea sur ed , and t e c h n i q u e s f o r v a l i d and r e l i a b l e me asurements. ( S e l l t i z , 1959, p. 66) The pu rp o se o f t h e d e s c r i p t i v e s t u d y i s t o " c o l l e c t i n f o r m a t i o n that permits us t o d e s c r i b e the characteristics educational p r o c e s s o r an i n s t i t u t i o n " The method survey attitudes, is preferences, used as (Borg & G a l l , a means and p e r c e p t i o n s of persons of 1979, p. 3 8 ) . determining o f persons o r an of opinions, interest to P e l e g r i n o (1979) i d e n t i f i e d t h e us es o f d e s c r i p t i v e s t u d i e s as t h e r e s e a r c h e r (Borg & G a l l , 1979). follows: 1. To s e c u r e e v i d e n c e current condition. concerning an existing situation or 16 2. To i d e n t i f y s t a n d a r d s o r norms w i t h which t o p r e s e n t c o n d i t i o n s in o r d e r t o p l a n t h e n e x t s t e p . compare 3. To d e t e r m i n e how t o make t h e n e x t s t e p ( h a v in g d e t e r m i n e d where one i s and where one w is h es t o g o ) , ( p. 82) The E v a l u a t i o n P r o c e s s The evaluation interpretation There are evaluation. a of the number of the study of data obtained and how t h e different is critical results ap p r o a c h e s to are the to to be the use d. process of Howe (1980) i d e n t i f i e d f i v e o f t h e s e : 1. E v a l u a t i o n as p r o f e s s i o n a l jud g m en t, which i s c a r r i e d on th r o u g h c r i t i c a l r e v ie w by an i n d i v i d u a l o r v i s i t i n g p a n e l , and which r e s u l t s in s u b j e c t i v e judgment o f an agency or program. 2. E v a l u a t i o n as on t h r o u g h analysis, or f e ed ba ck used 3. E v a lu a tio n m e asu rin g s u c c e s s in a c h i e v in g o b j e c t i v e s , c a r r i e d on t h r o u g h c r i t e r i o n - r e f e r e n c e d t e s t s , w h ic h p r o v i d e a c c u r a t e me asures o f a c c o u n t a b i l i t y and p r o d u c t i v ­ ity . 4. D ecision-oriented evaluation, which uses surveys, q u e s t i o n n a i r e s , i n t e r v i e w s , o r document a n a l y s i s t o p r o v i d e d a t a l e a d i n g t o d e s i r a b l e d e c i s i o n s and a h i g h e r l e v e l o f effectiveness. 5. T r a n s a c t i o n - o b s e r v a t i o n e v a l u a t i o n , which employs c a s e s t u d y i n t e r v i e w s , and p a r t i c i p a n t o b s e r v a t i o n , and y i e l d s an o v e r a l l p i c t u r e o f a p r o c e s s and t h e dynamics in v o l v e d in i t . (pp. 39-42) Kraus and C u r t i s s c i e n t i f i c , q u a n t i t a t i v e measurement, c a r r i e d s u c h m e t h o d s a s PPBS, MBO, c o s t - b e n e f i t s t a t i s t i c a l t r e a t m e n t o f d a t a , r e s u l t i n g in in decision-making. (1990) s t a t e d t h a t t h e p u r p o s e o f e v a l u a t i o n . . . n o t s im pl y t o success or q u a lity of is to give a p i c t u r e used t o b r i n g a bo ut s p e c ific standards or provide a score, with re s p e c t to the any i n d i v i d u a l o r program. Instead, i t o f s t r e n g t h s and w eak nes se s t h a t can be improvement. To t h e e x t e n t t o which o b j e c t i v e s a r e n o t b ei ng met, i t p e r m i t s 17 an agency o r s u p e r v i s o r t o p i n p o i n t s t e p s t h a t must be t a k e n to upgrade p r o f e s s i o n a l per fo rm a n ce , (p. 387) Lundegren and F a r r e l l t h e same way. (1985) d e f i n e d e v a l u a t i o n in e s s e n t i a l l y They s t a t e d t h a t e v a l u a t i o n i s : . . . a p r o c e s s o f a s c e r t a i n i n g v a l u e by comparing r e s u l t s with o b j e c t i v e s and ju d g i n g how well o b j e c t i v e s have been met in both a q u a l i t a t i v e and q u a n t i t a t i v e s e n s e . The r e s u l t s o f e v a l u a t i o n c o n t r i b u t e t o d e c i s i o n - m a k i n g , (p. 1) Kraus and C urtis (1990) further stated p r o c e s s needs t o go beyond d a t a c o l l e c t i o n . measure what progress a program toward stated is trying goals. to that the evaluation I t needs t o o b j e c t i v e l y acco mplis h The f i n d i n g s by s ho uld determining result in the p r e p a r a t i o n o f c o n c l u s i o n s and recommendations. An e v a l u a t i o n o f t h e g r a d u a t e program in R e c r e a t i o n and Park A d m i n i s t r a t i o n a t C e n t r a l Michigan U n i v e r s i t y i s i l l u s t r a t i v e o f th e evaluation discussion j u s t presented. program, a picture individual by t h e of th e ir perceptions c o u r s e s was a c h i e v e d . researcher, v* a o r\ v*/* U rs v» * c i c j u u i y. m v. < o ru.m viim the i s >i i v suggestions ^ v i u i i ^ By s u r v e y in g g r a d u a t e s o f t h e m n w tnuj of the The d a t a , for the further t v n w n kn 11 u o mu program g o a l s conclusions research, r •% mo u and drawn and K*>r i r t o u o io the v« i wt d i s c u s s i o n and p o s s i b l e changes in t h e g r a d u a t e program. A c c r e d i t a t i o n o f R e c r e a t i o n and Park A d m i n i s t r a t i o n Programs In 1975, t h e N at i o n al R e c r e a t i o n and Park A s s o c i a t i o n ’ s Council on A c c r e d i t a t i o n e s t a b l i s h e d " S ta n d a r d s and E v a l u a t i v e C r i t e r i a R e c r e a t i o n , L e i s u r e S e r v i c e s and Resources C u r r i c u l a : and M as te rs Degree Programs" (Appendix C). document i t s t a t e s , for Baccalaureate In t h e p r e f a c e o f t h i s 18 The o b j e c t i v e , in d e v e l o p i n g t h e s e m a t e r i a l s , i s seen as a means f o r e n s u r i n g e d u c a t i o n a l s t a n d a r d s , and s e c o n d a r i l y , as a means o f s t i m u l a t i n g i n s t i t u t i o n a l s e l f - i m p r o v e m e n t in t h e c o l l e g e s and u n i v e r s i t i e s o f f e r i n g p r o f e s s i o n a l p r e p a r a t i o n programs in R e c r e a t i o n , L e i s u r e S e r v i c e s and R e s o u r c e s , ( p . 1) It goes on to s ta te accred itatio n improvement t h a t one process of of is "to the specific fo ster professional purposes continual preparation of the self-study and programs" (p. 1). S u ccin ctly , t h i s captures the essence of the p resent d i s s e r t a t i o n . At t h i s Council time, t h e N at io na l on A c c r e d i t a t i o n for acc red ita tio n . It g r a d u a t e programs. program is is Recreation re v ie w i n g no l o n g e r and Park A s s o c i a t i o n ’ s only undergraduate in t h e b u s i n e s s programs o f r e v ie w i n g However, t h e framework e s t a b l i s h e d f o r g r a d u a t e accreditation is germane to the researcher’s topic and w a r r a n t s a r ev ie w . The c o r e com p et en c ie s established for all graduate students, regardless of the s p e c ia liz a tio n of the re c re a tio n m a ster’s degree, encompass research research s k i l l s understanding and s o c i a l methods rela ted to and procedures; a recreation the and p a r k problem; of the philosophical, bases for r e c re a tio n ’s contribution psychological, and "an physiological, individual com pe te n c ie s a r e e s t a b l i s h e d f o r t h e a r e a s o f R e c r e a t i o n R ecreation and p. Park 13). and addition, of 1975, use welfare" A dm inistration Standards, to to societal Programming, (A ccreditation ability In System s, R e c r e a t i o n Resource A d m i n i s t r a t i o n , and T h e r a p e u t i c R e c r e a t i o n . The Department o f R e c r e a t i o n and Park A d m i n i s t r a t i o n ’ s g r a d u a t e g o a l s ap p ea r t o a d d r e s s t h e above-mentioned c o m p e te n c ie s , b u t only 19 in g e n e r a l te r m s . For a re vie w o f t h e D ep ar tm en t’ s g r a d u a t e g o a l s , r e f e r t o pages 5 th ro ug h 7 o f t h i s d i s s e r t a t i o n . C e n t r a l Michigan U n i v e r s i t y : Ph ilo so ph y and Purpose A p o rtio n of th e a c c r e d ita tio n process r e q u ir e s th e f a c u l ty of the department seeking accreditation to respond to a s t a n d a r d s c o n c e r n in g t h e p h il o s o p h y and purp os e o f t h e and how t h e d e p a r t m e n t s t r i v e s t o meet t h e s t a n d a r d s The Bo ard of T rustees of C entral M ichigan series of institution (Appendix D). U niversity (n .d .) e s t a b l i s h e d e i g h t g o a l s , among them t o : . . . p r o v id e g r a d u a t e programs and o t h e r o p p o r t u n i t i e s f o r advanced e d u c a t i o n , in th o s e a r e a s where i t s academic r e s o u r c e s a r e o f s u f f i c i e n t q u a l i t y and q u a n t i t y , which p e r m i t s t u d e n t s t o u p d a t e , r e f i n e , r e d e f i n e t h e i r knowledge in ac c o r d a n c e w ith t h e i r d e v e l o p in g n e e d s . ( C e n t ra l Michigan U n i v e r s i t y , n . d . , p. 4; se e Appendix D) The f a c u l t y o f t h e Department o f R e c r e a t i o n and Park A d m i n i s t r a t i o n addressed th is professionals d iscip lin es goal in w ith by developing Recreation and considerable barriers sometimes found in (Central Michigan U n i v e r s i t y , "a Park but p. 7; and w ithout traditional n .d ., program Administration breadth more graduate graduate for related a rtificial programs" see Appendix D). Thi s would s u g g e s t a r a t h e r b r o a d - b a s e d program n o t l i m i t e d t o r e c r e a t i o n and p a r k p r o f e s s i o n a l s . R e l a te d S t u d i e s Five i n v e s t i g a t o r s Feeley, addressed 1988; the D uv a ll , in p a r t i c u l a r 1985; same c o n c e r n s Rush, as this (Ce de rg re n, 1982, 1983; researcher. 1985; Comstock & Stolworthy, 1984) In each study, 20 graduates were asked to evaluate e s t a b l i s h e d program o b j e c t i v e s ; w ithin the provide program vis-a-vis dem ographic r e s e a r c h e r based t h e gathered ideas D iscussions data, with its graduate perceived against individual courses usefulness; and and statu s. to This su r ve y i n s t r u m e n t and his questions faculty program e m p lo y m e n t fo rmat o f sp ecific overall to evaluate including overall for the from graduate these studies. assistants he lp ed f i n a l i z e s u r v e y q u e s t i o n s and f o r m a t . Duvall D ivision of (1985) m a il ed Ed uc a tio n The o p i n i o n n a i r e was opinionnaires program sent to at to Indiana both 242 graduates of U niversity--South bachelor’s and the Bend. m aster’s level g r a d u a t e s who r e c e i v e d t h e i r d e g r e e s in t h e y e a r s 1970 th r o u g h 1983. G r a d u a te s were asked to provide inform ation regarding employment s t a t u s , t h e i r opinions regarding courses r e l a t i n g to t h e i r degrees, and t h e adequacy o f p r e p a r a t i o n in s p e c i f i c c o u r s e s . 1987) Comstock and Feeley (1988) graduates the Master’s W il li am Paterson of College. employment i n f o r m a t i o n The before su rv ey ed in 56 r e c e n t Ed uc a tio n graduates and a f t e r were (1983 Reading asked co m p le ti o n th r o u g h Program at to provide of the program and t o r e s p on d t o t h r e e q u e s t i o n s : 1. How do g r a d u a t e s evaluate the total program components? 2. How " p r o f e s s i o n a l " a r e t h e g r a d u a t e s ? 3. How well do g r a d u a t e s do in t h e m a r k e t p l a c e ? and its 21 The total program received s p e c i f i c components r e c e i v i n g a " v er y individual valuable" ratings. rating, with Recommendations f o r improvement o f t h e s p e c i f i c components were a l s o g i v e n . Rush (1982, 1983) co nd uc te d an annual survey to determine the a p p r o p r i a t e n e s s o f c o u r s e s and programs o f f e r e d t o t e a c h e r e d u c a t i o n g r a d u a t e s a t t h e U n i v e r s i t y o f S ou th er n M i s s i s s i p p i . approa ch ed teacher in steps. was e v a l u a t e d estab lish ed Second, which three by t h e In the first by a f a c u l t y facu lty of the The s t u d y was step, member teacher the against first-y ear o b jectiv es education program. t h e g r a d u a t e completed a s u r v e y t o d e t e r m i n e t h e d e g r e e t o he/she found u tility university. Finally, supervisor. The d a t a in teachers obtained the various were courses evaluated from t h e study taken by an have at the immediate been used to a l t e r c o u r s e s and programs in t h e t e a c h e r e d u c a t i o n program. S t o l w o r t h y (1986) a d d r e s s e d s t u d e n t p e r c e p t i o n s o f t h e g r a d u a t e e d u c a t i o n program a t Washburn U n i v e r s i t y in Kansas. d e s i g n e d t o d e t e r m i n e t h e adequacy o f p r e p a r a t i o n nv' nny'am t a cw r * WJ to ~ n o r rw ow i u. .o H f* w • h\/ i + ~c n v ' a r l n a + o c g ra d u a te s ’ perceptions of (a) the The s t u d y was provided by t h e n i i o c t i n n n a i V'o i■twowm, , , wc v*o1 a + orl . w . v . w ^ s- adequacy of preparation r e l a t i v e t o program o b j e c t i v e s e s t a b l i s h e d by t h e Kansas Department of Education, (b) t h e o v e r a l l q u a l i t y o f t h e g r a d u a t e program, (c) t h e s t u d e n t s ’ r a t i o n a l e f o r s e l e c t i n g p a r t i c u l a r g r a d u a t e prog ram s, and (d) problems e x p e r i e n c e d d u r i n g t h e process o f completing th e g r a d u a t e program. Cedergr en (1986) asked f o r 101 b a c h e l o r ’ s d e g r e e g r a d u a t e s w ith major s in business adm inistration, management, and accounting and 22 m a r k e t i n g t o e v a l u a t e 12 c o r e c o u r s e s in t h e b u s i n e s s a d m i n i s t r a t i o n curriculum. Each c o u r s e was r a t e d on c o u r s e s a t i s f a c t i o n , effectiveness, converted and meaningfulness in to high, m o d e r a te , and relevance. Ratings and low c a t e g o r i e s change a c c o r d i n g t o e s t a b l i s h e d c r i t e r i a , teaching were of priority for and t h e r e s u l t s s e r v e d as a b a s i s f o r recommendations f o r c o u r s e chang e. The v a l u e p l a c e d on each c o u r s e by r e s p o n d e n t s was i n t e r p r e t e d t o be i n d i c a t i v e o f t h e need f o r chang e. each m a jo r , it By computing an a v e r a g e could be r e p o r t e d whether for the respondents respondents in indicated a need f o r change in one o r more o f t h e c o r e c o u r s e s f o r each m a jo r . O th e r studies designed to educational program employed evaluation technique. In others involved in v o l v e d in in the the evaluate perceptions some of instances, educational evaluation. various In and components its of an g r a d u a t e s as an students, employment the m ajority of faculty, and processes were studies, the p e r c e p t i o n s o f t h e g r a d u a t e s were t h e s o l e e v a l u a t i o n measure. Perception S tudies Involving S tudents. F a c u l t y , and O th e r s Percy (1981) i n s t i t u t e d a s tu d y t o d e t e r m i n e t h e e f f e c t i v e n e s s o f a m a s t e r ’ s d e g r e e program in n u r s i n g o f t h e looked related at f o u r m a jo r t r a i n i n g programs: program and t o th e m s e l v e s as issues students’ rural students aging to the rural aging. She e f f e c t iv e n e s s o f the and f a c u l t y members’ r e a c t i o n s t o t h e courses, and n u r s e s , stu d en ts’ and t h e i r percep tio n s attitudes toward of the 23 e l d e r l y and toward r u r a l a r e a s . D a t a - c o l l e c t i o n t e c h n i q u e s in c l u d e d i n t e r v i e w s and q u e s t i o n n a i r e s t h a t used r a t i n g s c a l e s . In a 1984 students study, and f a c u l t y evaluated the q u a lity speech Roach to and Baker measure also program used effectiv en ess. o f departments o f f e r in g communication. The perceptions investigators of They m a ste r’ s degrees employed a in subjective approach t o measuring q u a l i t y th r o u g h t h e use o f p e e r e v a l u a t i o n s . Tucker (1984) a l s o was concerned w ith program e f f e c t i v e n e s s and used t h e p e r c e p t i o n s o f g r a d u a t e s and t h e i r s u p e r v i s o r s as h i s u n i t of measure. nology’s Tucker m aster’s evaluated level the graduate A ir Force engineering Institute of management Tech­ program. This program was d e s i g n e d t o p r e p a r e m i l i t a r y and c i v i l i a n e n g i n e e r s f o r m id d le - and u p p e r - l e v e l e n g i n e e r i n g management p o s i t i o n s . P e r c e p t i o n S t u d i e s I n v o lv i n g S t u d e n t s Only A 1983 V ocational study com pleted Technical by C ollege employment and e d u c a t i o n a l sought status t h e i r c u r r i c u l u m and i n s t r u c t i o n . 301 graduates achieved. the basic from 1981 and Lozier at to training to New determ ine Hampshire graduates’ and d e g r e e o f s a t i s f a c t i o n Q u e s t i o n n a i r e s were s e n t t o 1982, w ith L o z i e r conc lu ded t h a t 73% o f t h e skills the be ve r y a 57% r e s p o n s e respondents good o r with th e rate perceived excellent, and 72% p e r c e i v e d t h e g e n e r a l t e c h n i c a l knowledge t h e y r e c e i v e d as very good or e x c e lle n t. An other p e r c e p t i o n s t u d y was con du ct ed by Wilcoxon, Comas (1 98 7) . Three hundred thirty-eight graduate Cecil, and students in 24 c o u n s e l i n g were su rv ey ed r e g a r d i n g t h e i r p e r c e p t i o n s o f programs in counselor tr a i n in g . The f i n d i n g s led to the conclusion that th e s t u d e n t s e n r o l l e d in a c c r e d i t e d programs were more p o s i t i v e in t h e i r a t t i t u d e s toward a c c r e d i t a t i o n t h a n were s t u d e n t s from n o n a c c r e d i t e d programs. Luckner and S i l e o (1984) con ducted a p e r c e p t i o n s t u d y i n v o l v i n g graduate students in the Division U n i v e r s i t y o f N o r th er n C ol or ad o. of Ed u ca ti o n a l Studies The pu rp o se o f t h e at the s t u d y was t o compare and e v a l u a t e t h e g r a d u a t e s t u d e n t s ’ s a t i s f a c t i o n w i t h , perceptions of, t h e e f f e c t i v e n e s s o f t h e off -ca m pu s m a s t e r o f a r t s d e g r e e program in s p e c i a l were no s i g n i f i c a n t education. differences in Results the indicated th a t th e re r e s p o n d e n t s ’ knowledge program com pe te nc ie s and p e r c e p t i o n s o f t h e o v e r a l l were and sig n ifican t d ifferen ces in responses to program. program of There service d e l i v e r y and t h e im po rta nce o f program c o m p e t e n c i e s . Firenze perceptions, (1983) gathered information regarding and p r e f e r e n c e s o f 182 alumni Program a t Northwood I n s t i t u t e of the in Michigan. the profile, External A part Degree of the s tu d y measured t h e g r a d u a t e s ’ p e r c e p t i o n s o f what t h e d e g r e e would p r o v i d e in term s o f c r e d e n t i a l i n g , job m obility, and chanc es for further study. Chizek and M i l l e r (1984) su rveyed 539 g r a d u a t e s of the Iowa S t a t e U n i v e r s i t y A g r i c u l t u r a l Education Department from 1954 th r o u g h 1981. Among o t h e r t h i n g s , t h e r e s e a r c h e r s asked f o r t h e g r a d u a t e s ’ perceptions of the value of the student teaching experience as 25 p r e p a r a t i o n f o r t e a c h i n g and t h e s k i l l a r e a s t h a t were r e l e v a n t t o educational t r a i n in g . Daniel economics and S t e w a r t curriculum (1983) needs. con d uc te d a project They s u r v e y e d to f o r m er study home secondary home economics s t u d e n t s t o d e t e r m i n e what t a s k s t h e y l e a r n e d in c l a s s and what i n s t r u c t i o n would have been h e l p f u l . to provide curriculum managers, The s t u d y was c on d uc te d developers of m aterials, a d m i n i s t r a t o r s , and t e a c h e r s w it h more gu id a n c e in m ee tin g t h e needs o f consumer and homemaking s t u d e n t s . P a r t i c i p a n t s r a t e d each o f 42 listed as having been t a u g h t o r no t consumer and homemaking t a s k s t a u g h t and as needed o r n o t needed. I t was s u g g e s t e d t h a t a task r a n k i n g would be a p p r o p r i a t e . Denton and Ash programs in Educational (1978) Educational su rv eye d f o r m er s t u d e n t s Curriculum and from g r a d u a t e In stru ctio n Psychology a t Texas A & M U n i v e r s i t y . and in They s o u g h t t o d e t e r m i n e g r a d u a t e s ’ employment p a t t e r n s , p r o f e s s i o n a l p r o f i l e s , and perceptions concerning the effectiveness of their p a r t , the r e s u l t s o f th e survey in d ic a te d t h a t , pro gr am s. in some a r e a s , In the q u a l i t y o f t h e c u r r i c u l u m was l i m i t e d , g iv e n t h e im po r ta nc e a s s i g n e d to the s k i l l s taught. Scriven (1987) conducted a study ev alu atin g College of Advanced Education’s external su rv e y was designed to collect inform ation pattern o f use external th eir students, general their opinions of various studies abo ut of B risbane program. of college aspects the the The college’s services, these and serv ices. Respondents i d e n t i f i e d needs in t h e a r e a s o f q u a l i t y c o n t r o l in t h e 26 production of course telephone t u t o r i a l s , m aterials, staff training for the use of and t e l e c o n f e r e n c e s and w id e r a d v e r t i s e m e n t o f c r o s s - a c c r e d i ta t io n arrangem ents. Qu ereshi (1988) r e p o r t e d r e s p o n s e s t o an alumni s u r v e y d e s i g n e d t o e v a l u a t e an u n d e r g r a d u a t e ps ychology program. The s t u d y f o cus ed on g en d er d i f f e r e n c e s , alumni e v a l u a t i o n o f c u r r i c u l u m and f a c u l t y , and t h e p e r c e i v e d b e n e f i t s o f graduate study. Quereshi con cl ud ed t h a t e d u c a t i o n a l programs c o u l d i n c r e a s e o c c u p a t i o n a l v e r s a t i l i t y o f b a c c a l a u r e a t e s and t h a t f a c u l t y a d v i s i n g o f female s t u d e n t s s ho ul d be r e e v a l u a t e d f o r e f f e c t i v e n e s s . Aksamit and Alcorn (1988) con ducted a s t u d y t o i n v e s t i g a t e th e perceptions of student e d u c a t i o n program. teachers Results co m p le ti n g indicated that a preservice students teacher perceived th e c u r r i c u l u m and t h e i r own knowledge as l e s s th a n a d e q u a te and c o n t a c t w i t h hand ic app ed l e a r n e r s as l e s s tha n a n t i c i p a t e d . P e r c e p t i o n S t u d i e s o f D oc to ra l Programs Four s t u d i e s were found t h a t f oc us ed on p e r c e p t i o n s o f d o c t o r a l pr ograms. A perception study by Freeman and Loadman (1985) was a d m i n i s t e r e d t o d o c t o r a l g r a d u a t e s a t Ohio S t a t e and Michigan S t a t e U niversities. committee The s u r v e y c o n s i d e r e d alumni p e r c e p t i o n s o f g u id a n c e activ ities, co u rs ew or k , com prehensive examinations, and dissertations. Sim ilarly, Harty, Kormanyhos, and Enochs (1893) at Indiana U n i v e r s i t y , Bloomington, examined s t u d e n t p e r c e p t i o n s , o b s e r v a t i o n s , and e v a l u a t i o n s concerning formal and infor ma l instruction, other 27 academic concerns, and related socialization d im e n s io n s program. F i n d i n g s showed s a t i s f a c t i o n w it h t h e o v e r a l l of the program but i n d i c a t e d a need f o r improved l i b r a r y f a c i l i t i e s . Rehaim (1983) p r e s e n t e d t h e r e s u l t s o f a s u r v e y o f 107 f o rm er and current field-based doctoral program students, highlighting s tu d e n t s ’ c h a r a c t e r i s t i c s , o b je c tiv e s , perceptions o f the e f f e c t the program had on t h e i r recom m endations for educational change. and The professional study was liv es, conducted and at the chem istry and M a s s a c h u s e t t s U n i v e r s i t y (Amherst) School o f E d u c a ti o n . M oh r ig (1988) surveyed biochemistry doctoral g r a d u a t e program. former and present students regarding t h e i r perceptions of t h e i r Q u e s t i o n s were posed t o d e t e r m i n e what a s p e c t s o f t h e program t h e s u b j e c t s deemed i m p o r t a n t . The f i n d i n g s suggested t h a t s e m i n a r s and q u a l i t y a d v i s o r s were i m p o r t a n t f a c t o r s . P e r c e p t i o n S t u d i e s I n v o l v i n g Community C o l l e g e S t u d e n t s Th is researcher community rnllpae V recent graduates graduates’ current indicated found nr na ra m s. ' | of satisfaction perception Davis S in clair characteristics, activ ities. four Community perceptions Among t h e w it h flQfiAl \ - - •/ the of findings studies relevant to rnndurtpH a— — curvpv —" ■ C ollege determ ine college to services, reported, instructional nf and respondents quality, and 86% o f t h e g r a d u a t e s who had become employed c o n s i d e r e d t h e i r e d u c a t i o n a l t r a i n i n g t o be good o r v e r y good. Lee services (1983) offered sought by t h e student perceptions Los Rios of the programs and Community C o l l e g e D istrict. A 28 survey was con du ct ed s tu d e n t s ’ educational status, to obtain information and c a r e e r g o a l s , regarding the for mer employment and e d u c a t i o n a l and p e r c e p t i o n s o f t h e programs and s e r v i c e s o f f e r e d by t h e three d i s t r i c t colleges. Novak (1987) perceptions Howard co n d u ct ed a s u r v e y o f g r a d u a t e s of th e ir transfer Community C o l l e g e . Community C o ll e g e effectiveness relationship of to the job assess and e m p l o y m e n t - p r e p a r a t i o n Sim ilarly, graduates to asked community demands, a the 1983 graduates college and study prog ram s, perceptions of goals of to their Maryland assess the the at the programs’ adequacy of community c o l l e g e p r e p a r a t i o n f o r employment ( " C a r e e r Development," 1983 ). Summary Th is discussions the chapter contained re v ie w regarding d e s c r ip t iv e accreditation programs, a the of literature studies, recreation philosophy of and and the park evaluation process, adm inistration graduate purpose of Central U n i v e r s i t y ’ s g r a d u a t e program, and c u r r i c u l a r s t u d i e s perceptions of the subjects. Through the param eters accreditation estab lish ed body, the Board by of members Trustees M ichigan involving the literature r e s e a r c h e r e s t a b l i s h e d t h e framework f o r t h i s the encompassing review, the s t u d y by i d e n t i f y i n g of the of professional Central Michigan U n i v e r s i t y , and t h e f a c u l t y o f t h e Department o f R e c r e a t i o n and Park A dm inistration. studies The r e s e a r c h e r s c i t e d and t h e e v a l u a t i o n thereof, leg itim ized d e sc rip tiv e and s u g g e s t e d that curricular 29 studies based on t h e program evaluation s u b je c t s ’ perceptions on all collegiate are levels a viable means o f (community college, u n d e r g r a d u a t e , g r a d u a t e , and d o c t o r a l ) . In g e n e r a l , t h e r e s e a r c h e r s c i t e d i n t h i s c h a p t e r a d d r e s s e d t h e pu rp os es f o r d e s c r i p t i v e s t u d i e s a t t r i b u t e d t o Borg and Gall (1 9 79 ), S elltiz (19 59) , and Pelegrino p r e s e n t e d by Howe ( 1 9 80 ) , (1979) and the Lundegren and F a r r e l l evaluation (1 9 85 ), and C u r t i s (199 0) . The s t u d i e s s h ar ed a p o i n t o f view: concern perceptions about the of undergraduate, d o c t o r a l programs as viewed by s t u d e n t s , process and Kraus There was a graduate, facu lty and/or supervisors and s u g g e s te d t h a t p e r c e p t i o n s t u d i e s a r e a l e g i t i m a t e p r o c e s s analyzing a curriculum. and for CHAPTER I I I PROCEDURE AND METHODOLOGY Introduction The researcher’s p ur p os e in conducting this study was to d e t e r m i n e t h e a t t a i n m e n t o f t h e g r a d u a t e program g o a l s and t h e v al u e of graduate coursework A dm inistration graduates Park in the at Central A dm inistration, and Recreation as in A d m i n i s t r a t i o n co ncentration), Outdoor of M ichigan U n i v e r s i t y w ith m a s t e r ’ s d e g r e e s A dm inistration Department Recreation Field Park perceived (Recreation R ecreation and and by and and Park B io l o gy . The r e s e a r c h e r employed t h e s u r v e y t e c h n i q u e t o g a t h e r d a t a . The r e s e a r c h was d e s i g n e d t o answer t h e f o l l o w i n g q u e s t i o n s : 1. graduate From the perception program in the of students Departm ent who have of completed R ecreation A d m i n i s t r a t i o n a t C e n t r a l Michigan U n i v e r s i t y , and th e Park t o what e x t e n t have t h e g o a l s o f t h e g r a d u a t e program been a ch i ev ed ? 2. graduate From the perception program in the A dm inistration a t Central of students D epartm ent who have of completed R ecreation and th e Park Michigan U n i v e r s i t y , t o what e x t e n t has t h e coursework p r e p a r e d them f o r a c a r e e r i n , o r advancement i n , th e r e c r e a t i o n and pa r k p r o f e s s i o n ? 30 31 Population The p o p u l a t i o n f o r t h i s r e s e a r c h c o n s i s t e d o f t h e 177 g r a d u a t e s of three m aster’s Recreation graduation inclusive. collected and t h e programs offered and Park A d m i n i s t r a t i o n who completed 1989, degree at requirements From t h i s from t h e C e n t r a l by the Department Central Michigan in years population, the 149 u s a b l e Michigan U n i v e r s i t y r e c o r d s o f t h e Gra dua te C o o r d i n a t o r U niversity 1980 th ro ug h a d d r e s s e s were Development in the of Office Department o f R e c r e a t i o n and Park A d m i n i s t r a t i o n . Survey Development and O r g a n i z a t i o n The p r o c e d u re f o r s e l e c t i n g q u e s t i o n s f o r t h e mail based on t h e g o a l s of the graduate program, s u r v e y was a re v ie w o f related s t u d i e s , and d i s c u s s i o n s with f a c u l t y and g r a d u a t e a s s i s t a n t s in th e Department o f R e c r e a t i o n and Park A d m i n i s t r a t i o n . These d i s c u s s i o n s f oc us ed to on t h e type of information that needed be g e n e r a t e d , methods o f o b t a i n i n g t h e i n f o r m a t i o n , and ( a f t e r d e c i d i n g on a mail s ur v ey f o rm at ) t h e o r g a n i z a t i o n o f t h e s u r v e y i n s t r u m e n t . A d r a f t v e r s i o n o f t h e s ur ve y was p i l o t t e s t e d on f o u r m a s t e r ’ s d e g r e e g r a d u a t e s in f a l l four graduates necessary, interview s, tion. to 1988. examine changes were made. a final I n t e r v i e w s were cond uct ed w it h t h e each question As a r e s u l t on the of the survey; pilot where test and d r a f t was p r e p a r e d f o r m a i l i n g t o t h e p o p u l a ­ 32 Questions Likert-type on the rating survey scale, were and of open three en ded . types: The checklist, questions were designed to g a th e r th r e e types o f inform ation: 1. De mographi cs. graduate degree, year Respondents the were d e g r e e was while pursuing th e graduate degree, asked to attained, indicate employment th eir status c u r r e n t employment s t a t u s , and undergraduate degree. A c h e c k l i s t was used in t h i s sectio n of the survey responding of to facilitate computer forms f o r s t a t i s t i c a l 2. P erceptions. asked t o scale, the Using a L i k e r t - t y p e Recreation codi ng the Opscan analysis. in d ic a te t h e i r perceptions g r a d u a t e program in Michigan and of scale, how well r e s p o n d e n t s were the goals and Park A d m i n i s t r a t i o n U n i v e r s i t y were a c h i e v e d . A ls o , by u s i n g at of the Central a Likert-type r e s p o n d e n t s were asked t o r a t e t h e v a l u e o f each R e c r e a t i o n and Park A d m i n i s t r a t i o n c l a s s ta k e n d u r i n g t h e i r g r a d u a t e s t u d i e s a t Central Michigan U n i v e r s i t y . The s c a l e was used t o f a c i l i t a t e the s t u d e n t s ’ r e s p o n s e on t h e s u r v e y and t h e r e s e a r c h e r ’ s r e c o r d i n g o f t h e r e s p o n s e s on t h e Opscan forms. 3. Course s u g g e s t i o n s . Using open-ended questions, informa­ t i o n was s o u g h t from t h e r e s p o n d e n t s r e g a r d i n g t o p i c s o f v a l u e o r no v a l u e in i n d i v i d u a l c l a s s e s and s u g g e s t i o n s f o r t o p i c s t o be cov er e d in more depth. Using indicate additional a checklist, respondents were cours ew ork t o be o f f e r e d a t t h e g r a d u a t e in t h e Department o f R e c r e a t i o n and Park A d m i n i s t r a t i o n Michigan U n i v e r s i t y . asked at to level Central 33 In J a n u a r y 1989, a cover l e t t e r and s u r v e y were m a il ed t o each o f t h e 149 g r a d u a t e s . to the i n i t i a l resulted (49.6%). in f i v e a d d i t i o n a l (53.02%). not mailing There were 74 r e s p o n s e s A second m a i l i n g responses, ( s e e Appendix E) in F eb r u ar y 1989 for a to tal o f 79 r e s p o n s e s I t was d e t e r m i n e d t h a t 12 o f t h e r e t u r n e d usable, leaving a net total o f 67 u s a b l e s u r v e y s were surveys out of 149 com plete d the p o s s i b l e (44.97%). Analyz ing t h e Data The s t u d y was d e s i g n e d t o answer two r e s e a r c h q u e s t i o n s : 1. graduate From t h e perception program in the of students Departm ent who of have R ecreation A d m i n i s t r a t i o n a t C e n t r a l Michigan U n i v e r s i t y , and t o what e x t e n t Park have t h e g o a l s o f t h e g r a d u a t e program been a c h i e v e d ? 2. graduate From t h e perception program in the A dm inistration a t Central of students Departm ent who of have comp leted R ecreation Michigan U n i v e r s i t y , and t o what e x t e n t the Park has t h e cou rs ew or k p r e p a r e d them f o r a c a r e e r i n , o r advancement i n , t h e r e c r e a t i o n and p a r k p r o f e s s i o n ? To analyze the collected data, the research questions were d ev el o p ed i n t o t h e f o l l o w i n g n u l l h y p o t h e s e s : H y p o th e s is 1 : There i s no s i g n i f i c a n t d i f f e r e n c e in t h e p e r c e p t i o n s o f t h e a t t a i n m e n t o f t h e g r a d u a t e program g o a l s between g r a d u a t e s p u r s u i n g a c a r e e r in r e c r e a t i o n and pa r k a d m i n i s t r a t i o n and t h o s e n o t p u r s u i n g a c a r e e r in r e c r e a t i o n and p a r k a d m i n i s t r a t i o n . 34 H y p o th e s is 2 : There i s no s i g n i f i c a n t d i f f e r e n c e in t h e v a l u e o f t h e g r a d u a t e cours ew ork as an a i d t o p r o f e s s i o n a l a d v a n c e ­ ment as p e r c e i v e d by g r a d u a t e s p u r s u i n g a c a r e e r in r e c r e a t i o n and p a r k a d m i n i s t r a t i o n and t h o s e no p u r s u i n g a c a r e e r in r e c r e a t i o n and p a r k a d m i n i s t r a t i o n . S t u d e n t r e s p o n s e s were t r a n s f e r r e d to Opscan forms S tatistical Central by the Consulting researcher. Group a t Michigan U n i v e r s i t y the from t h e s u r v e y Data were analyzed Computer S e r v i c e s u s in g t h e instrum ent S tatistical by the complex Package at f o r the S o c i a l S c i e n c e s (SPSS-X). The d a t a scales, collected on the s u rv ey by c h e c k l i s t s , Likert-type and open-ended q u e s t i o n s allowed t h e r e s e a r c h e r t o n o n p a r a m e t r i c , nominal d a t a ( i . e . , frequency counts, occurrences) (whole Percentages, occurrences, that were based discrete on frequency were o b t a i n e d numbers, counts for descriptive and compile ta b u la tio n s of exact counts). tab u latio n s purposes. of S tatistical a n a l y s i s o f t h e d a t a was performed us in g c h i - s q u a r e . C h i - s q u a r e i s an o f t e n - u s e d s t a t i s t i c a l sets of frequency data sig n ifican t relationship to determine a n a l y s i s t h a t compares w h e th e r (Lundegren & F a r r e l l , or not 19 85 ). there is a I t does t h i s by "comparing t h e o b s er v ed d i s t r i b u t i o n o f each v a r i a b l e w i t h what the expected distributions (Lundegren & F a r r e l l , 198 5) . would if no relationship A minimum c o n f i d e n c e l e v e l used t o d e t e r m i n e t h e s t a t i s t i c a l o f the d ata. be existed" o f .05 was s i g n i f i c a n c e in t h e i n t e r p r e t a t i o n 35 Summary This graduates research of three study consisted m aster’s of degree m ailing programs 149 surveys offered by to the Department o f R e c r e a t i o n and Park A d m i n i s t r a t i o n a t C e n t r a l Michigan U n i v e r s i t y who completed coursework in t h e y e a r s 1980 th r o u g h 1989, inclusive. A 44.97% r e s p o n s e was o b t a i n e d . G r a d u a t e s w e re a s k e d to provide dem ographic res pond t o q u e s t i o n s r e g a r d i n g t h e i r p e r c e p t i o n s o f t h e goal s t a t e m e n t o f t h e g r a d u a t e program, inform ation, of the attainm ent res pond t o q u e s t i o n s regarding t h e i r p erceptions of the value of individual courses, p r o v i d e s u g g e s t i o n s f o r c o u r s e r e v i s i o n and new c o u r s e s . were an al y ze d u s in g c h i - s q u a r e a t t h e .05 c o n f i d e n c e l e v e l . and Responses CHAPTER IV ANALYSIS OF THE DATA Introduction The survey graduates of instrum ent three (see m aster’s Appendix degree E) m a il ed programs to the 149 by the offered Department o f R e c r e a t i o n and Park A d m i n i s t r a t i o n a t C e n t r a l Michigan U niversity graduates’ was designed perceptions to of gather the inform ation achi eve me nt of regarding graduate the d ep ar t m en t g o a l s and t h e e x t e n t t o which t h e coursework had p r e p a r e d them f o r a c a r e e r i n , o r advancement i n , t h e r e c r e a t i o n and p a r k p r o f e s s i o n . Th is c h a p t e r i s p r e s e n t e d in t h r e e p a r t s . summary o f t h e r e s p o n d e n t s ’ demographic d a t a . Part I includes a Th is c o v e r s Q u es ti o n s 1 th r o u g h 5 on t h e s u r v e y i n s t r u m e n t . P a r t I I i s an a n a l y s i s o f t h e d a t a c o l l e c t e d p e r t i n e n t t o t h e first hypothesis (There is no sig n ifican t difference in the p e r c e p t i o n s o f t h e a t t a i n m e n t o f t h e g r a d u a t e program g o a l s between g raduates pursuing a c a r e e r in r e c r e a t i o n and a those not adm inistration). pursuing career recreation Thi s a n a l y s i s c o v e r s Q u es ti o n s 3, 10, and 11 on t h e s ur v ey i n s t r u m e n t . relationship in and pa r k a d m i n i s t r a t i o n between (a) the 5, 6, park 7, 8, 9, These q u e s t i o n s f oc us on t h e r e s p o n d e n t s ’ employment p u r s u i n g t h e g r a d u a t e d e g r e e in r e c r e a t i o n 36 and status while and p a r k a d m i n i s t r a t i o n 37 at C entral M ichigan U niversity and th eir a t t a i n m e n t o f t h e g r a d u a t e program g o a l s , perceptions and (b) of the the respondents’ u n d e r g r a d u a t e d e g r e e s and t h e i r p e r c e p t i o n s o f t h e a t t a i n m e n t o f t h e graduate program g o a l s . perceptual program difference goals A dministration in at Th is w i l l regarding the establish the attainm ent D epartm ent Central w he th er of of there the based a graduate R ecreation Michigan U n i v e r s i t y is and Park on employment s t a t u s o r undergraduate degree. Part III addresses the second hypothesis (There is no s i g n i f i c a n t d i f f e r e n c e i n t h e v a l u e o f t h e g r a d u a t e coursework as an a i d t o p r o f e s s i o n a l advancement as p e r c e i v e d by g r a d u a t e s p u r s u i n g a c a r e e r in r e c r e a t i o n and park a d m i n i s t r a t i o n and t h o s e not p u r s u i n g a career in recreation c o v e r s Q u e s ti o n s 3, These questions 5, and park adm inistration). Thi s analysis and 12 th ro u gh 19 on t h e s u rv ey i n s t r u m e n t . focus on the relatio n sh ip between (a) the r e s p o n d e n t s ’ employment s t a t u s w h i l e p u r s u i n g t h e g r a d u a t e d e g r e e in recreation and park a d m i n i s t r a t i o n at Central Michigan U niversity and t h e i r p e r c e p t i o n s o f i n d i v i d u a l c l a s s e s r e l a t i v e t o i t s v a l u e t o t h e r e s p o n d e n t s ’ p r o f e s s i o n a l advancement, and (b) t h e r e s p o n d e n t s ’ undergraduate degree and their perception of individual r e l a t i v e to i t s value to the re sp o n d e n ts ’ p ro fes sio n a l This w ill establish w hether there is a perceptual classes advancement. d ifferen ce r e g a r d i n g t h e v a l u e o f i n d i v i d u a l c l a s s e s in t h e g r a d u a t e program in the Department of Michigan U n i v e r s i t y . Recreation and Park A d m i n i s t r a t i o n at Central 38 Respondent Demographics G ra d u a te d e g r e e d a t a (summarized in T ab l e 4 . 1 ) o f t h e 67 r e s p o n d e n t s t o t h e q u e s t i o n n a i r e , revealed t h a t, 1 r e c e i v e d a M a s te r o f S ci e n c e d e g r e e in A d m i n i s t r a t i o n , R e c r e a t i o n and P ark A d m i n i s t r a t i o n option (M .S. Admin., RPA); 55 received a M aster of A rts in R e c r e a t i o n and Park A d m i n i s t r a t i o n (M.A., RPA), p r a c t i c u m o p t i o n ; received a M as te r o f Arts (M.A., RPA), t h e s i s o p t i o n ; in Recreation and Park 1 A dministration and 10 r e c e i v e d a M as te r o f S c i e n c e in Outdoor R e c r e a t i o n and F i e l d Biology (M.S., OR and F i e l d B i o . ) . Tabl e 4 . 1 . - - G r a d u a t e d e g r e e c h o i c e o f r e s p o n d e n t s . Degree M.S. M.A. M.A. M.S. Number Percent 1 55 1 10 1.5 82.1 1.5 1 4. 9 67 100 .0 Admin., RPA c o n c e n t r a t i o n RPA ( p r a c t i c u m ) RPA ( t h e s i s ) OR and F i e l d Bio. Total The most popular degree choice was the M a s te r of Arts in R e c r e a t i o n and Park A d m i n i s t r a t i o n ( p r a c t i c u m o p t i o n ) , w it h 82.1% o f the respondents re c e iv in g t h i s degree. Also n o te w o r th y i s t h a t only one i n d i v i d u a l ch o se t h e t h e s i s o p t i o n and one o t h e r ch o se t h e RPA concentration option. Further were demographic unemployed employed either while full data revealed pursuing or part their ti m e in that 9 of graduate the the respondents degree, recreation 29 were and p ar k 39 profession, position and 29 were employed ( s e e Appendix F f o r park p o s i t i o n s ) . in a a listing non-recreation of the and non-recreation p ar k and Ta bl e 4 . 2 c o n t a i n s t h e d a t a r e g a r d i n g r e s p o n d e n t s ’ employment s t a t u s w h i l e p u r s u i n g t h e g r a d u a t e d e g r e e . Ta bl e 4 . 2 . - - R e s p o n d e n t s ’ employment s t a t u s w h i l e p u r s u i n g g r a d u a t e d e g r e e in t h e Department o f R e c r e a t i o n and Park Admin­ i s t r a t i o n a t C e n t r a l Michigan U n i v e r s i t y . Employment S t a t u s Number Percent 9 29 29 1 3 .4 43.3 4 3 .3 67 100 .0 Unemployed Employed RPA Employed non-RPA Tot al The m a j o r i t y o f r e s p o n d e n t s the recreation degree. (56.7%) and p a r k p r o f e s s i o n were n o t while pursuing affiliated their with graduate They were e i t h e r unemployed (13.4%) o r employed in a non­ r e c r e a t i o n and pa r k p o s i t i o n (43.3%). Of t h o s e employed, t h e r e was an even d i s t r i b u t i o n between t h o s e employed in a r e c r e a t i o n and pa r k a d m i n i s t r a t i o n p o s i t i o n and t h o s e employed in a n o n - r e c r e a t i o n and p a r k p o s i t i o n (43.3% e a c h ) . Data c o n c e r n i n g c u r r e n t (at the time the s u r v e y was employment status adm inistered) of would the respondents seem t o suggest l i t t l e change in employment s i n c e r e c e i v i n g t h e g r a d u a t e d e g r e e ( s e e Ta bl e 4 . 3 ) . 40 Ta b l e 4 . 3 . - - C u r r e n t employment s t a t u s o f r e s p o n d e n t s . Employment S t a t u s Unemployed Employed RPA Employed non-RPA T ot al A c u r s o r y comparison change in employment of Tables status 4.2 and (employment 4.3 status Percent 5 31 31 7.5 4 6 .3 4 6 .3 67 100.0 indicates while g r a d u a t e d e g r e e v e r s u s c u r r e n t employment s t a t u s ) . case. Number 1i t t l e pursuing the Such was n o t t h e Ta b le 4 . 4 summarizes t h e comp ari so n. Ta b l e 4 . 4 . --Change in employment s t a t u s upon r e c e i v i n g t h e g r a d u a t e d e g r e e from t h e Department o f R e c r e a t i o n and Park A dm inistration. C u r r e n t Employment S t a t u s Employment S t a t u s P u r su i n g Degree 1I n o m n l n v o r l Unemployed (9) Employed non-RPA (29) Employed RPA (29) Column t o t a l ( C u r r e n t employment) All graduate nine individuals degree found Employed Non- RPA Employed RPA Row Total 0 3 2 5 21 5 4 5 22 67 29 29 5 31 31 67 who were unemployed w h i l e employment either in pursuing recreation and the park 41 adm inistration positions (four respondents) or non-recreation park a d m in is tra tio n p o s iti o n s ( f iv e i n d i v i d u a l s ) . 100% change from t h e i n i t i a l and Th is r e p r e s e n t s a employment s t a t u s o f t h e "unemployed" respondents. Of t h e 29 r e s p o n d e n t s who were employed in a n o n - r e c r e a t i o n and p a r k a d m i n i s t r a t i o n p o s i t i o n w h il e p u r s u i n g t h e g r a d u a t e d e g r e e , (72.4%) remained employed (17.2%) ga i n e d employment position, and three in that capacity. in a r e c r e a t i o n (10.3%) moved into Five 21 respondents and p a r k a d m i n i s t r a t i o n the unemployed category. Thi s employment movement r e p r e s e n t s a 27.5% change from t h e i n i t i a l employment s t a t u s o f t h e "employed non-RPA" r e s p o n d e n t s . Movement in the showed a 24% change. 29 r e s p o n d e n t s in recreation became employment category "employed RPA" A f t e r r e c e i v i n g t h e g r a d u a t e d e g r e e , 22 o f t h e (76%) o r i g i n a l l y and p a r k e m p lo y e d status in a in t h i s adm inistration. non-recreation c a t e g o r y remained employed Five and respondents park (17.2%) adm inistration p o s i t i o n , and two (6.8%) became unemployed (one by r e t i r e m e n t ) . In summary, o f t h e 67 s ur vey r e s p o n d e n t s , 24 showed a change in employment status upon receiving the graduate degree Department o f R e c r e a t i o n and Park A d m i n i s t r a t i o n . 35.8% change in employment s t a t u s . It one e x c e p t i o n , who moved category a f t e r reason resulted for the those respondents It c an n ot from j o b t e r m i n a t i o n . be the Thi s r e p r e s e n t s a sh ould be n ot e d t h a t , to rece iv in g the graduate degree did move. from assumed Appendix G l i s t s the not that w it h u n e m p lo y e d indicate the unemployment current (at the 42 tim e the survey was com pleted) n o n-recreation and park a d m i n i s t r a t i o n employment s t a t u s . Of t h e 67 r e s p o n d e n t s , 23 r e c e i v e d an u n d e r g r a d u a t e d e g r e e in r e c r e a t i o n and p a r k a d m i n i s t r a t i o n from C e n t r a l Michigan U n i v e r s i t y , 13 received an adm inistration undergraduate (or sim ilar degree title ) in recreatio n fr o m another and park college or u n i v e r s i t y , and 31 r e c e i v e d a n o n - r e c r e a t i o n and p a r k a d m i n i s t r a t i o n d e g r e e ( s e e Appendix H f o r a l i s t i n g of these degrees). Tabl e 4. 5 summarizes t h e d a t a . Tabl e 4 . 5 . - - U n d e r g r a d u a t e d e g r e e s o f r e s p o n d e n t s . Degree Choice R e c r e a t i o n and p ar k admin. (CMU) R e c r e a t i o n and p a r k admin, ( o t h e r i n s t i t u t i o n ) Other Tota l A m a jority of the respondents park a d m in is tr a t io n undergraduate Michigan U n i v e r s i t y o r h a l f of the respondents another (46.3%) (53.8%) Percent 23 13 31 3 4 .4 19.4 46 .3 67 100.0 received re c re a tio n degrees in stitu tio n . Number either and from C e n t r a l However, alm os t one- i n d i c a t e d t h a t t h e i r d e g r e e was in an a r e a o t h e r th a n r e c r e a t i o n and p a r k a d m i n i s t r a t i o n . The d a t a regarding the respondents’ undergraduate degree and employment s t a t u s w h i l e p u r s u in g t h e g r a d u a t e d e g r e e were compared t o Q u es ti o n s 6 th r ou gh 11 o f t h e q u e s t i o n n a i r e t o d e t e r m i n e w het her 43 t h e p e r c e p t i o n s o f t h e s e groups d i f f e r e d in r e g a r d t o t h e a b i l i t y o f t h e Department t o a c h i e v e t h e g o a l s o f t h e g r a d u a t e program. P e r c e p t i o n s o f A t ta in m e n t o f Gr aduate Program Goals Q u e s ti o n s 6 th r o u g h 11 o f t h e q u e s t i o n n a i r e asked r e s p o n d e n t s t o res pon d t o t h e f o l l o w i n g ( u s in g a r a t i n g o f 0 = i n a d e q u a t e l y , 1 = a d e q u a t e l y , 2 = very a d e q u a t e l y ) : "To what e x t e n t do you t h i n k y o u r g r a d u a t e coursework in r e c r e a t i o n and p ar k a d m i n i s t r a t i o n . . . . . . expanded on y o u r c u r r e n t knowledge? . . . hel ped c o n c e p t u a l i z e yo u r l e i s u r e p h il o s o p h y ? . . . hel ped c o n c e p t u a l i z e yo u r l e a d e r s h i p s t y l e ? . . . p r o v id e d r e s e a r c h e x p e r i e n c e ? . . . p r o vi d ed p r a c t i c a l management l e v e l e x p e r i e n c e ? . . . allowed f o r a b e n e f i c i a l exchange o f i n f o r m a t i o n ? The r e s p o n d e n t s ’ p e r c e p t i o n s two perspectives. employment status adm inistration adm inistration pu r s u e d . F irst, (unemployed, position, po sitio n ) The goal the goal employed at was th e n f ro m C entral M ichigan was employed the in tim e in a based a recreation non-recreation the (recreation U n iversity, a d m i n i s t r a t i o n from a n o t h e r i n s t i t u t i o n , were a n a l y z e d analyzed graduate a na ly ze d from t h e r e s p o n d e n t s ’ u n d e r g r a d u a t e d eg r ee tion o f each goal on from the and p ar k and pa rk degree perspective was of the and p a r k a d m i n i s t r a ­ recreatio n and p a r k o t h e r th a n r e c r e a t i o n and park a d m in is tr a t io n ) . Ta b le s 4 . 6 th ro u gh 4 . 1 7 i l l u s t r a t e t h e r e s p o n s e s t o each s ur v ey question. The c h i - s q u a r e s t a t i s t i c was employed a t t h e .05 l e v e l t o determine s ig n if i c a n c e . 44 Q u estio n 6: To what e x t e n t do you t h in k your g rad u a te coursework in Recreation and Park Administration expanded on your current knowledge? Of t h e nine respondents who were unemployed while p u r s u in g t h e i r d e g r e e , e i g h t (88.87%) i n d i c a t e d t h a t t h e coursework expanded on t h e i r c u r r e n t knowledge a d e q u a t e l y o r v e r y a d e q u a t e l y ( s e e Tabl e 4.6). Tw en ty - s ix of the 29 r e s p o n d e n t s (89.65%) employed in a r e c r e a t i o n and p a r k a d m i n i s t r a t i o n p o s i t i o n th o u g h t t h e coursework expanded on t h e i r c u r r e n t knowledge a d e q u a t e l y o r v e r y a d e q u a t e l y . Sim ilarly, all adm inistration of those position employed th o u g h t in the a non-recreation coursework expanded c u r r e n t knowledge a d e q u a t e l y o r ve r y a d e q u a t e l y . the 67 to tal respondents expanded on t h e i r current thought the knowledge. on park th eir Only 4 (5.97%) o f coursew ork However, and three inadequately of the four (75%) " i n a d e q u a t e " r e s p o n s e s were s u b m i t t e d by i n d i v i d u a l s employed in a r e c r e a t i o n and park a d m i n i s t r a t i o n p o s i t i o n . Tabl e 4 . 6 . --Employment s t a t u s and p e r c e p t i o n o f coursework t o expand on c u r r e n t knowledge. Number o f Responses Employment S t a t u s Total In a d e q u a te Adequate Very Adequate Unemployed RPA Non-RPA 1 3 0 2 15 11 6 11 18 9 29 29 Total 4 28 35 67 C h i - s q u a r e p - v a l u e = .152. 45 Based on t h e c h i - s q u a r e square p-value of significance .152 f o r t h e data in level Table of .05, 4.6 the chi- indicates that t h e r e was no s i g n i f i c a n t d i f f e r e n c e between a s t u d e n t ’ s employment status w h il e Recreation expanding pursuing and on the graduate Park A d m i n i s t r a t i o n current degree and knowledge. in the Department perceptions Respondents in of of coursework all employment c a t e g o r i e s te nde d t o view t h e Dep art me nt’ s a b i l i t y t o a c h i e v e t h i s goal th r o ug h g r a d u a t e coursework t h e same. This goal was then analyzed u n d e r g r a d u a t e de gr ee s t a t u s . based on the respondents’ Table 4 . 7 summarizes t h e i n f o r m a t i o n . Tabl e 4 . 7 . - - U n d e r g r a d u a t e d eg r ee and p e r c e p t i o n o f coursework t o expand on c u r r e n t knowledge. Number o f Responses Undergrad. Degree Total I n ad eq ua te Adequate Very Adequate 3 12 8 23 1 0 6 10 6 21 13 31 4 28 35 67 RPA (CMU) RPA ( o t h e r institution! O th er Total C h i - s q u a r e p - v a l u e = .091. Of t h o s e w ith an u n d e r g r a d u a t e d e g r e e a d m i n i s t r a t i o n from C e n t r a l 23 r e s p o n d e n t s ) knowledge in r e c r e a t i o n Michigan U n i v e r s i t y , and p ar k 86.95% (20 o u t o f i n d i c a t e d t h e coursework expanded on t h e i r c u r r e n t adequately or very adequately. Twelve out of the 13 46 respondents park (92.3%) w it h an u n d e r g r a d u a t e d e g r e e adm inistration from another cou rs ew or k expanded on t h e i r in stitu tio n current in r e c r e a t i o n also and indicated the knowledge a d e q u a t e l y o r very a d e q u a t e l y , as d i d a l l 31 o f t h e r e s p o n d e n t s w it h d e g r e e s o t h e r th an in recreatio n "inadequate" and park responses adm inistration. Three of (75%) were by i n d i v i d u a l s w i t h the four a degree in r e c r e a t i o n and p a r k a d m i n i s t r a t i o n from C e n t r a l Michigan U n i v e r s i t y . The c h i - s q u a r e p - v a l u e e q u a l e d .0 9 1. Thi s s t a t i s t i c suggests t h a t t h e r e was no s i g n i f i c a n t d i f f e r e n c e r e g a r d i n g t h e u n d e r g r a d u a t e d e g r e e s t a t u s o f r e s p o n d e n t s and t h e i r p e r c e p t i o n s o f t h e r e c r e a t i o n and pa r k adm inistration graduate coursework t o expand on c u r r e n t knowledge. Q u e s ti o n 7: To what e x t e n t do you t h i n k y o u r g r a d u a t e c o u r s e ­ work i n R e c r e a t i o n and Park A d m i n i s t r a t i o n h e l p e d c o n c e p t u a l i z e yo u r l e i s u r e p h il o s o p h y ? Ta b le 4 . 8 i l l u s t r a t e s t h e f i n d i n g s when t h i s goal was a n a l y z e d v is-a-vis the respondents’ employment status while pursuing the graduate degree. F ifty-five helped o f 67 r e s p o n d e n t s conceptualize th eir leisure (82.09%) th o u g h t philosophy the cours ew ork adequately or very adequately. Thi s t o t a l r e s p o n s e in c l u d e d 7 o f 9 (77.77%) unemployed individuals, 22 o f 29 (75.86%) individuals employed in recreation and pa rk a d m i n i s t r a t i o n p o s i t i o n s , and 26 o f 29 i n d i v i d u a l s (89.66%) employed in n o n - r e c r e a t i o n and p a r k a d m i n i s t r a t i o n p o s i t i o n s . of the 12 r e s p o n d e n t s inadequately achieved (58.33%) w er e who i n d i c a t e d employed in that this recreatio n goal and Seven was park 47 a d m i n i s t r a t i o n p o s i t i o n s w h i l e p u r s u in g t h e g r a d u a t e d e g r e e . responses also reflected alm os t 25% o f all responses These by this employment group f o r t h i s q u e s t i o n . Table 4 . 8 . --Employment s t a t u s and p e r c e p t i o n o f coursework t o hel p conce p tu alize l e i s u r e philosophy. Number o f Responses T ot al Employment S t a t u s I n a d e q u a te Adequate Very Adequate 2 7 3 3 11 8 4 11 18 9 29 29 12 22 33 67 p - v a l u e eq u a l e d .422. Unemployed RPA Non-RPA Total C h i - s q u a r e p - v a l u e = .422. The c h i - s q u a r e level, there was no significant At difference the .05 confidence regarding employment s t a t u s and p e r c e p t i o n s o f coursework t o h e l p c o n c e p t u a l i z e l e i s u r e philosophy. U n de rg rad ua te d e g r e e s were th e n compared w it h t h e r e s p o n d e n t s ’ perceptions philosophy. of the coursework to help Table 4 . 9 summarizes t h e d a t a . conceptualize le isu re 48 Table 4 . 9 . - - U n d e r g r a d u a t e d e g re e and p e r c e p t i o n o f cou rs ew or k t o help c o n c e p tu alize l e i s u r e philosophy. Number o f Responses Undergrad. Degree Total I n a d e q u a te 5 8 10 23 2 5 7 7 4 19 13 31 12 22 33 67 RPA (CMU) RPA ( o t h e r institution) Othe r Total Very Adequate Adequate C h i - s q u a r e p - v a l u e = .285. E ig ht ee n o f 23 r e s p o n d e n t s (78.26%) w it h a d e g r e e in r e c r e a t i o n and p a r k a d m i n i s t r a t i o n from C e n t r a l the conceptualize coursework adequately or individuals other helped v er y w it h recreation in stitutions adequately achieved. the adequately. coursework In and indicated Michigan U n i v e r s i t y park this th e ir leisu re comparison, was philosophy 84.62% adm inistration goal indicated of degrees adequately or the from very Of t h o s e w it h o t h e r d e g r e e s , 83.87% i n d i c a t e d helped conceptualize a d e q u a t e l y o r very a d e q u a t e l y . th e ir le isu re philosophy Five o f t h e 12 (41.67%) " i n a d e q u a t e " r e s p o n s e s were r e c o r d e d by i n d i v i d u a l s w it h an u n d e r g r a d u a t e d e g r e e in recreatio n U niversity. fr o m t h o s e (16.67%) and park adm inistration There were a l s o w ith from other those five degrees with a from "inadequate" and two recreation C entral M ichigan responses (41.67%) "inadequate" and u n d e r g r a d u a t e d e g r e e from a n o t h e r i n s t i t u t i o n . park responses adm inistration 49 For t h e d a t a , t h e c h i - s q u a r e p - v a l u e eq u a l e d .285. confidence significant level, the chi-square difference in statistic perceptions suggests based on the At t h e there .05 was no respondents’ undergraduate degree. Q u e s ti on 8: To what e x t e n t do you t h i n k your g r ad u at e coursework in Recreation and Park Administration helped t o conc ept ual iz e your leadership s t y l e ? When asked to respond u n e m p lo y e d r e s p o n d e n t s to ( 7 7 .7 8 % ) th is question, in d icated it a d e q u a t e l y o r very a d e q u a t e l y ( s e e Table 4 . 1 0 ) . in a recreation and park adm inistration seven of nine was a c c o m p l i s h e d Of t h o s e employed position, 24 of the 29 r e s p o n d e n t s (82.76%) f e l t t h e same, as d i d 24 o f t h e 29 r e s p o n d e n t s employed in n o n - r e c r e a t i o n and pa rk a d m i n i s t r a t i o n p o s i t i o n s . Table 4 . 1 0 . --Employment s t a t u s and p e r c e p t i o n o f coursework t o h el p conceptualize leadership s ty le . Number o f Responses Total Employment S t a t u s Inadequate Unemployed RPA Non-RPA Total C h i - s q u a r e p - v a l u e = .703. Adequate Very Adequate 2 5 5 2 14 11 5 10 13 9 29 29 12 27 28 67 50 Responses from those employed in a recreatio n and park a d m i n i s t r a t i o n p o s i t i o n a c c ou nt ed f o r 41.67% (5 o f 12 r e s p o n s e s ) the "inadequate" responses to t h i s q u estion. the responses of adm inistration those employed p o sitio n . in a of The same d a t a r e f l e c t , non-recreation Two i n d i v i d u a l s in the and pa rk "unemployed" c a t e g o r y (16.67%) th o u g h t t h i s goal was i n a d e q u a t e l y a c h i e v e d . The chi-square significant the degree p-value difference and t h e of .703 regarding suggests employment that status respondents’ perceptions of there w h il e the was no pursuing coursework to help co n cep tu alize le a d e rs h ip s t y l e . When analyzing undergraduate degree, th is goal 20 the of based 23 on the respondents d e g r e e in r e c r e a t i o n and p ar k a d m i n i s t r a t i o n resp o n d en ts’ (86.96%) from C en t ra l w it h a Michigan U n iv e rs ity in d ic a te d th e coursework helped c o n c e p tu a liz e t h e i r leadership style adequately or very adequately Sim ilarly, 11 o f 13 r e s p o n d e n t s (84.61%) w it h a r e c r e a t i o n and pa r k a d m i n i s t r a t i o n d e g r e e from a n o t h e r i n s t i t u t i o n (see Table 4.11). indicated the same. Of t h o s e w it h an u n d e r g r a d u a t e d e g r e e o t h e r th a n r e c r e a t i o n and p a r k adm inistration, 24 o f t h e 31 r e s p o n d e n t s (77.42%) a l s o th o u g h t t h e coursework h el ped c o n c e p t u a l i z e t h e i r l e a d e r s h i p s t y l e a d e q u a t e l y o r ve r y a d e q u a t e l y . Respondents w it h an u n d e r g r a d u a t e d e g r e e in r e c r e a t i o n and p a r k a d m i n i s t r a t i o n from C e n t r a l Michigan U n i v e r s i t y ac co un ted f o r 25% (3 o f 12) of the "inadequate" responses. Those " o t h e r " d e g r e e ac co un ted f o r 58.33% (7 o f 12) responses. individuals o f the w it h an "inadequate" Respondents w it h an u n d e r g r a d u a t e d e g r e e in r e c r e a t i o n 51 and park adm inistration from another institution ac c o u n te d for 16.67% (2 o f 12) o f t h e " i n a d e q u a t e " r e s p o n s e s . Ta bl e 4 . 1 1 . - - U n d e r g r a d u a t e d e g r e e and p e r c e p t i o n o f cou rs ew or k t o help c o n ce p tu aliz e le a d e r s h ip s t y l e . Number o f Responses Undergrad. Degree Tota l Inadequate Adequate Very Adequate 3 10 10 23 2 7 5 12 6 12 13 31 12 27 28 67 RPA (CMU) RPA ( o t h e r institu tio n ) O th er Tot al C h i - s q u a r e p - v a l u e = .916. At t h e would .05 c o n f i d e n c e suggest that level, there the was no chi-square significant p-value of .916 d iffe re n c e regarding u n d e r g r a d u a t e d e g r e e s t a t u s and t h e r e s p o n d e n t s ’ p e r c e p t i o n s o f t h e cours ew ork t o h e l p c o n c e p t u a l i z e l e a d e r s h i p s t y l e . Q u e s t i o n 9 : To w h a t e x t e n t do y o u t h i n k y o u r graduate co ur s ew or k i n R e c r e a t i o n and P ark A d m i n i s t r a t i o n p r o v i d e d a research experience? F o r t y - s e v e n o f 67 r e s p o n d e n t s (70.15%) p e r c e i v e d t h e cours ew ork as providing a research experience eith er adequately or a d e q u a t e l y ( s e e Ta b l e 4 . 1 2 ) . Almost 30% o f t h e r e s p o n d e n t s 67) inadequately perceived "inadequate" this goal responses, as achieved. 9 (45%) were by i n d i v i d u a l s Of very (20 o f the employed in 20 a 52 r e c r e a t i o n and park a d m i n i s t r a t i o n p o s i t i o n , 8 (40%) by i n d i v i d u a l s employed in a n o n - r e c r e a t i o n and pa r k a d m i n i s t r a t i o n p o s i t i o n , and 3 (15%) by i n d i v i d u a l s in t h e unemployed c a t e g o r y . Table 4 . 1 2 . --Employment s t a t u s and p e r c e p t i o n o f coursework t o provide research experience. Number o f Responses Tot al Employment S t a t u s In a d e q u a te Adequate Very Adequate 3 9 8 2 9 12 4 11 9 9 29 29 20 23 24 67 Unemployed RPA Non-RPA Total C h i - s q u a r e p - v a l u e = .843. S ix o f n i n e (66.56%) unemployed g r a d u a t e s t u d e n t s th o u g h t t h i s goal was a ch ie v ed a d e q u a t e l y o r very a d e q u a t e l y . Of t h o s e employed in a r e c r e a t i o n and park a d m i n i s t r a t i o n p o s i t i o n , 68.96% (20 o u t o f 9Q — rpcnnnrlpntc^ • — i------------------- ~ t nprrpivpH ~ ■— r ~ thp rnur<;pwnrlf ---------- ---------------- --- ac - - arhipvinn +hp nnal j — • a d e q u a t e l y o r very a d e q u a t e l y , as d i d 21 o f 29 (72.41%) r e s p o n d e n t s who were employed in a non-recreation and p ar k adm inistration p o s i t i o n w h i l e p u r s u in g t h e i r d e g r e e . The c h i - s q u a r e p - v a l u e f o r t h e d a t a in Tabl e 4 .1 2 was .8 43. the .05 c o n f id e n c e l e v e l , difference regarding this employment At i n d i c a t e s t h e r e was no s i g n i f i c a n t status while pursuing a graduate d e g r e e from t h e Department o f R e c r e a t i o n and Park A d m i n i s t r a t i o n and p e r c e p t i o n s o f t h e coursework t o p r o v id e r e s e a r c h e x p e r i e n c e . 53 C o m p a r in g undergraduate degrees and perceptions of coursework t o p r o v i d e r e s e a r c h e x p e r i e n c e r e v e a l e d r e s u l t s to those j u s t discussed. the sim ilar The d a t a a r e summarized in Ta b le 4 . 1 3 . Tab le 4 . 1 3 . - - U n d e r g r a d u a t e d e g r e e and p e r c e p t i o n o f coursework t o provide research experience. Number o f Responses Undergrad. Degree T ot al In a d e q u a te RPA (CMU) RPA ( o t h e r in stitu tio n ) O th er Total Adequate Very Adequate 7 9 7 23 5 8 3 11 5 12 13 31 20 23 24 67 C h i - s q u a r e p - v a l u e = .840. F orty-seven of the 6/ to tal respondents in d icated the coursework p ro v id ed a r e s e a r c h e x p e r i e n c e e i t h e r a d e q u a t e l y o r ve r y adequately. Thi s a c c o u n ts f o r 70.15% o f a l l 30% o f respondents the inadequately achieved. goal to be (20 of 67) respondents. perceived this Almost goal to be Seven o f t h e r e s p o n d e n t s who p e r c e i v e d t h i s inadequately a ch i ev ed had undergraduate degrees in r e c r e a t i o n and p a r k a d m i n i s t r a t i o n from C e n t r a l Michigan U n i v e r s i t y . Thi s a c c o u n ts f o r 35% o f t h e " i n a d e q u a t e " r e s p o n s e s and 30.43% (7 o f 23) o f t h e r e s p o n s e s by t h i s gr o up . Five of the in d i v id u a l s w ith "inadequate" responses undergraduate degrees to in this goal recreatio n were by and p a r k 54 a d m i n i s t r a t i o n from a n o t h e r i n s t i t u t i o n . the "inadequate" responses. F o r ty These acc o un te d f o r 25% o f percent of the "inadequate" r e s p o n s e s were by t h o s e i n d i v i d u a l s w it h an u n d e r g r a d u a t e d e g r e e in an a r e a o t h e r th a n r e c r e a t i o n and pa rk a d m i n i s t r a t i o n . Of t h o s e who r e c e i v e d an u n d e r g r a d u a t e d e g r e e in r e c r e a t i o n and park adm inistration from Central Michigan U niversity, 16 of 23 (69.56%) i n d i c a t e d a r e s e a r c h e x p e r i e n c e was pr o v id e d a d e q u a t e l y o r very adequately. S i x t y - o n e and o n e - h a l f p e r c e n t (8 o f 13) o f t h o s e w it h a r e c r e a t i o n and p a r k a d m i n i s t r a t i o n u n d e r g r a d u a t e d e g r e e from another institution respondents w it h indicated "other" the degrees same. And 23 thought research of 31 (73.19%) experience was p r o v i d e d e i t h e r a d e q u a t e l y o r ve r y a d e q u a t e l y . At t h e .05 c o n f i d e n c e level, th e chi-square p-value of .840 s u g g e s t s t h e r e was no s i g n i f i c a n t d i f f e r e n c e r e g a r d i n g u n d e r g r a d u a t e d e g r e e s t a t u s and t h e r e s p o n d e n t s ’ p e r c e p t i o n s o f t h e coursework t o provide a research experience. more "inadequate" responses On a p e r c e n t a g e b a s i s , t h i s goal had (bas ed on both employment status and undergraduate degree) than the o th e r g o als. Q u e s ti o n 10: To what e x t e n t do you t h i n k yo u r g r a d u a t e cou rsewo rk in R e c r e a t i o n and Park A d m i n i s t r a t i o n p r o v i d e d a p r a c t i c a l management l e v e l e x p e r i e n c e ? Tab le 4.1 4 summarizes t h e r e s p o n s e s t o t h i s q u e s t i o n based on the re s p o n d e n ts * employment status while pursuing the graduate d e g r e e from t h e Department o f R e c r e a t i o n and Park A d m i n i s t r a t i o n . 55 Ta bl e 4 . 1 4 . --Employment s t a t u s and p e r c e p t i o n o f coursework t o p r o v i d e a management-level e x p e r i e n c e . Number o f Responses Employment S t a t u s T ot al I n a d e q u a te Adequate Very Adequate 3 4 7 3 12 8 3 13 14 9 29 29 14 23 30 67 Unemployed RPA Non-RPA T ot al C h i - s q u a r e p - v a l u e = .616. Three of u n e m p lo y e d respondents ( 3 3 .3 3 % ) e x p e r i e n c e was inadequately p r o v id e d the management-level graduate coursew ork. (65.67%) thought a Six of the nine management-level was in for u n e m p lo y e d experience thought a the respondents provided for adequately o r very adequately. Of those position employed w h il e respondents) in a recreation p u r s u in g the graduate perceived the coursew ork and pa rk degree, to 86.21% inadequately th is e m p lo y m en t achieved. group) Respondents perceived employed (25 adequately a d e q u a t e l y p r o v i d e a management-level e x p e r i e n c e . ( 1 3 .9 7 % o f adm inistration in of or 29 very Four r e s p o n d e n t s th is goal to a recreation be and pa r k a d m i n i s t r a t i o n p o s i t i o n r e p r e s e n t e d 28.57% o f t h e " i n a d e q u a t e " responses. Twenty-two o f t h e 29 r e s p o n d e n t s (75.87%) employed in a non­ r e c r e a t i o n and p a r k a d m i n i s t r a t i o n p o s i t i o n p e r c e i v e d t h e coursework as p r o v i d i n g a m a n a g e m e n t - l e v e l experience adequately or very 56 adequately. group Seven o f t h e 29 r e s p o n d e n t s (24.14%) in t h i s employment th o u g h t the coursework m anagem ent-level inadequately experience. This p r o v id e d a represented practical 50% of the "inadequate" responses. The c h i - s q u a r e p - v a l u e e q u a l e d .616. no significant respondents difference, when comparing at the Th is s u g g e s t s t h e r e was .05 confidence level, among respondents’ employment status while p u r s u i n g t h e i r g r a d u a t e d e g r e e from t h e Department o f R e c r e a t i o n and Park A d m i n i s t r a t i o n and t h e i r p e r c e p t i o n o f t h e g r a d u a t e coursework t o p r o v i d e a p r a c t i c a l management-level e x p e r i e n c e . Respondents in a l l employment c a t e g o r i e s te nde d t o view t h e a t t a i n m e n t o f t h i s goal t h e same. When comparing u n d e r g r a d u a t e d e g r e e management-level undergraduate Central degree Michigan management-level (see Table recreation experience, in University 4.15). to 17 o f 23 r e s p o n d e n t s recreation experience status and indicated either Eleven of park the perceptions (73.91%) w ith an adm inistration coursework adequately or 13 r e s p o n d e n t s of very from p r o v id e d a adequately (8 4 .6 2 % ) w ith a and pa r k a d m i n i s t r a t i o n d e g r e e from a n o t h e r i n s t i t u t i o n p e r c e i v e d t h e coursework as p r o v i d i n g a management-level e x p e r i e n c e a d e q u a t e l y o r ve ry a d e q u a t e l y , as d i d 25 o f 31 r e s p o n d e n t s (80.64%) w ith an u n d e r g r a d u a t e d e g r e e in an a r e a o t h e r th a n r e c r e a t i o n and pa rk a d m i n i s t r a t i o n . F o u r te en o f t h e 67 t o t a l goal to be inadequately respondents achieved. Six (20.90%) of the perceived t h i s 14 "inadequate" 57 r e s p o n s e s were r e c o r d e d by i n d i v i d u a l s w i t h an u n d e r g r a d u a t e d e g r e e in recreatio n U niversity. and park A nother adm in istratio n six "inadequate" from C entral responses M ichigan were r e c o r d e d by i n d i v i d u a l s w it h an u n d e r g r a d u a t e d e g r e e o t h e r th a n r e c r e a t i o n park adm inistration. Two "inadequate" responses (14.28%) r e c o r d e d by i n d i v i d u a l s w ith an u n d e r g r a d u a t e d e g r e e and pa rk a d m i n i s t r a t i o n from a n o t h e r i n s t i t u t i o n . and were in r e c r e a t i o n See T ab l e 4 .1 5 f o r a summary o f t h e d a t a . T ab l e 4 . 1 5 . - - U n d e r g r a d u a t e d e g r e e and p e r c e p t i o n o f cou rs ew ork t o p r o v i d e a management-level e x p e r i e n c e . Number o f Responses T ot al Undergrad. Degree Inadequate RPA (CMU) RPA ( o t h e r institution) O th e r Tot al Adequate Very Adequate 6 7 10 23 2 6 7 9 4 16 13 31 14 23 30 67 C h i - s q u a r e p - v a l u e = .522. At t h e suggests .05 c o n f i d e n c e there was no level, significant the chi-square difference in p-value of .522 responses when comparing u n d e r g r a d u a t e d e g r e e s t a t u s o f t h e r e s p o n d e n t s and t h e i r perceptions of the level experience. cou rs ew or k to provide a practical management- 58 Q u e s t i o n 11: To what e x t e n t do you t h i n k y o u r g r a d u a t e cou rs ew or k i n R e c r e a t i o n and P ark A d m i n i s t r a t i o n a l lo w ed f o r a b e n e f i c i a l exchange o f i n f o r m a t i o n ? When a n a l y z i n g t h e l a s t g r a d u a t e cours ewo rk goal s t a t e m e n t v i s a - v i s t h e r e s p o n d e n t s ’ employment s t a t u s w h i l e p u r s u i n g t h e g r a d u a t e d e g r e e , an anomaly o c c u r r e d . Ta b l e 4 . 1 6 summarizes t h e d a t a t o be discussed. T ab l e 4 . 1 6 . --Employment s t a t u s and p e r c e p t i o n o f co ur se w or k t o p r o v i d e f o r a b e n e f i c i a l exchange o f i n f o r m a t i o n . Number o f Responses Tot al Employment S t a t u s Adequate Inadequate Very Adequate Unemployed RPA Non-RPA 2 0 0 3 3 9 4 26 20 9 29 29 Tot al 2 15 50 67 C h i - s q u a r e p - v a l u e = .0 01. On ly provided 2 of an respondents 67 respondents inadequate (97.01%) ( 2 .9 9 % ) exchange th o u g h t of thought the inform ation, a beneficial exchange of coursework whereas 65 inform ation was p r o v i d e d a d e q u a t e l y o r v e r y a d e q u a t e l y . Of the beneficial adequately. unemployed exchange All of 29 o f respondents, information the 7 of 9 occurred RPA employed (77.77%) thought adequately respondents same, as d i d a l l 29 o f t h e non-RPA employed r e s p o n d e n t s . or thought a very the 59 At t h e indicates status .05 c o n f i d e n c e l e v e l , the chi-square t h e r e was a s i g n i f i c a n t d i f f e r e n c e while coursew ork pursuing to the provide degree a and p-value regarding perception ben eficial exchange of of However, t h e g r o u p in g o f t h e d a t a in Ta bl e 4 . 1 6 i s g r o u p in g o f d a t a in a l l .001 employment the graduate inform ation. s im ila r to the t h e o t h e r t a b l e s be in g a n a l y z e d t h e " v er y ad e q u a te " r a t i n g ) of (skewed t o and s u g g e s t s no s i g n i f i c a n t d i f f e r e n c e was e v i d e n t . When a n a l y z i n g degree status, this only goal 2 of based on r e s p o n d e n t s ’ 67 respondents coursework in a d e q u a te ly provided information ( s e e Ta b l e 4 . 1 7 ) . ( 2 .9 9 % ) for a b en eficial undergraduate thought the exchange The r e m a in in g 65 (97.01%) of perceived t h e coursework as p r o v i d i n g f o r an i n f o r m a t i o n exchange a d e q u a t e l y o r v er y a d e q u a t e l y . T a b l e 4 . 1 7 . - - U n d e r g r a d u a t e d e g r e e and p e r c e p t i o n o f co ur sew or k t o p r o v i d e f o r a b e n e f i c i a l exchange o f i n f o r m a t i o n . Number o f Responses U ndergrad. Degree To ta l I n a d e q u a te RPA (CMU) RPA ( o t h e r institution) O th er Tot al C h i - s q u a r e p - v a l u e = .5 54. Adequate Very Adequate 1 5 17 23 1 0 4 6 8 25 13 31 2 15 50 67 60 Of t h o s e r e s p o n d e n t s w it h a r e c r e a t i o n and p a r k a d m i n i s t r a t i o n d e g r e e from C e n t r a l Michigan U n i v e r s i t y , 22 o f 23 (95.65%) th o u g h t a beneficial information adequately. exchange was p r o v id e d adequately or ve ry Twelve o f 13 r e s p o n d e n t s (92.31%) w ith a r e c r e a t i o n and park a d m in is tra tio n degree l i k e w i s e , as d i d a l l fr o m a n o t h e r in stitu tio n indicated 31 r e s p o n d e n t s w it h a d e g r e e in an a r e a o t h e r t h a n r e c r e a t i o n and p a r k a d m i n i s t r a t i o n . These d a t a a r e summarized in Tabl e 4 . 1 7 . At t h e in d icate s .05 c o n f i d e n c e l e v e l , there was no the chi-square s t a t i s t i c sig n ifican t re s p o n d e n ts ’ undergraduate degree difference and t h e i r when of .554 com paring perception of the coursework t o p r o v i d e a b e n e f i c i a l exchange o f i n f o r m a t i o n . Summary T a b l e s 4 . 6 th r o u g h collected that difference in pertain the 4.17 to summarized demographic d a t a H y p o th es is perceptions of the 1 (There is attainm ent no of and d a t a significant the graduate program g o a l s between g r a d u a t e s p u r s u in g a c a r e e r in r e c r e a t i o n and park a d m in is tr a tio n and t h o s e not p u r s u in g a c a r e e r and park a d m i n i s t r a t i o n ) . the c h i-s q u a re p-value In a l l was tables greater in recreation e x c e p t one ( Ta bl e 4 . 1 6 ) , than .05, suggesting th at H y p o th e s is 1 n o t be r e j e c t e d . Table 4 .1 8 p r o v i d e s a com pos it e a n a l y s i s o f t h e p e r c e p t i o n s o f t h e g r a d u a t e program g o a l s in t h e Department o f R e c r e a t i o n and Park Adm inistration at Central Michigan U n i v e r s i t y , r e s p o n d e n t s ’ employment s t a t u s . cross-referenced by There were a t o t a l o f 402 r e s p o n s e s 61 to the q uestions p e rta in in g to the respondents’ p erceptions o f the coursework t o a t t a i n t h e g r a d u a t e program g o a l s . Tabl e 4 . 1 8 . --Co mpo site r a t i n g o f g r a d u a t e program g o a l s by r e s p on de n ts * employment s t a t u s . Number o f Responses Employment S t a t u s To ta l I n ad eq ua te Adequate Very Adequate Unemployed RPA Non-RPA 13 28 23 15 64 59 26 82 92 54 174 174 Tot al 64 138 300 402 C h i - s q u a r e p - v a l u e = .3 25. At t h e .05 c o n f i d e n c e l e v e l , t h e c h i - s q u a r e p - v a l u e o f .325 f o r Tabl e 4 . 1 8 s u p p o r t s t h e f i n d i n g s o f t h e r e l a t e d i n d i v i d u a l t a b l e s in th i s section ( Ta b le s 4 . 6 , was no s i g n i f i c a n t perceptions of the 4.8, 4.10, d ifference graduate 4.12, 4.14, regarding program and 4 . 1 6 ) . e m p lo y m e n t to achieve There status its and goals. R e g a r d l e s s o f employment s t a t u s w h il e p u r s u i n g t h e g r a d u a t e d e g r e e from t h e Department o f R e c r e a t i o n and Park A d m i n i s t r a t i o n a t C e n t r a l Michigan U n i v e r s i t y , all respondents te nd ed t o view a t t a i n m e n t o f t h e g r a d u a t e program g o a l s t h e same. When responses were an al yz ed as a percentage of employment s t a t u s ( s e e Ta b le 4 . 1 9 ) , 24.07% o f t h e "unemployed" r e s p o n s e s (13 o f th eir 54 r e s p o n s e s ) indicated a particular goal was inadequately 62 achieved. As a p e r c e n t a g e o f r e s p o n s e s based on employment s t a t u s , t h i s group was t h e most c r i t i c a l in i t s p e r c e p t i o n o f t h e a t t a i n m e n t o f t h e g r a d u a t e program g o a l s . Tab le 4 . 1 9 . - - P e r c e n t a g e s o f r e s p o n s e s by employment s t a t u s . P e r c e n t a g e o f Responses I n a d e q u a te Adequate Very Adequate Row Total 24.07 16.09 13.22 27.7 8 36 .7 8 33.91 47.13 47.13 52.87 100.0 100.0 100.0 Employment S t a t u s Unemployed RPA Non-RPA As an employment gr ou p, the respondents employed in non­ r e c r e a t i o n and pa r k a d m i n i s t r a t i o n p o s i t i o n s were t h e most s a t i s f i e d w it h and l e a s t c r i t i c a l goals. of the a t t a i n m e n t o f t h e g r a d u a t e program As a p e r c e n t a g e o f i t s t o t a l a p a r t i c u l a r goal as (13.22% o f responses) occasions their (5 2 .8 7 % being of r e s p o n s e s , t h i s group r e c o r d e d inadequately th eir and very a ch i ev ed adequately responses). on 23 o c c a s i o n s achieved Table 4.19 on 92 provides i n f o r m a t i o n r e g a r d i n g p e r c e n t a g e s o f r e s p o n s e s by employment s t a t u s . Ta bl e 4.2 0 p r o v i d e s a com po sit e a n a l y s i s o f g r a d u a t e program g o a l s c r o s s - r e f e r e n c e d by r e s p o n d e n t s ’ u n d e r g r a d u a t e d e g r e e . There were 402 r e s p o n s e s t o t h e q u e s t i o n s p e r t a i n i n g t o t h e r e s p o n d e n t s ’ perceptions of the graduate coursework v is-a-v is the graduate program g o a l s , based on t h e r e s p o n d e n t s ’ u n d e r g r a d u a t e d e g r e e . 63 T a b l e 4 . 2 0 . -- C om po s it e a n a l y s i s o f g r a d u a t e program g o a l s by respondents’ undergraduate degree. Number o f Responses Un der gr ad. Degree Tota l Inadequate Adequate Very Adequate 25 51 62 138 13 26 32 55 33 105 78 186 64 138 200 402 RPA (CMU) RPA ( o t h e r institution) Other T ot al C h i - s q u a r e p - v a l u e = .158. On 64 o c c a s i o n s responses) a respondent i n d i c a t e d a p a r t i c u l a r goal was i n a d e q u a t e l y a c h i e v e d . One hundred th irty -eig h t responses " a d e q u a t e " column. was ve ry (15.92% o f t h e t o t a l (34.33% o f t h e t o t a l ) were r e c o r d e d in t h e Two hundred r e s p o n s e s (49.75%) i n d i c a t e d a goal adequately achieved. In t o t a l , 338 r e s p o n s e s out of a p o s s i b l e 402 r e s p o n s e s (84.08%) i n d i c a t e d t h e g r a d u a t e program g o a l s urov'o .._.w a r h i o w o H a r l o n n a t o l•«/\/ n r The c h i - s q u a r e related 4.13, individual 4.15, regarding perceptions and p-value of tables 4.1 7 ). undergraduate of undergraduate \/or\/ the degree a r l n r m1a t p l *v/ .158 s u p p o r t s in t h i s There degree graduate obtained • section was had (Tables no to findings 4.7, significant obtained program the and achieve no b e a r i n g the its on t h e 4.9, in the 4.11, d ifferen ce respondents’ goals. The respondents’ p e r c e p t i o n s o f t h e a t t a i n m e n t o f t h e g r a d u a t e program g o a l s . 64 Tabl e 4.21 presents p e r c e n t a g e i n f o r m a t i o n based on r e s p o n s e s w i t h i n each u n d e r g r a d u a t e d eg re e gro up. Table 4 . 2 1 . - - P e r c e n t a g e s o f r e s p o n s e s by u n d e r g r a d u a t e d e g r e e . P e r c e n t a g e o f Responses Undergrad. Degree I n a d e q u a te Adequate Very Adequate Row Tot al 18.11 36.9 6 44.93 100.00 16.67 13.98 41.03 29.57 42.31 56.45 100.01' 100.00 RPA (CMU) RPA ( o t h e r institution) Non-RPA aDoes n o t equal 100% due t o r o un di n g. When an a l y z e d from t h i s undergraduate degree in perspective, recreation and the park respondents w ith adm inistration an from C e n t r a l Michigan U n i v e r s i t y were t h e most c r i t i c a l o f t h e a t t a i n m e n t of the graduate responses program g o a l s . (18.11%) indicated a T w e n ty - f i v e o f particular goal this group’ s 138 was inadequately achieved. Respondents w ith an u n d e r g r a d u a t e d e g r e e in an a r e a o t h e r th a n r e c r e a t i o n and p a r k a d m i n i s t r a t i o n were t h e l e a s t c r i t i c a l satisfied w ith graduate goal attainm ent. Within this and most gr ou p, " i n a d e q u a t e " r a t i n g ac co un ted f o r 13.98% o f t h e i r r e s p o n s e s , "very ad equ at e" r a t i n g acco un ted f o r 56.45% o f t h e i r r e s p o n s e s . an and a 65 P erceptions of Individual Classes Th is section addresses the respondents’ c l a s s e s in which t h e y were e n r o l l e d . perceptions of the I t c o v e r s Q u e s ti o n s 3 , 5, and 12 th ro u g h 19 on t h e s u r v e y . The 67 r e s p o n d e n t s t o t h e s ur v ey ac c o u n te d f o r a t o t a l class registrations. Of t h e s e r e g i s t r a t i o n s , 74 (13.24%) o f 559 were by unemployed g r a d u a t e s t u d e n t s , 251 (44.9%) by s t u d e n t s employed in a r e c r e a t i o n and p a r k p o s i t i o n , and 234 (41.86%) by s t u d e n t s employed in a n o n - r e c r e a t i o n and p a r k p o s i t i o n . Tabl e 4.2 2 summarizes t h e s e demographic d a t a . Tabl e 4 . 2 2 . - - C l a s s r e g i s t r a t i o n by employment s t a t u s . Employment S t a t u s Number Unemployed Percent 74 13.24 Employed in a r e c r e a t i o n and park p o s itio n 251 44.90 Employed in a n o n r e c r e a t i o n and park p o s itio n 234 41.86 559 Tot al The m a j o r i t y of class registrations were 100.00 by r e s p o n d e n t s who were unemployed o r no t employed in a r e c r e a t i o n and pa r k p o s i t i o n (308 one-half registrations, 55.10%). However, alm os t of all r e g i s t r a t i o n s were by r e s p o n d e n t s employed in a r e c r e a t i o n and p ar k p o s i t i o n (251 r e g i s t r a t i o n s , 44.90% o f a l l r e g i s t r a t i o n s ) . 66 Respondents were asked t o r a t e each c l a s s ta k e n r e l a t i v e t o i t s value to the resp ondents’ p rofessional t o t a l o f 559 c l a s s r e g i s t r a t i o n s . advancement. Appendix I l i s t s i n d i v i d u a l c l a s s r e g i s t r a t i o n s and t h e p e r c e i v e d v a l u e r a t i n g value, valuable) There were a o f each c l a s s . ( l i t t l e / n o value, Table 4 .2 3 p r e s e n t s some t h e combined v a l u e r a t i n g s o f c l a s s e s based on t h e r e s p o n d e n t s ’ employment s t a t u s w h i l e p u r s u i n g t h e g r a d u a t e d eg r ee from t h e Department o f R e c r e a t i o n and Park A d m i n i s t r a t i o n a t C e n t r a l Michigan U n i v e r s i t y . Tab le 4 . 2 3 . - - V a lu e o f c l a s s by employment s t a t u s . Number o f Responses Employment S t a t u s Tot al L ittle/ No Value Unemployed Employed in a r e c r e a t i o n and p a r k p o s i t i o n Employed in a nonr e c r e a t i o n and p a rk position Tot al Some Value V a lu a b l e 6 19 49 74 21 74 156 251 15 53 "Ibb 234 42 146 371 559 C h i - s q u a r e p - v a l u e = .375. There were 559 c l a s s r e g i s t r a t i o n s . c l a s s was th o u g h t t o be o f l i t t l e On 42 o c c a s i o n s (7.51%) a o r no v a l u e . (26.12%) a c l a s s was t h o u g h t t o be o f some v a l u e . (66.37%) a c l a s s was deemed t o be v a l u a b l e . On 146 o c c a s i o n s On 371 o c c a s i o n s In 92.49% o f a l l class 67 registrations "valuable" statistic the status. of difference .375 between students At ac co rd ed the would .05 confidence suggest employment a class that status the "some level, the there while was no pursuing d e g r e e and t h e v a l u e a s s i g n e d t o c l a s s e s t a k e n . value" or chi-square significant the graduate The p e r c e p t i o n s o f t h e v a l u e o f t h e cours ewo rk were t h e same f o r a l l employment gr o u p s . Of im po rta n ce i s t h e p e r c e n t a g e o f r e s p o n s e s p e r v a l u e r a t i n g w ithin each employment gro up . In Table 4.24 the f re q u e n c y data p r e s e n t e d in Ta b le 4 . 2 3 a r e p r e s e n t e d as a p e r c e n t a g e o f employment status. Tabl e 4 . 2 4 . - - P e r c e n t a g e s o f r e s p o n s e s by employment s t a t u s . P e r c e n t a g e o f Responses Employment S t a t u s Unemployed RPA Non-RPA L ittle/ No Value Some Value 8. 11 8.37 6. 41 25.68 29.48 22.65 Row Total V a lu a b l e 66.22 62.15 70.94 100. o r 100.00 100.00 a Does n o t equal 100% due t o ro un d in g . As a gr ou p, adm inistration those position employed were t h e w i t h t h e i r g r a d u a t e co ur se w or k. in least non-recreation critical and and most pa r k pleased " L i t t l e / n o v a l u e " r a t i n g s ac co unt ed f o r 6.41% o f t h i s g r o u p ’ s r e s p o n s e s . 70.94% o f t h i s g r o u p ’ s r e s p o n s e s . a " Va lua ble " r a t i n g s comprised 68 Those respondents adm inistration position e m p lo y e d were t h e w it h t h e i r g r a d u a t e cou rsew ork. for 8.37% o f t h e i r 62.15%. the in a recreatio n most c r i t i c a l and and l e a s t park pleased " L i t t l e / n o v a l u e " r a t i n g s ac c ou n te d responses. "Val uab le " ratings a c c ou nt ed for Even though t h i s employment group was t h e most c r i t i c a l graduate coursework, 91.63% o f t h e i r responses indicated of the i n d i v i d u a l g r a d u a t e c o u r s e s were o f "some v a l u e " o r " v a l u a b l e . " When a n a l y z i n g c l a s s v a l u e by u n d e r g r a d u a t e d e g r e e s t a t u s , it was found t h a t 214 o f t h e c l a s s r e g i s t r a t i o n s were by r e s p o n d e n t s w it h undergraduate p ar k from C entral respondents M ichigan w ith in non-recreation recreation U niversity, recreation other in s titu tio n s , w it h degrees and p ar k 109 and adm inistration reg istratio n s adm inistration were degrees by from and 236 c l a s s r e g i s t r a t i o n s were by r e s p o n d e n t s and park adm inistration degrees. Ta b le 4 .2 5 summarizes t h e d a t a . Tabl e 4 . 2 5 . - - C l a s s r e g i s t r a t i o n s by u n d e r g r a d u a t e d e g r e e . U n de rg ra du at e Degree Number RPA from CMU RPA from o t h e r i n s t i t u t i o n Other 214 109 236 38 .2 8 19.50 42.22 559 100.00 Tot al More th a n o n e - h a l f o f t h e c l a s s r e g i s t r a t i o n s Percent (57.78%) were by r e s p o n d e n t s with d e g r e e s in r e c r e a t i o n and pa r k a d m i n i s t r a t i o n . The 69 remainder (42.22%) were by r e s p o n d e n t s w it h a degree in an area o t h e r t h a n r e c r e a t i o n and p a r k a d m i n i s t r a t i o n . In T ab l e 4 . 2 6 , d ata are presented t h a t indicate the value of c l a s s e s r e g i s t e r e d f o r , based on u n d e r g r a d u a t e d e g r e e s t a t u s . d a t a r e p r e s e n t t h e combined v a l u e r a t i n g of all classes These f o r which respondents r e g i s t e r e d . Ta b l e 4 . 2 6 . -- V a l u e o f c l a s s by u n d e r g r a d u a t e d e g r e e . Number o f Responses Und ergra d. Degree Tot al L ittle/ No Value RPA (CMU) RPA ( o t h e r i n s t i t u t i o n ) O th e r Tot al Some Value V a lu a b l e 19 8 15 59 29 58 136 72 163 214 109 236 42 146 371 559 C h i - s q u a r e p - v a l u e = .7 60. There were a t o t a l o f 559 c l a s s r e g i s t r a t i o n s . (7.51%) a class respondent. and on 371 or p-value of rated as havi ng little or no value to the On 146 o c c a s i o n s (26.12%) a c l a s s was jud g ed v a l u a b l e , occasions very v alu ab le. valuable was On 42 o c c a s i o n s (66.37%) r e s p o n d e n t s ju d g e d Of t h e 559 c l a s s r e g i s t r a t i o n s , very valuable 517 (92.49%) the class to be c l a s s e s were jud ge d times. The chi-square .760 i n d i c a t e s t h a t t h e r e was no s i g n i f i c a n t d i f f e r e n c e between u n d e r g r a d u a t e d e g r e e s t a t u s and t h e c l a s s e s f o r which t h e y r e g i s t e r e d . respondents' rating of 70 These same d a t a may be viewed as a percentage w i t h i n each u n d e r g r a d u a t e d e g r e e c a t e g o r y . of responses Tabl e 4 .2 7 p r e s e n t s t h e p e r c e n t a g e s o f r e s p o n s e s based on t h e f r e q u e n c y r e s p o n s e s in Tabl e 4.26. Tab le 4 . 2 7 . - - P e r c e n t a g e s o f r e s p o n s e s by u n d e r g r a d u a t e d e g r e e . P e r c e n t a g e o f Responses Undergrad. Degree Row Tot al L ittle/ No Value Some Value V al ua bl e 8.88 7.3 4 6 .3 6 27.57 26.61 24.58 63.55 66.06 69.07 RPA (CMU) RPA ( o t h e r i n s t i t u t i o n ) Other 100.00 100.01' 100.o r aDoes n o t equal 100% due t o roun di n g. The r e s p o n d e n t s w it h an u n d e r g r a d u a t e d e g r e e in an a r e a o t h e r th a n r e c r e a t i o n and pa r k a d m i n i s t r a t i o n were t h e l e a s t c r i t i c a l most p l e a s e d with t h e i r 6.36% of "little/no th eir g r a d u a t e cou rsework. responses value." rated Slightly p articu lar more th a n and Within this grou p, classes as having 69% r a t e d the classes as undergraduate degree in bei ng " v a l u a b l e . " C onversely, respondents w ith an r e c r e a t i o n and p a r k a d m i n i s t r a t i o n from C e n t r a l Michigan U n i v e r s i t y were the cour se wo rk. most critical and least pleased w ith their graduate Of t h i s g r o u p ’ s r e s p o n s e s , 8.88% o f them r a t e d c l a s s e s as having " l i t t l e / n o v a l u e . " About 63.5% o f t h i s g r o u p ’ s r e s p o n s e s 71 i n d i c a t e d c l a s s e s were " v a l u a b l e . " most critical of the graduate Even though t h i s group was t h e cours ew or k, it still rated the coursework as having "some va l u e " o r being " v a l u a b l e " 91.12% o f t h e time. Summary Tables 4.22 through 4.27 summarized p e r t a i n e d t o H yp ot h es is 2 (There w i l l in the value of graduate co llected th at be no s i g n i f i c a n t d i f f e r e n c e coursework p u r s u i n g a c a r e e r in r e c r e a t i o n data as perceived by graduates and park a d m i n i s t r a t i o n and th o s e n o t p u r s u i n g a c a r e e r in r e c r e a t i o n and pa r k a d m i n i s t r a t i o n ) . a n a l y s i s cove re d Q ue s tio n s 3, instrum ent. At t h e 5, and 12 th r o u g h .05 c o n f i d e n c e l e v e l , the 19 o f t h e chi-square f o r t h e d a t a in Ta b le s 4.2 3 and 4.2 6 ( . 3 7 5 and .760, s u g g e s t t h a t H yp ot h es is 2 not be r e j e c t e d . th e graduate degree or obtained, jud g ed the s u r ve y p-values respectively) R e g a r d l e s s o f employment s t a t u s w h i l e p u r s u in g respondents Thi s classes to undergraduate degree be o f some v a l u e or valuable. P e r c e n t a g e s o f r e s p o n s e s by employment s t a t u s and u n d e r g r a d u a t e degree obtained 4.27). Those p r o v id e d additional respondents inform ation em pl o ye d in (Tables recreatio n 4.2 4 and and park a d m i n i s t r a t i o n w h i l e p u r s u i n g t h e g r a d u a t e d e g r e e were s l i g h t l y more critical as and s l i g h t l y l e s s p l e a s e d w ith t h e v a l u e o f t h e coursework an a i d to their professional advancement th a n were t h e other r e s p o n d e n t s (Tab le 4 . 2 4 ) . Respondents w it h an u n d e r g r a d u a t e d e g r e e in ad m inistration recreation and park from Central M ichigan 72 U niversity were slightly more c r i t i c a l and slightly th a n o t h e r r e s p o n d e n t s w it h t h e v a l u e o f th e cou rsew ork. less pleased CHAPTER V SUMMARY AND CONCLUSIONS Introduction In t h i s c h a p t e r t h e problem und er s tu d y and t h e p r o c e d u r e s o f the study are p r e s e n t e d and presented, summarized. Co n cl u si o n s discussed. al on g of Implications fo r w ith t h e the s tu d y further researcher’s reflections are th e n research are regarding the determine the completed st u d y and f u t u r e c o n s i d e r a t i o n s . The Problem The r e s e a r c h e r ’ s pur pose quality of the adm inistration graduate program a t Central g r a d u a t e s o f t h e program. in t h i s s tu d y was in recreatio n M ichigan U n i v e r s i t y Specifically, to this as and park perceived by s tu d y was u n d e r t a k e n t o answer t h e f o l l o w i n g q u e s t i o n s : 1. graduate From t h e perception of program in th e students D epartm ent who of have com ple te d R ecreation A d m i n i s t r a t i o n a t C e n t r a l Michigan U n i v e r s i t y , and the Park t o what e x t e n t have t h e el em en t s o f t h e goal s t a t e m e n t been a ch i ev ed ? 2. graduate From t h e perception program in th e Adm inistration a t Central of students Departm ent who of have co m ple te d R ecreation Michigan U n i v e r s i t y , t o what e x t e n t t h e coursework p r e p a r e d them f o r p r o f e s s i o n a l advancement? 73 and the Park has 74 For a n a l y s i s p u r p o s e s , t h e q u e s t i o n s were h y p o t h e s i z e d in t h e n u l l form, as f o l l o w s : H y p o th e s is 1 : There i s no s i g n i f i c a n t d i f f e r e n c e i n t h e p e r c e p t i o n s o f t h e a t t a i n m e n t o f t h e g r a d u a t e program g o a l s between g r a d u a t e s p u r s u i n g a c a r e e r in r e c r e a t i o n and p a r k a d m i n i s t r a t i o n and t h o s e not p u r s u i n g a c a r e e r in r e c r e a t i o n and pa r k a d m i n i s t r a t i o n . H y p o th e s is 2 : There i s no s i g n i f i c a n t d i f f e r e n c e in t h e v a l u e o f t h e g r a d u a t e c o u r s e w o r k a s an a i d t o p r o f e s s i o n a l advancement as p e r c e i v e d by g r a d u a t e s p u r s u in g a c a r e e r in r e c r e a t i o n and p a r k a d m i n i s t r a t i o n and t h o s e n o t p u r s u i n g a c a r e e r i n r e c r e a t i o n and pa r k a d m i n i s t r a t i o n . P r o c e d u r e s o f t h e Study The p r o c e d u r e f o r s e l e c t i o n o f q u e s t i o n s f o r t h e mail s ur v ey was based on t h e g o a l s o f t h e g r a d u a t e program, a r ev ie w o f r e l a t e d s t u d i e s , and d i s c u s s i o n s w it h f a c u l t y and g r a d u a t e a s s i s t a n t s in t h e Department o f R e c r e a t i o n and Park A d m i n i s t r a t i o n a t C e n t r a l Michigan University. A d r a f t v e r s i o n o f t h e s u rv ey was p i l o t t e s t e d on f o u r m a s t e r ’ s degree g ra d u a te s . I n t e r v i e w s were con ducted w ith each i n d i v i d u a l t o examine each q u e s t i o n on t h e s u r v e y . made. Where n e c e s s a r y , As a r e s u l t o f t h e p i l o t t e s t and i n t e r v i e w s , changes were a final draft was p r e p a r e d f o r m a i l i n g t o t h e p o p u l a t i o n . Questions L ikert-type on rating the survey scale, and were open of three ended. types: The checklist, questions were designed to g a th e r th r e e types o f inform ation: 1. Demographics. Using a c h e c k l i s t asked t o p r o v i d e i n f o r m a t i o n r e g a r d i n g d e g r e e , format, r e s p o n d e n t s were year o f graduation, employment s t a t u s w h i l e p u r s u i n g d e g r e e , c u r r e n t employment s t a t u s , 75 and t y p e and l o c a t i o n o f undergraduate degree (i.e ., w h e th e r u n d e r g r a d u a t e d e g r e e was i n r e c r e a t i o n and p a r k a d m i n i s t r a t i o n another was area and w he th er the de gr ee from Central th e or Michigan U niversity or another i n s t i t u t i o n ) . 2. it Perceptions. relates to (a) R es p o n d en t s ’ p e r c e p t i o n s o f t h e coursework as the attainm ent of the D ep ar tm en t’ s graduate program g o a l s and (b) i t s v a l u e toward p r o f e s s i o n a l advancement were r e c o r d e d u s in g a L i k e r t - t y p e s c a l e . 3. Course information suggestions. was sought Using regarding open-ended topics of value or questions, no v a l u e in i n d i v i d u a l c l a s s e s and s u g g e s t i o n s f o r t o p i c s t o be cove re d in more depth. Using additional a checklist, coursework t o respondents be o f f e r e d were asked on t h e g r a d u a t e to indicate level in the Department o f R e c r e a t i o n and Park A d m i n i s t r a t i o n a t C e n t r a l Michigan U niversity. A c o v e r l e t t e r and s u r ve y were mai led t o 149 g r a d u a t e s o f t h e program who completed coursework in t h e y e a r s inclusive. response A total rate of of 44.97%. 67 usable Survey s u r ve ys responses 1980 th r o u g h were were returned 1989, for transferred a to Opscan forms and an a l y z e d by t h e S t a t i s t i c a l C o n s u l t i n g Group a t t h e Computer S e r v i c e s complex a t C e n t r a l S tatistical statistic, Package for the Social u s in g a c o n f i d e n c e l e v e l relationships between the Michigan U n i v e r s i t y u s in g t h e grou ps of being Sciences. . 0 5, The c h i - s q u a r e was used t o d e t e r m i n e studied. p e r c e n t a g e s were o b t a i n e d f o r d e s c r i p t i v e p u r p o s e s . Frequencies and 76 Summary o f Data A n a l y s i s Demographic d a t a generated th ro u g h the survey revealed that 82.1% o f t h e 67 r e s p o n d e n t s chos e t h e M as te r o f A r t s in R e c r e a t i o n and Park A d m i n i s t r a t i o n w i t h t h e p r a c t i c u m o p t i o n . The r em a in in g 17.9% were d i v i d e d among t h e M as te r o f S c i e n c e in Outdoor R e c r e a t i o n and F i e l d Biolo gy (14.9%), t h e M ast er o f S c i e n c e in A d m i n i s t r a t i o n w i t h a R e c r e a t i o n and Park A d m i n i s t r a t i o n c o n c e n t r a t i o n t h e M ast er o f A r t s t h e s i s option in R e c r e a t i o n (1.5%). (1 .5% ), and and Park A d m i n i s t r a t i o n w i t h t h e Slightly more th a n 43% o f t h e r e s p o n d e n t s were employed in r e c r e a t i o n and p a r k a d m i n i s t r a t i o n p o s i t i o n s w h i l e pursuing the graduate degree. recreation than and p a r k 50% o f t h e s e A nother 43% were employed adm inistration positions, be in g e l e m e n t a r y or with secondary The m a j o r i t y o f u n d e r g r a d u a t e d e g r e e s were in adm inistration (5 3.8%), w ith more than in non­ slightly more school teachers. recreation 60% o f these and park b ei ng from C e n t r a l Michigan U n i v e r s i t y . H y p o th e s is 1 s t a t e d t h a t t h e r e i s no s i g n i f i c a n t d i f f e r e n c e the perception between of graduates adm inistration the attainm ent pursuing a of career and t h o s e n o t p u r s u i n g park a d m in is tr a tio n . the graduate in program recreatio n a career in in goals and park recreation and The f i n d i n g s p r e s e n t e d in C h a p t e r IV s u g g e s t t h a t t h i s h y p o t h e s i s n o t be r e j e c t e d . The goals of the graduate adm inistration at C entral in recreation M ichigan U n i v e r s i t y p r o v i d e cours ewo rk and i n s t r u c t i o n expand on c u r r e n t program knowledge, th a t w ill conceptualize are leisure p ar k designed allow th e a and student to to philosophy, 77 conceptualize a leadership s ty le , p ractical m anagem ent-level beneficial i n f o r m a t i o n ex cha nge . to 59) summarized perceptions each c a s e of the the significant present. the gain a research experience, w ork experience, and engage ga i n in T a b l e s 4 . 6 t h r o u g h 4 . 1 7 (p ag es 44 data p ertaining to the respondents’ a t t a i n m e n t o f each g r a d u a t e program g o a l . c h i - s q u a r e p - v a l u e exceeded differences in a perceptions .05 , of which goal In suggests attainm ent no were The co m p os it e a n a l y s i s o f t h e g o a l s ( T a b l e s 4 . 1 8 and 4 . 2 0 , page s 61 and 6 3 ) , which a l s o showed a c h i - s q u a r e p - v a l u e e x ce ed in g . 05 , supports th is finding. Two hundred of the 402 responses (49.75%) t o t h e q u e s t i o n s p e r t a i n i n g t o t h e g r a d u a t e program g o a l s i n d i c a t e d a goal was a c h i e v e d v er y a d e q u a t e l y . Only 64 (15.92%) o f t h e r e s p o n s e s i n d i c a t e d a goal was i n a d e q u a t e l y a c h i e v e d . Based on p e r c e n t a g e s o f r e s p o n s e s , t h e r e s p o n d e n t s employed in non-recreation and park adm inistration s a t i s f i e d and l e a s t c r i t i c a l positions were were undergraduate the degree in most an critica l. area other Unemployed Respondents th a n recreation w ith and a d m i n i s t r a t i o n were t h e most s a t i s f i e d and l e a s t c r i t i c a l perceptions Respondents of the w it h adm inistration critical an most in t h e i r p e r c e p t i o n s o f t h e a t t a i n m e n t o f t h e g r a d u a t e program g o a l s ( s e e Ta b le 4 . 1 9 , page 6 2 ) . respondents the attainm ent of undergraduate from C e n t r a l the graduate degree in M ichigan U n i v e r s i t y were park in t h e i r program recreation an goals. and park the mo st ( s e e Ta b le 4 . 2 1 , page 6 4 ) . H y p o th e s is 2 s t a t e d t h a t t h e r e i s no s i g n i f i c a n t d i f f e r e n c e the value of the graduate cours ewo rk as an aid to in professional 78 advancement as perceived by graduates pursuing a career in r e c r e a t i o n and pa r k a d m i n i s t r a t i o n and t h o s e n o t p u r s u i n g a c a r e e r in r e c r e a t i o n and p ar k a d m i n i s t r a t i o n . The f i n d i n g s presented in C ha pt er IV s u g g e s t t h a t t h i s h y p o t h e s i s n o t be r e j e c t e d . Ta b l e s 4 .2 2 th ro ug h 4 . 2 7 , pages 65 t o 70, summarized t h e d a t a collected pertaining graduate courses analysis the as to the an a i d perceived to chi-square value professional p-value of the individual advancement. exceeded .05, In each in dicating no s i g n i f i c a n t d i f f e r e n c e in t h e r e s p o n d e n t s ’ p e r c e p t i o n s o f t h e v a l u e of the individual classes. Of t h e 559 c l a s s e s registered for, a p a r t i c u l a r c l a s s was deemed v a l u a b l e f o r p r o f e s s i o n a l advancement on 371 o c c a s i o n s (66.37%), o f some v a l u e 146 t i m e s (26.12%), and o f no v a l u e 42 t i m e s (7.51%). Based on p e r c e n t a g e s of responses w ithin each value rating, th o s e employed in a n o n - r e c r e a t i o n and p a r k a d m i n i s t r a t i o n p o s i t i o n ( p r i m a r i l y e l e m e n t a r y and s ec ond ary school t e a c h e r s ) were t h e l e a s t VI | V I WU I tn rl UIIWI m n r+ MI V^ V r\ 1 r\ -» c /4 |; | V U V V U t.rl f ^ •( | I*11 f kft i n v 'i n u c « u i i WMW n v 'a H m + o y I uva u w ww r n n v 'c o c w w u i w w u i n ill uiKi nK m i iv il t h e y were e n r o l l e d . Those r e s p o n d e n t s employed in a r e c r e a t i o n and park position adm inistration pleased. were most critical and least Respondents w it h an u n d e r g r a d u a t e d e g r e e in r e c r e a t i o n and p a r k a d m i n i s t r a t i o n from C en t r al critical the Michigan U n i v e r s i t y were t h e most and l e a s t p l e a s e d w it h t h e g r a d u a t e programs in which t h e y were e n r o l l e d . Those w it h an u n d e r g r a d u a t e d e g r e e in an a r e a o t h e r th a n r e c r e a t i o n and pa r k a d m i n i s t r a t i o n were t h e l e a s t c r i t i c a l most p l e a s e d . and 79 C o n cl us io ns The d a t a c o l l e c t e d and an a l y z e d s u g g e s t t h a t , as a gr o u p , the r e s p o n d e n t s p e r c e i v e d t h a t t h e g r a d u a t e program g o a l s were a ch i ev ed a d e q u a t e l y o r v e r y a d e q u a t e l y , t h a t t h e coursework was p e r c e i v e d as valuable to differences were p rofessional ( ba se d evident in on advancement, undergraduate these and t h a t degree perceptions. or However, no s i g n i f i c a n t employment a status) closer lo o k at v a r i o u s segments o f t h e s t u d y i s in o r d e r . 1. at The g r a d u a t e program in r e c r e a t i o n and p a r k a d m i n i s t r a t i o n C entral M ichigan constituencies: U niversity recreation ( 4 3 .3 % ) classified to have and p a r k p r o f e s s i o n a l s and se co n da ry school t e a c h e r s . 29 appears two and m ajor elementary Of t h e 67 r e s p o n d e n t s t o t h e s u r v e y , them selves as recreatio n and park p r o f e s s i o n a l s and 15 (22.4%) c l a s s i f i e d t h e m s e lv e s as e l e m e n t a r y o r s e c o n d a r y school t e a c h e r s . The rem a in in g 23 (34.3%) h e l d a v a r i e t y o f p r o f e s s i o n a l and n o n p r o f e s s i o n a l p o s i t i o n s . The groups were homogeneous in t h e s u r v e y r e s p o n s e s . cours ew ork d e s i g n e d t o a i d in p r o f e s s i o n a l to the non-recreation and p ar k How co u ld advancement be o f v a l u e professionals? The professional e d u c a t o r s might simply have p e r c e i v e d t h e coursework ( t h e r e f o r e t h e g r a d u a t e program) as a v e h i c l e f o r g a i n i n g t h e c r e d e n t i a l s f o r permanent t e a c h e r c e r t i f i c a t i o n . have th o u g h t t h a t e i t h e r The o t h e r required respondents s p e c i f i c c o u r s e s were b e n e f i c i a l might or th a t t h e coursework was g e n e r i c enough t o be b e n e f i c i a l t o advancement in t h e i r profession. 80 2. As w r i t t e n , the graduate i n t e n t and s u b j e c t t o i n d i v i d u a l goals are broad interpretation. statements of F u rth er, they are n o t made known, e x c e p t i n a very broad s e n s e , t o g r a d u a t e s t u d e n t s . This may responses. account for some of the homogeneity in the Developing more d e t a i l e d g o a l s and e x p r e s s i n g survey them in t h e form o f co m p et en c ie s t o be ac h ie ve d by t h e s t u d e n t might p r o v i d e more d irectio n to the graduate program. In ad dition, the co m p et en c ie s t o be a c h i e v e d should be made known t o t h e s t u d e n t s . 3. Of t h e 67 r e s p o n d e n t s t o t h e s u r v e y , only 1 (1.5%) r e c e i v e d a m a s t e r ’ s d e g r e e w ith t h e t h e s i s o p t i o n . The o t h e r 66 r e s p o n d e n t s (98.5%) o pt e d f o r t h e Appendix Ratings of Gra du ate practicum option. Classes Taken, illu strates e n r o l l m e n t s i n RPA 615, P r a c ti c u m , 55 r e s p o n d e n t s the course course was was of valuable some and 7 respondents value. No p r a c t i c u m e x p e r i e n c e was o f l i t t l e graduate cours ew ork provided a p r a c t i c a l in of (88.7%) (11.3%) indicated that management-level experience very This valuable. and Park experience?" course to indicated the that the A dministration Twenty p e r c e n t (T ables 4 .1 4 and 4 . 1 5 , pages (RPA 615, appears a d d r e s s e d by t h e f a c u l t y A dm inistration. the 62 indicated and 57) i n d i c a t e d t h a t t h i s goal was i n a d e q u a t e l y a c h i e v e d . respondents the "To what e x t e n t do you t h i n k Recreation question that value. management l e v e l of the responses to th i s Individual respondentsin d ic a te d Q u es tio n 10 on t h e s u r v e y a s ke d, your I, be designed Pr act ic um ) to Yet a l l provide was c o n t r a d i c t o r y and 55 this valuable or sh ou ld be in t h e Department o f R e c r e a t i o n and Park 81 A v a r i e t y o f q u e s t i o n s come t o mind: choice o f the practicum option? experience valuable graduate curriculum learning al l o w s at in experience classes? the Central them t o In what ways was to the graduate students as put a into students? R ecreation Michigan Why t h e a l m o s t e x c l u s i v e and U niversity legitim ate practice practicum Not v a l u a b l e ? Park and Do A dm inistration perceive educational theory the a practical experience ideas that presented in Or do th e y p e r c e i v e t h e p r a c t i c u m as a l e s s e d u c a t i o n a l l y demanding experience? practicum If experience be the latter is restru ctu red the to case, be both how can the a d e m a n d in g p r a c t i c a l and e d u c a t i o n a l e x p e r i e n c e ? 4. Respondents w ith an u n d e r g r a d u a t e d e g r e e in r e c r e a t i o n and park a d m in is tra tio n critical of the from C e n t r a l Michigan U n i v e r s i t y were t h e most attainm ent of the graduate program goals (Table 4 . 2 1 , page 64) and most c r i t i c a l o f t h e i r g r a d u a t e coursework (Table 4.27, U V U I page l ->ki o l U U I V i tn I V 70 ) . Th is might reflect the graduate-level courses tknm VIIVIII* At C e n t r a l Michigan U n i v e r s i t y , av ailab le to ju n io rs, seniors, courses numbered and g r a d u a t e s t u d e n t s . 500-599 are T w e n ty - f i v e o f t h e 35 c o u r s e s l i s t e d (71.4%) in t h e g r a d u a t e b u l l e t i n a r e in t h e 500-599 r a n g e . a. The c o u r s e s can be c a t e g o r i z e d as f o l l o w s : Five c l a s s e s are specifically for individuals pursuing g r a d u a t e d e g r e e in t h e r a p e u t i c r e c r e a t i o n and a r e n o t a con ce rn o f t h i s study. a 82 b. F iv e classes are specifically designed for individuals p u r s u i n g a g r a d u a t e d e g r e e i n o u t d o o r r e c r e a t i o n and f i e l d biology. Only t h r e e o f t h e s e a r e o f f e r e d on a c o n t i n u i n g b a s i s . c. Fifteen classes are designed g r a d u a t e d e g r e e in r e c r e a t i o n for individuals and p a r k a d m i n i s t r a t i o n . n i n e a r e o f f e r e d on a c o n t i n u i n g b a s i s . taken to f u l f i l l recreation fu lfill pursuing Of t h e s e a Of t h e s e , nine, five are u n d e r g r a d u a t e d e g r e e r e q u i r e m e n t s o f t h e community and p a r k adm inistration program and six are u n d e r g r a d u a t e r e q u i r e m e n t s o f t h e commercial taken to r e c r e a t i o n and f a c i l i t y management program. With 34.4% o f t h e g r a d u a t e program com pri se d o f s t u d e n t s w ith undergraduate Central degrees Michigan described in th ird the of beneficial in U niversity (b) and ( c ) graduate for recreation the ( Ta bl e and park adm inistration 4.5, page 42), thes i tu a tio n above l i m i t s program ’ s recreation the course choices constituency. and p a r k o f one- It adm inistration from w o u ld be faculty r ev ie w t h e i r c o u r s e - n u m b e r i n g p r o c e s s and c o u r s e o f f e r i n g s . to Items t o d i s c u s s s h ou ld i n c l u d e a p p r o p r i a t e c o u r s e s t o o f f e r s o l e l y a t t h e undergraduate courses to or the graduate 400 undergraduates), level and level, converting (thereby developing making appropriate 500-level them a v a i l a b l e additional 600-level only to courses (av ailab le to graduate students only). 5. Respondents employed in a recreation a d m i n i s t r a t i o n p o s i t i o n were s l i g h t l y more c r i t i c a l o f the graduate coursew ork t h a n were t h e o t h e r employment gr ou p s ( T ab l e 4 . 2 4 , 67). in t h e This i s as i t s h o u ld be. Those i n v o l v e d and page profession park 83 s ho ul d b r i n g more i n s i g h t s , v i e w p o i n t s , q u e s t i o n s , and arguments t o a c l a s s and be more c r i t i c a l o f t h e c o u r s e c o n t e n t p r o v i d e d by t h e instructor. 6. to Almost 30% o f t h e r e s p o n d e n t s th o u g h t t h e goal r e s e a r c h e x p e r i e n c e was 4.13, pages 52 and 5 3 ) . inadequately achieved During t h e y e a r s (Tables 4.12 cov er e d by t h i s (1980 t h r o u g h 1989 ), t h e r e were o nl y 14 r e g i s t r a t i o n s L eisure Research. personnel D escriptive research, evaluation, is an i m p o r t a n t park a d m in is tr a t o r ’s p o s iti o n . the current research pertaining and s tu d y f o r RPA 610, in t h e form o f program and aspect of a recreation and Department f a c u l t y s h o u ld r e e v a l u a t e course and consider developing a separate evaluation course. S u g g e s t i o n s f o r F u r t h e r Research B as ed on the resu lts of th is research, the follow ing s u g g e s t i o n s f o r f u r t h e r r e s e a r c h a r e made. 1. To historical alleviate some of the nature of the questions, problems it a s i m i l a r t y p e o f s t u d y be done y e a r l y . associated with i s recommended t h a t t h i s , the or Such a s t u d y would p er ha ps r e f l e c t more a c c u r a t e l y t h e p e r c e p t i o n s o f t h e g r a d u a t e s . 2. With constituency be b e n e f i c i a l such a large non-recreation and (38 o f t h e 67 s u r v e y r e s p o n d e n t s , to know why t h i s group selected park professional o r 56.7%), the i t would recreation and p a r k a d m i n i s t r a t i o n g r a d u a t e program a t C e n t r a l Michigan U n i v e r s i t y . Resea rc h s h o u ld be co n d u ct ed t o d e t e r m i n e r e a s o n s f o r e n r o l l i n g in the at graduate program in recreation and park adm inistration 84 Central Michigan U niversity. Faculty discussions and research results could th e n be used t o r e s t r u c t u r e t h e g r a d u a t e program i f warranted. 3. The p r a c t i c u m e x p e r i e n c e s ho uld be e x p l o r e d . th a n 98% o f t h e r e s p o n d e n t s th e sis option). acceptable chose t h i s option (as I s s u e s c o n c e rn in g e d u c a t i o n a l experiences, value to students, S l i g h t l y more opposed t o s o u n d ne s s, appropriate the types of evaluation t e c h n i q u e s , and t h e r o l e o f a p r a c t i c u m in a g r a d u a t e program need t o be a d d r e s s e d . R eflections Having d e s ig n e d t h e s u rv ey i n s t r u m e n t , a d m i n i s t e r e d t h e s u rv e y , and an al y zed t h e c o l l e c t e d d a t a , t h i s r e s e a r c h e r w ish es t o make t h e following r e f l e c t i o n s . 1. The s t u d y involved in d iv id u als who r e c e i v e d d e g r e e s in t h e y e a r s 1980 th ro u gh 1989, i n c l u s i v e . su rv ey i n s t r u m e n t "list the ( Q u e s t i o n s 15, (course) topics you 17, and 18) found most graduate A portio n of the asked r e s p o n d e n t s valuable," "list to two r e a s o n s you d i d n o t f i n d i t ( t h e c o u r s e ) v a l u a b l e , " and " l i s t t o p i c s you felt sh oul d have been cove re d (or cove re d in more d e t a i l ) . " R e c a l l i n g t h i s t y p e o f s p e c i f i c i n f o r m a t i o n proved t o be a problem for the vast majority of respondents. response to th e se q u e s tio n s, Ch ap te r I , t h e h i s t o r i c a l Administering this study Because of t h e y were d i s r e g a r d e d . the lack of As s t a t e d in n a t u r e o f t h e q u e s t i o n s was a l i m i t a t i o n . as a longitudinal-trend study to each 85 g r a d u a t i n g c l a s s might h e l p a l l e v i a t e t h i s problem and p r o v i d e f o r more u p - t o - d a t e p e r c e p t i o n s r e g a r d i n g c l a s s t o p i c s . 2. feel Q u es tio n 19 in t h e s u r v e y was, "What o t h e r c o u r s e s do you s h ou ld be o f f e r e d on t h e g r a d u a t e l e v e l Recreation and Park A d m i n i s t r a t i o n ? " gi v e n f i v e c h o i c e s ( l e g a l a s p e c t s , The by t h e Department o f respondents politics, were th e n grant w ritin g /ap p lica­ t i o n , m a rk e ti n g o f r e c r e a t i o n and p a r k s , and o t h e r ) in a c h e c k l i s t . The f o r c e d c h o i c e s might have b i a s e d t h e r e s p o n s e as t h e y r e f l e c t e d t h i s r e s e a r c h e r ’ s views. Perhaps more l a t i t u d e , c o m p l e t e l y open-ended q u e s t i o n , in t h e form o f a would have been more appropriate. The " o t h e r " c h o i c e r e v e a l e d a v a r i e t y o f c o u r s e i d e a s t h a t sh oul d be discussed by t h e provided. graduate faculty Appendix J l i s t s along w ith the forced the courses suggested, choices alo ng w ith t h e number o f t i m e s a p a r t i c u l a r c o u r s e was s u g g e s t e d . 3. When e v a l u a t i n g s tu d e n t’ s perception, the value of a specific class content--the value of the perceptions instructor. class of the the i t might be d i f f i c u l t t o s e p a r a t e p e r c e p t i o n s o f t h e c l a s s c o n t e n t from p e r c e p t i o n s o f t h e i n d i v i d u a l the from might It have is possible been biased interpersonal dynamics that by the the between delivering perceived respondents’ instructor and strengthened and student. 4. The formalized. p r a c t ic u m experience needs to be I t should r e l a t e more d i r e c t l y t o t h e s t u d e n t ’ s c a r e e r p l a n s and be a c u l m i n a t i n g e x p e r i e n c e . Currently, the p r a c t i c u m doc um ent at ion consists of a w ritten p a p e r which i s a d i g e s t o f e x p e r i e n c e s and problems e n c o u n t e r e d by 86 t h e s t u d e n t , along w ith p o s s i b l e s o l u t i o n s t o t h e p r obl em s. handbook o f t h e p o s i t i o n h e l d by t h e s t u d e n t . the cooperating agency, and another I t is a One copy rema ins w ith copy is submitted to the graduate fa c u lty advisor fo r evaluation. The s t u d e n t , along w it h the graduate advisor, s ho ul d d e v e l o p g o a l s f o r t h e p r a c t i c u m t h a t r e f l e c t t h e g r a d u a t e cours ewo rk t a k e n , the student’s w ritten strengths docum entation and w ea kne ss es , of achi eve me nt o f t h e s e g o a l s , the and practicum career should plans. The address the in a d d i t i o n t o t h e d i g e s t o f e x p e r i e n c e s already required. 5. The r e s e a r c h component o f t h e g r a d u a t e program needs t o be strengthened. This s ho uld be a practical course addressing the needs o f t h e r e c r e a t i o n and p a r k s p r a c t i t i o n e r . The c o u r s e should i n c l u d e two major components. in terp retatio n One would be t h e of l e i s u r e r e s e a r c h and how i t may be a p p l i e d w i t h i n t h e r e c r e a t i o n and p a r k s agenc y. The second component would i n c l u d e t h e development and use o f n e r s o n n e l- .* nroaram-. and f a r i l it.v-evaluat.inn forms. i t * w • - • 6. The r e c r e a t i o n and p a r k a d m i n i s t r a t i o n facu lty should d i s c u s s and i n v e s t i g a t e t h e p o s s i b i l i t y o f s p o n s o r i n g s p e c i a l - t o p i c workshops and semi nars both on and o f f campus. recreation and park p r a c t i t i o n e r s These would be f o r and coul d be o f f e r e d academic c r e d i t o r c o n t i n u i n g e d u c a t i o n u n i t s . for e ith e r APPENDICES APPENDIX A NATIONAL RECREATION AND PARK ASSOCIATION/MICHIGAN RECREATION AND PARK ASSOCIATION CERTIFICATION PLAN C E R T I F IC A T I O N PROCEDURES B B C T IO H 1 . E l i g i b i l i t y Any i n d i v i d u a l who m e e t s t h e q u a 1111 c a t io n s t a t e d h e r e i n a f t e r s h a l l be e l I g i b l e f o r c e r t i f I c o t io n u n d e r t h i s P l a n w i t h o u t c o n s i d e r a t i o n o f r a c e , c r e e d , s e x , a g e , o r h o n d ic o p p in g c o n d i t i o n , w h e t h e r employed under p u b lic , q u a s i- p u b lic , o r p riv a te au spices. SB C T IO H 2 . I n i t i a l A p p l i c a t i o n P r o c e d u r e s I n d i v i d u a l s w i l l make a n o t o r i z e d a p p l i c a t i o n t o t h e PCB on t h e p r o p e r fo rm a c c o m p a n ie d b y t h e i n i t i a l f e e a n d a n o f f i c i a l t r a n s c r i p t o f acade mic c r e d i t s t a k e n th ro u g h t h e h i g h e s t d e g r e e ( o r d ip lo m a ) c l a i m e d . A l l r e q u e s t s f o r i n f o r m a t i o n and q u e s t i o n s on t h e a p p l i c a t i o n must b e a n s w e r e d ; a d d i t i o n a l p r o f e s s i o n a l i n f o r m a t i o n may b e r e q u i r e d by t h e PCB fr o m a p p r o p r i a t e s o u r c e s . SB C T IO H 3 . fte c ru irc s io n tg o f C e r t i f i c a t i o n The q u o l i f i c a t i o n s o f e a c h a p p l i c a n t s h a l l be e v a l u a t e d and a c t e d upon w i t h i n s i x m onth s f o l l o w i n g re c e i p t o f th e a p p lic a ti o n . The s t a n d a r d s f o r t h e s e c l a s s i f i c a t i o n l e v e l s s h o l l b e : n. FOB THE PROfESSlORAL 1 . A b a c h e l o r s o r h i g h e r d e g r e e fr om a n NRPA/AALR a c c r e d i t e d program* v e r i f i e d by o f f i c i o l t r o n s c r i p t a n d p a s s t h e CLP e x a m i n a t i o n ; CR 2 . A b a c h e l o r s o r h i g h e r d e g r e e fr om a r e g i o n a l l y a c c r e d i t e d e d u c a t i o n i n s t i t u t i o n ( w i t h o u t NRPA/AALR a c c r e d i t a t i o n ) v e r i f i e d by o f f i c i a l t r a n s c r i p t , w ith a m a jo r i n r e c r e a t i o n , p a r k r e s o u r c e s a n d l e i s u r e s e r v i c e s w i t h c u r r e n t f u l l - t i m e employment an d no l e s s t h a n two y e a r s f u l l - t i m e e x p e r i e n c e ( f o l l o w i n g t h e d e g r e e ) i n a r e c r e a t i o n , p a r k r e s o u r c e s e n d l e i s u r e s e r v i c e p o s i t i o n ond p a s s t h e CLP e x a m i n a t i o n ; OR 3. A b o c h e l o r s o r h i g h e r d e g r e e from a r e g i o n a l l y a c c r e d i t e d e d u c a t i o n a l i n s t i t u t i o n , v e r i f i e d by o f f i c i a l t r a n s c r i p t , w i t h a m a j o r o t h e r t h a n r e c r e a t i o n , p o r k r e s o u r c e s a n d l e i s u r e s e r v i c e s , and c u r r e n t f u l l - t i m e employme nt a n d n o l e s s t h a n f i v e y e o r s f u l l - t i m e e x p e r i e n c e ( f o l l o w i n g t h e d e g r e e ) i n a r e c r e a t i o n , p a r k r e s o u r c e s ond l e i s u r e s e r v i c e p o s i t i o n , and p a s s t h e CLP e x a m i n a t i o n . b. FOR THE PROVISIONAL PROFESSIONAL A b a c h e l o r s o r h i g h e r d e g r e e from a r e g i o n a l l y a c c r e d i t e d e d u c a t i o n a l I n s t i t u t i o n v e r i f i e d hy o f f i c i a l t r a n s c r i p t , w i t h a m a j o r i n r e c r e a t i o n , p a r k r e s o u r c e s and l e i s u r e s e r v i c e s . c. FOR THE TECHW1CIAH 1. An A s s o c i a t e ( t w o - y e a r ) d e g r e e from a r e g i o n a l l y a c c r e d i t e d i n s t i t u t i o n v e r i f i e d by o f f i c i a l t r a n s c r i p t w i t h a m a j o r i n r e c r e a t i o n , p a r k r e s o u r c e s and l e i s u r e s e r v i c e s , OR 2 . An A s s o c i a t e d e g r e e fr om a r e g i o n a l l y a c c r e d i t e d e d u c a t i o n a l i n s t i t u t i o n v e r i f i e d b y o f f i c i a l t r a n s c r i p t w i t h a m a j o r o t h e r t h a n r e c r e a t i o n , p a r k r e s o u r c e s ond l e i s u r e s e r v i c e s , a n d c u r r e n t f u l l ­ t i m e e m ployment a n d n o l e s s t h a n two y e a r s f u l l tim e e x p e r i e n c e ( f o l l o w i n g t h e d e g r e e ) i n a r e c r e a t i o n , p a r k r e s o u r c e s a n d l e i s u r e s e r v i c e p o s i t i o n , OR 3. A h i g h s c h o o l d i p l o m a o r e q u i v a l e n c y c e r t i f i c a t e v e r i f i e d by o f f i c i a l d o c u m e n t a t i o n and c u r r e n t f u l l - t i m e em ploy ment a n d no l e s s t h a n f o u r y e a r s f u l l - t i m e e x p e r i e n c e ( f o l l o w i n g t h e d i p l o m a o r c e r t i f i c a t e ) in a r e c r e a t i o n , park resources and l e i s u r e s e r v ic e p o s i t i o n . 1 P r o g r a m m u s t b e a c c r e d i t e d a t t h e ti m e o f g r a d u a t i o n . 88 d. EXAMI HAT IQMS A n a t i o n a l e x a m i n a t i o n s h a l l be r e q u i r e d f o r t h e CLP. SE C T IO N a) 4 . S p e c ia l C e r t i f i c a t i o n P r o c e d u r e s TRANSFERS T r a n s f e r fr om one NCB a p p r o v e d c e r t i f i c a t i o n pro gram to a n o t h e r NCB a p p ro v e d c e r t i f i c a t i o n pro gram may o c c u r a u t o m a t i c a l l y w i t h o u t e x a m i n a t i o n i f t h e f o l l o w i n g c o n d i t i o n s a r e met: 1) C u rren tly c e r tif ie d . 2) Payme nt o f a p p r o p r i a t e t r a n s f e r f e e . b. CHANGE OF CLASSIFICATION C e r t i f i e d p e r s o n n e l who a r e q u a l i f i e d and w ish t o c hange t o a h i g h e r c l a s s i f i c a t i o n w i l l make a p p l i c a t i o n t o t h e PCB acc om p a nie d by t r a n s c r i p t o f c r e d i t s beyond t h o s e a l r e a d y on f i l e ; t h e y s h a l l be a c t e d on b y t h e PCB w i t h i n s i x m o n th s . A CLP e x a m i n a t i o n must be p a s s e d where s p e c i f i e d . S E C T IO N S . U n u s u a l C ir c u n s tn n c e s Any p e r s o n may p e t i t i o n t h e PCB f o r t h e p u rp o s e o f a t t a i n i n g c e r t i f i c a t i o n o r rene w al o f c e r t i f i c a t i o n i n a n y c l a s s i f i c a t i o n l e v e l on t h e b a s i s o f c i r c u m s t a n c e s n o t c o n t a i n e d in t h i s P l a n . The PCB s h a l l r e c e i v e a n d a c t on a ny such p e t i t i o n a t t h e n e x t s c h e d u l e d m e e tin g and s h a l l i n a l l c a s e s o f f e r t h e p e t i t i o n e r o p p o r t u n i t y t o be h e a r d p e r s o n a l l y , t o ha ve w i t n e s s e s , and t o s u b m it s u b s t a n t i a t i n g m aterial. The PCB s h a l l a c t on e ac h s p e c i a l p e t i t i o n i n d i v i d u a l l y . A n e g a t i v e d e c i s i o n may be a p p e a l e d i n t h e same manner os any f i n d i n g of t h e PCB. SECTION 6. Renewal of Certification As e v i d e n c e o f c o n t i n u e d p r o f e s s i o n a l de vel op men t rene w al of c e r t i f i c a t i o n s h a l l be r e q u i r e d and s h a l l b e c o n t i n g e n t upon c o m p l e t i o n o f minimum o f two ( 2 ) C o n tin u in g E d u c a t i o n U n i t s o r e q u i v a l e n t academ ic c o u r s e work fr o m a n a c c r e d i t e d c o l l e g e / u n i v e r s i t y w i t h i n e ac h t w e n t y - f o u r month p e r i o d from t h e d a t e o f i n i t i a l c e r t i f i c a t i o n o r re new al of c e r t i f i c a t i o n . Such CEU's o r c o u r s e work must be app ro v e d by the p r n , Renewal n o t i c e s w i l l be s e n t a t l e a s t 60 days p r i o r t o t h e renewal d a t e , c o v e r i n g a l l t h o s e i n d i v i d u a l s e l i g i b l e f o r re n e w a l o f c e r t i f i c a t i o n . Renewal o f c e r t i f i c a t i o n a p p l i c a t i o n , f e e s , a n d d o c u m e n ta ti o n m u s t b e s u b m i t t e d w i t h i n 90 d a y s f o l l o w i n g t h e re ne w al d a t e . F a i l u r e t o d o s o w i l l r e s u l t in w i t h d r a w a l o f c e r t i f i c a t i o n . ( S e e ARTICLE I I , SECTION 8 ) . SE C T IO N 7 . R e c e r t i f i c a t i o n C e r t i f i c a t i o n w i l l b e w ith dra w n i f t h e a p p l i c a n t f a i l s t o meet t h e re ne w al r e q u i r e m e n t s a s s e t o u t in ARTICLE I I , SECTION 6 . I f c e r t i f i c a t i o n is w it hdra w n, e l i g i b i l i t y f o r a p p l y i n g f o r r e c e r t i f i c a t i o n i s c o n t i n g e n t u pon a c q u i r i n g one ( 1 ) CEU o r e q u i v a l e n t aca demic c o u r s e work fr om a n a c c r e d i t e d c o l l e g e / u n i v e r s i t y f o r e v e r y y e a r o r f r a c t i o n t h e r e o f up t o f i v e ( 5 ) y e a r s s i n c e t h e l a p s e o f c e r t i f i c a t i o n . A f t e r f i v e ( 5 ) y e a r s th e a p p l i c a n t must meet t h e c u r r e n t s t a n d a r d s . P r o o f o f e d u c a t i o n a l r e q u i r e m e n t s must be f u r n i s h e d a t t h e tim e of a p p l i c a t i o n . 89 DEFINITIONS A. or A c cred itatio n : The p r o c e s s by w hich an ag ency o r o r g a n i z a t i o n e v a l u a t e s and r e c o g n i z e s a pro g r a m o f s t u d y i n s t i t u t i o n as m eeting c e r t a i n predeterm ined q u a l i f i c a t i o n s or s ta n d a rd s . 1. NRPA/AALR a c c r e d i t e d : R e c r e a t i o n , p a r k r e s o u r c e s ond l e i s u r e s e r v i c e s b a c c a l a u r e a t e d e g r e e progr am s a c c r e d i t e d b y t h e C o u n c i l on A c c r e d i t a t i o n s p o n s o r e d by t h e N a t i o n o l R e c r e a t i o n a n d P a r k A s s o c i a t i o n i n c o o p e r a t i o n w i t h t h e A m eri can A s s o c i a t i o n f o r L e i s u r e a n d R e c r e a t i o n . 2. R e g i o n a l l y a c c r e d i t e d e d u c a t i o n a l i n s t i t u t i o n : An i n s t i t u t i o n o f h i g h e r e d u c a t i o n a c c r e d i t e d by a C o u n c i l on P o s t s e c o n d a r y A c c r e d i t a t i o n -(COPA) r e g i o n a l a c c r e d i t i n g a g e n c y . B. C e r t i f i c a t i o n : The p r o c e s s by which a non -g o v e rn m e n ta l a g e n c y o r a s s o c i a t i o n g r a n t s r e c o g n i t i o n t o an i n d i v i d u a l who h a s me t c e r t a i n p r e d e t e r m i n e d q u a l i f i c a t i o n s s p e c i f i e d by t h a t a g e n c y o r a s s o c i a t i o n . For p u r p o s e s o f t h i s p l a n , c e r t i f i c a t i o n encompasse s t h e "Model C e r t i f i c a t i o n P l a n f o r R e c r e a t i o n , Park R e s o u r c e s a n d L e i s u r e S e r v i c e P e r s o n n e l " e s t a b l i s h e d by th e NRPA N a t i o n a l C e r t i f i c a t i o n B oard. C. CLP E x a m i n a t i o n : The n a t i o n a l e x a m i n a t i o n f o r C e r t i f i e d L e i s u r e P r o f e s s i o n a l s a d m i n i s t e r e d by t h e NRPA N a tio n a l C e r t i f i c a t i o n Board. D. F u l l - t i m e e x p e r i e n c e / e m p l o y m e n t s h a l l be d e f i n e d b y t h e f o l l o w i n g c h a r a c t e r i s t i c s : 1 . 30 h o u r s o r more p e r week employment in a r e c r e a t i o n , p a r k r e s o u r c e s a nd l e i s u r e s e r v i c e p o s i t i o n ; and ' 2. p r i m a r y s o u r c e o f income ; and 3. e m u l a t i v e e x p e r i e n c e r e q u i r e m e n t met w i t h i n tw ic e t h e tim e ( i . e . , a c c u m u l a t e d tim e f o r a two ( 2 ) y e a r e x p e r i e n c e r e q u i r e m e n t mus t be met w i t h i n a f o u r ( 4 ) y e a r p e r i o d maximum); and 4. e x p e r i e n c e i s c o u n t e d o n l y a f t e r r e c e i p t o f t h e d e g r e e o r d ip lo m a . E. R ecertificatio n : The p r o c e s s o f becoming c e r t i f i e d p r e v i o u s c e r t i f i c a t i o n h a s l a p s e d o r b e e n w ithd ra w n. F. Renewal o f C e r t i f i c a t i o n : a g a i n in th e NRPA Model C e r t i f i c a t i o n P l a n a f t e r The p r o c e s s o f m a i n t a i n i n g c e r t i f i c a t i o n . 90 E B C T IO H 8 . D e n ia l o r W ith d ra w a l o f C e r t i f i c a t i o n a ) C e r t i f i c a t i o n may be d e n i e d o r w it hd ra w n by t h e PCB when ony a p p l i c a n t d o c s n o t m eet t h e q u a l i f i c a t i o n s , i s fo und g u i l t y o f co n d u ct deemed d e t r i m e n t a l t o t h e p r o f e s s i o n , o r when t h e r e Is m i s r e p r e s e n t a t i o n o f any f a c t s i n c o n n e c t i o n w i t h t h e a p p l i c a t i o n . I n a l l s u c h c a s e s , t h e PCB s h a l l n o t i f y t h e i n d i v i d u a l i n w r i t i n g o f d e n i a l o r w ith d ra w a l o f c e r t i f i c a t i o n and t h e r c o s o n s t h e r e f o r e , a n d s h a l l p r o v i d e on o p p o r t u n i t y f o r o p p o a l . b ) C e r t i f i c a t i o n may be w ith d ra w n by PCB upon r e c e i v i n g w r i t t e n n o t i f i c a t i o n b y t h e g o v e r n i n g body of t h e PCB o r o f a c o m m itte e a c t i n g on b e h a l f o f t h a t g o v e r n in g body o f t h e PCB t h o t t h e a c c u s e d h a s be en g u i l t y o f c o n d u c t deemed d e t r i m e n t a l t o th e p r o f e s s i o n . In a l l such c a s e s , t h e PCB s h a l l n o t i f y th e i n d i v i d u a l i n w r i t i n g o f w i t h d r a w a l o f c e r t i f i c a t i o n and th e r e a s o n s t h e r e f o r e and s h a l l p r o v i d e o p p o rtu n ity fo r appeal. E B C T IO H 9 . A p p e a ls An a p p l i c a n t m a y 'a p p e a l in w r i t i n g t o t h e g o v e r n in g body r e s p o n s i b l e f o r t h e d e c i s i o n . The g o v e r n i n g b o d y s h a l l t h e r e u p o n a p p o i n t on a p p e a l s p a n e l t h a t s h a l l be c o m pa ra ble in q u a l i f i c a t i o n s ond numbers t o t h e c e r t i f i c a t i o n b o a r d , b u t s h a l l n o t be composed o f any members s e r v i n g on t h e c e r t i f i c a t i o n b o a r d . D e c i s i o n s o f t h e a p p e a l s p a n e l s h a l l be f i n a l . E B C T IO H 1 0 . C e r t i f i c a t i o n a ) A c e r t i f i c a t e ( o r c a r d ) b e o r i n g t h e c l a s s i f i c a t i o n l e v e l f o r which t h e a p p l i c a n t h a s q u a l i f i e d s h a l l b e i s s u e d upo n c e r t i f i c a t i o n . A p p r o p r i a t e a d d i t i o n a l v a l i d a t i o n s h a l l b e i s s u e d upon s a t i s f a c t o r y c o m p le tio n o f renew al of c e r t i f i c a t i o n re q u ire m e n ts. b ) The N a t i o n a l C e r t i f i c a t i o n B o a r d r e c o g n i z e s t h r e e ( 3 ) d e s i g n a t i o n s : (1 ) (2) (3) C e r t i f i e d l e i s u r e P r o f e s s i o n a l (CLP) P ro v isio n al Pro fessio n al C e r t i f i e d l e i s u r e T e c h n i c i a n (CIT) 91 Section 4. MRPA C ertifications Only NOTE. Certification in Section 4 is for Michigan only. Persons qualifying under (his section do not receive National Certi­ fication nor reciprocity with other plans. A. Requirements for Therapeutic Recreation (1) Must have a current certification with the National Councillor . Therapeutic Recreation Certification and twenty-four months of satisfactory, full-time therapeutic recreation experience. (Note: National Certification must come through the National Council for Therapeutic Recreation Certification.) B. Requirements (or Community Education Service baccalaureate or higher degree with a major in Community Education and twenty-four months ol satisfactory full-time career experience Community Education; or (1) A (2) A baccalaureate or higher degree with a major in a community education-related field and thirty-six months of satisfactory lull­ time career experience In community education; or (3) A baccalaureate or higher degree with sixty months of satis­ factory full-time career experience in community education. C. Requirements for Leisure Service Educator (1) A masters degree with a major in the park and/or recreation area of study ( ’) and twenty-four months of full-time experience at a recognized college or university with responsibilities in re­ search. teaching or extension in park and/or recreation areas of study; or (2) A masters degree with a major in park and/or recreatiori-related areas of study (') and thirty-six months ol full-time experience at a recognized college or university with responsibilities in re. . search, teaching, or extension in park and/or recreation areas of study; or (3) A masters degree (') and sixty months of full- time experience at a recognized college or university with responsibilities in re­ search, teaching, or extension in park and/or recreation areas of study. ‘From a lour year NRPA/AALR accredited university. APPENDIX B GRADUATE BULLETIN COPY FOR THE MASTER’ S DEGREE PROGRAMS IN RECREATION AND PARK ADMINISTRATION AT CENTRAL MICHIGAN UNIVERSITY 92 D e g ree R e q u ir e m e n t s : Option II I. R ecreation and P ark A d m in istratio n (RPA) R o g e r C o le s , C h a irp e rs o n , (Office: 102 F inch. Tel: 774-3050). E d .S ., T h e ra p e u tic R ec reatio n D o n a ld L utz, M.A., C om m unity R ec reatio n D e a n P y b u s , M .S., R ec reatio n a n d P ark A dm inistration R ic h a rd K irch n er, Ed.D ., O utdoor E ducation A g n e s R a in w a te r, P h.D ., T h e rap eu tic R ec reatio n C o u r s e s tn R e c re a tio n RPA 518-Philosophy o l R ecrenlion a n d I c iso fo (3) OR RPA 7 54-S em inar in R ec reatio n (2) RPA 580 -R ecrcatio n lot Hie III an d H an d ic ap p ed |3 ) RPA 581-T herapeutic R ec reatio n (or S p ecial G ro u p s (3) E lectives. 1-2 hours II. C o u r s e s In S p e c ia l E d u c a tio n S P E 520-Teaching ol th e Trainable M enially H an d ic ap p ed (3). or S P E 6 6 7 -In d ep en d e n t S ludy E leclives. 5 h ours III. C o u r s e s in R e s e a rc h o r I n te r n s h ip O p tio n R e s e a rc h O ption: RPA 791 or 798 Intern sh ip O ption: RPA 615 (6). RPA 610 (1), a n d electiv es (3) 10 Total R eq u irem en ts ol the Interdisciplinary Curriculum lor Ihe M aster o l S c ie n c e in Administration an d lire M aster o l S cie n c e in O utdoor R ec reatio n a n d Field Biology a re s ta te d in th e sectio n o n Interdis­ ciplinary D eg rees. C re d it L im itatio n . C o u rs e s in th e d ep a rtm en t that a t e subject to g ra d u a te credit limitation un d er Ihe policy covering u n specified c o n te n t or v ariab le credit a re th e following: RPA 500. 503. 600. 6 0 3 , 791. M aster o f A m A dm ission R eq u irem en ts T h e slu d en l m u st p re s e n t at le a s t 15 s e m e s te r hours ol under* g ra d u a te and/or g ra d u a te work that w ould b e ap p licab le to the u n d e rg ra d u a te m ajor in recreation. O p tio n I: R e c r e a tio n a n d P ark A d m in is tra tio n O p tio n II: R e c r e a tio n lo r th e H a n d ic a p p e d S tu d e n ls taking O plion I or II m u st c o m p lete at le a s t live g ra d u a te c red its Irom Ihe D ep artm en t ol R ec reatio n a n d P ark A dm inistration o n c a m p u s . This is in addition to an y p raclicu m (e.g., RPA 615) or r e s e a rc h c o u rs e (e .g .. RPA 791 or 798). D n n r p p f i p m i i r p m p n t s - O ption I H o u rs C o u r s e s in R e c r e a tio n 20*30 P la n s A. B, a n d C: RPA 505-A dm inisttation ol R e c re a tio n a n d P a rk s (3). O R RPA 6 2 0 -P lan n in g P ark a n d R e c re a tio n Facilities (3) RPA 518-P hilosophy o l R ec reatio n a n d L eisure (3) O R RPA 7 5 4 -S e m in a r in R ec reatio n (2) RPA 6 5 2 -O utdoor R e c re a tio n (3). O R RPA 6 5 3 -C a m p A dm inistration (2) P lan A: T h e sis (6) P la n B: In d e p e n d e n t S tu d y (2) P la n C: In tern sh ip (6) RPA 610 (1) P la n s A. B. a n d C: E leclives Irom Ihe d e p a rtm e n t c h o s e n in c o n su ltatio n with a d v ise r (6-17) II. C o g n a te C o u r s e s 0-10 P la n s A an d B: S E D O R ELE 6 6 0 -M elh o d s ol E d ucational R e s e a rc h (3) P la n s A. B. a n d C: E lecliv es (3-10) T otal 30 I. Recreation oiui Park Aiininistratiim RPA 500 I s s u e s In R e c r e n l i o n 1 - H i^ p o c ) [RPA) O C o n c e n l r a t c d S tu d y o l c u r r e n t r e c r e a t i o n a n d pr»»W n i t r i i i n i 'l n l m n p r o b ­ l e m s W o r k s h o p s c o n c e r n e d * 't h s u c h a r e a s a s p u b lic r e l a t i o n s in r e c r e a t i o n la c 'M y d e v e l o p m e n t , a n d N a tio n a l P a r k S y s l e m RPA 503 I n d e p e n d e n t R e a d in g K S p c c ) F .S p E i p 'c i . n l i o n in d e p t h o l o n e o r m e t ? a s p e c t s o l I h e l ie ’d o l r e c r e a t i o n o r p a r k a d m i n i s t r a t i o n b y in d iv id u a l s tu d y RPA 505 A d m in is tra tio n o f R e c re a tio n a n d P a r k s 3 (3 PI F T h e o r g a n i z a t i o n a n d a d m i n i s t r a t i o n o l t h e r r c ro a t'? :n . v d p a r k s p r o g r a m P r o b l e m s o l s u r v e y s , f in a n c e . p u b lic ity p r o g r a m p la n n in g , le a d e r s h i p , lia b il­ ity. a n d r a r k fn c 'I'ly p la n n in a a n d m a i n t p u a n c n RPA 5 0 6 S e m i n a r In R e c r e a t i o n n n d P a r k A d m i n i s t r a t i o n 3 1 3 -0 ) D in t i c p i h i i u u y . Administrative R n ^n a rrh an d R eport M ethods MSA 6tQ -Fnvironrnnnfs in Administration** MSA 620 H um an R e so u rc e s a n d A dministrative E ffectiv en ess’* MSA 630-Fm ancial Planning an d A nalysis'* MSA 6JO-O uanlilntive A pplications in A dm inistrative D ecision M aking’ * MSA 6 5 0 -Administration in D ynam ic O rg an izatio n s MSA 660-M arketing A dm inistration*' MSA 6 75-S trategic Policy Administration •* H as p rereq u isites II. A rea of C o n c e n tr a tio n 15*16 Upon adm ission, ca cti M S A c a n d id ate will h av e an ad v ise r ap p o in ted by the M S A . D irector in the s tu d e n ts a re a of e m p h asis At this time, the specific c o u rs e s n e e d e d to fulfill the a re a ol co n centration req u irem en ts will b e d e sig n a te d III. in te g ra tin g E x p e rie n c e 3*6 This requirem ent m ay be m et by either MSA 690 or MSA 680 an d MSA 685 T h e se c o u rs e s are d e sig n e d to co m b in e p ractical ex p e rien ce , integ rate know ledge from the a c ad em ic program , an d d em o n strate abilily to d esig n an d ex e cu te a re searc h project. M inim um Total 36 95 Core Courses M SA 600 A d m in is tr a ti v e R e s e a r c h a n d R e p o r t M e th o d s 3 (3 0) T h is c o u r s e is d e s i g n e d lo a c q u a i n t s t u d e n t s w ith r e s e a r c h p r o c e s s e s a n d t o o l s u s e d in s e l e c t i n g a n d d e v e lo p in g t h e p r o b l e m , p r o j e c t o r i s s u e lo r a n a l y s i s . P r e r e q u i s i t e : a d m i s s i o n to t h e M S A p r o g r a m , a n d ST A 2 8 2 o r e q u i v a l e n t. M SA 610 E n v ir o n m e n ts In A d m in is tr a tio n 3 (3 -0 ) O S t u d i e s i h e im p a c t o l t h e e c o n o m i c , l e g a l, p o litic a l, a n d s o c ia l e n v i r o n m e n t s o n a d m in is tr a tio n . P r e s e n t s Ih e r e le v a n t c o n c e p t s (ro m t h e s e a r e a s a n d a n a l y z e s th e ir in t e r r e l a t i o n s h i p s . P r e r e q u i s i t e : E C O 6 0 0 o r e q u i v a le n t . M SA 620 H u m a n R e s o u r c e s a n d A d m in is tra tio n E f f e c tiv e n e s s 3 (3 -0 ) 0 T o d e v e l o p a n u n d e r s t a n d i n g o l h u m a n p r o b le m s a n d p r o c e s s e s w h ic h h e l p o r h i n d e r s u c c e s s f u l t a s k c o m p le tio n . To im p r o v e i n t e r p e r s o n a l a n d d i a g n o s t i c s k ills a s w e lt a s t h e o r e t i c a l k n o w le d g e . M SA 6 3 0 A d m in is tra tiv e C o n tro l a n d A n a ly s is 3 (3 -0 ) T h i s c o u r s e i s d e s i g n e d to p r o v id e a n in tr o d u c tio n in to t h e f in a n c ia l p la n n i n g a n d c o n tr o l a s p e c t s o l p r iv a te a n d p u b lic o r g a n iz a tio n s . P t e i e q u i s i l e a : A C C 2 0 1 a n d E C O 6 0 0 o r th e ir e q u i v a l e n t s . M SA 640 Q u a n t i t a t i v e A p p l ic a t io n s in D e c is io n M a k in g 3 (3 -0 ) D T h i s c o u r s e s t u d i e s s t o c h a s t i c a n d q u a n tita tiv e a n a l y t i c a l to o ls a n d c o n c e p t s w h ic h c a n b e u s e d lo m a k e o p tim a l d e c i s i o n s in t h e p u r s u it o f s u c h o r g a n i z a t i o n a l g o a l s a s c o s t e ffic ie n c y . s e r v i c e d e liv e r y , a n d p ro fit. C o n c e p t s i n c l u d e p r o b a b ility th e o r y , s t a t i s t i c s , d e c i s i o n th e o r y , i n v e n to r y c o n tr o l, lin e a r m o d e l s , l i n e a r p r o g r a m m in g , n e tw o r k a n a l y s i s , a n d s i m u la tio n P r e r e q u i s i t e s : ST A 2 8 2 /3 6 2 o r e q u iv a le n t M SA 6 5 0 A d m in is tr a tio n in D y n a m ic O r g a n iz a tio n s 3 (3 -0 ) A s y s t e m s a p p r o a c h t o s t u d y in g t h e c o m m o n e l e m e n t s D of Ih e a d m i n i s t r a t i v e p r o c e s s a n d th e ir a d a p t i o n to u n i q u e f e a t u r e s in d iv e r s e o r g a n i z a t i o n s e t t i n g s T o p ic s i n c lu d e o r g a n i z a t i o n a l d e s i g n , m a n a g e r i a l p l a n n i n g a n d c o n tr o l s y s t e m s , d e c i s i o n m a k in g , c o m m u n i c a t i o n n e tw o r k s , a n d c o n f lic t r e s o lu tio n . O rg an izatio n al C om m unications - S p e e c h C om m unication and D ram atic Arts Public A dm inistration » Poliftcaf'Science R ecreation a n d Park A dministration • R ecreatio n an d Park Administration Softw are Engineering A dminislration • C om puter S cien ce S p o rts A dministration • Physical E ducation a n d S port G e n e ra l A dm inislration C oncentration* C P S /H E S C P S 603 ECO 515 ECO 532 ECO 603 ECO 614 ECO 6 2 5 ECO 660 601 (3) (3) (3) (3) (3) (3) (3) (3) C om puterized H ealth C.Vo S y stem s C om puter In lu im n iio n S y stem s Collective Bargaining an d Labor Law Econom ic Forecasting Econom ic Effects of U rbanization andT echnology S em inar in Labor Econom ics Market Structure and G overnm ent Policy Public F inance an d Fiscal Policy EAD 663 (3) EAD 731 (3) PersonnelA dm inistration S trategic Planning IET 500 3 IET 501 (3) IET 524 (3) (S p ec) Production C o n cep ts Application of Industrial M an ag em en t Principles Technology an d Environm ent IPC IPC IPC IPC C om m unication an d C h an g e C om m unication in Conflict M anagem ent A dvanced O rganizational Com m unication S em inar in C om m unication and N egotiation in Em ployee Relations 560 561 664 665 (3) (3) (3) (3) M SA 6 6 0 M a rk e tin g A d m in is tr a tio n 3 (3 -0 ) 0 T h i s c o u r s e is c o n c e r n e d w ith t h e a p p lic a tio n o l a p p r o p r i a t e m a ik e lm g c o n c e p t s a n d l e c h n i q u c s to th e p r i v a t e s e c t o r b u s i n e s s a n d n o n p r o fit o r g a n i z a t i o n s ' m a r k e t i n g a n d c o m m u n ic a tio n a c tiv itie s . P r e r e q u i s i t e : E C O 6 0 0 o r e q u i v a l e n t. JR N 551 (3) JR N 670 (3) Public R elations C a s e s an d P ro c e s s e s Public R elations M anagem ent MGT 643 (3) M G T 646 (3) P erso n n el M anagem ent Sem inar in Labor R elations M SA 6 7 5 S tr a g e ttc P o lic y A d m in is tra tio n 3 (3 -0 ) T h i s c o u r s e e x a m i n e s t h e c o n c e p t u a l d i m e n s i o n s a n d m o [o r t a s k s in p o licy a n a l y s i s a n d i m p l e m e n t a t i o n ll i n t r o d u c e s t h e s t u d e n t to f u n d a m e n ta l e l e m e n t s o f s t r a t e g i c p o lic y a d m i n i s t r a t i o n T h e c o u r s e a p p l i e s p r in c ip le s of e n v i r o n m e n t a l a n d o r g a n i z a t i o n a l a n a l y s i s a n d o p e r a t i o n a l p r o g r a m m in g to MSA PSC PSC PSC PSC Marketing A dministration Amer ican Public Policy M aking Public PeisonnelA dm inistration P ractice G overnm ental F in a n c e a n d Budgeting Program Evaluation s p e c i f ic c a s e s a n d p r o b le m s f ro m t h e p r iv a te a n d p u b lic s e c t o r e n v ir o n m e n ts A p p l i c a t i o n s i n c lu d e d e c is i o n - m a k i n g m o d e l s a n d p r o c e s s i n g P r e r e q u is ite s , m in im u m o l 9 s e m e s t e r h o u r s o t M S A c o r e c o u r s e s , in c lu d in g M S A 6 3 0 a n d 660 514 711 713 714 (3) (3) (3) (3) (3) PSY 536 (3) P erso n n el P sychology 640. M SA 6 8 5 In te g r a tiv e A n a ly s is o f A d m in is tra tio n 3 (3 -0 ) M S A 6 8 5 b u ild s u p o n t h e i n f o r m a tio n a n d s k ills l e a r n e d in M S A 6 8 0 . c o r e a n d c o n c e n t r a t i o n c o u r s e w o rk , a n d t h e s t u d e n t 's e m p lo y m e n t e x p e r i e n c e s T h e c o u r s e t r a i n s I h e s t u d e n t in a p p l i c a t i o n o f a d m in is tr a tiv e th e o r y a n d r e s e a r c h to p r a c t i c a l i s s u e s a n d p r o b l e m s fo u n d m o c c u p a t i o n a l s itu a tio n s In t h e s e s e n s e s o f jo in in g th e o r y , r e s e a r c h a n d p r a c t i c e w ith t h e p ra c tic a l w o r k d a y w o r ld , I h e c o u r s e is tru ly i n te g r a tiv e o f th e s t u d e n t s k n o w le d g e . a m in im u m o t 21 c r e d it h o u r s in t h e g r a d u a t e d e g r e e p r o g r a m o r p e r m is s io n o f t h e a s s o c i a t e d ir e c t o r o f A c a d e m ic A ffa irs. ( IP C D o n ly ). M SA 6 9 0 In te rn s h ip 1 -6 ( S p e c ) 0 A c a p s t o n e c o u r s e in v o lv in g a s u p e r v i s e d i n t e r n s h i p p r o je c t A p p lie s c u r r i c u l a r c o n c e p t s a n d s k ills to m a n a g e r i a l p r o b l e m s in a n o r g a n iz a tio n P r e r e q u i s i t e : 21 h o u r s o f g r a d u a t e c r e d i t s , in c lu d in g M S A 6 0 0 , 6 3 0 a n d 6 4 0 C R /N C only. M SA 691 I n d e p e n d e n t S tu d y 1 -2 (S p e c ) D D i r e c te d r e a d i n g o r r e s e a r c h o n a n a p p r o v e d to p ic in a d m in is tr a tio n . P r e r e q u i s i t e s : c o n s e n t o f i n s tr u c to r a n d d ir e c to r o l M S A p r o g r a m . Area of Concentration - Sponsor A rts A dm inistration - Art, M usic B roadcast/F ilm A dm inistration - S p e e c h C om m unication an d D ram atic Arts G en eral A dm inistration - S chool ol G ra d u a te S tu d ie s H ealth S erv ic es A dm inistration * H ealth E ducation an d H ealth S cie n ce H um an R e s o u rc e s A dm inistration • S chool of G ra d u a te S tu d ies ‘T he ad v iser may not d ev iate Irom this concen tratio n m ore than six se m e ste r h ours without pnor approval Irom Ihe MSA com m ittee. A rts Adm inistratio n C on c en tratio n C o u rsesART aat ART 6 ^6 ART 6 9 7 ART 719 ART 786 GFA 597 GFA 697 M U S731 ( i- o j (3) (1-6) (3) (3) (1-6) (1-6) (2) Special Sruoios R e s ea rc h in A rlE d u c alio n S p ecial Sludios Art Criticism R ead in g sin C o n tem p o rary A rl S p ecial S lu d ies S p ecial S ludies P roblem s in Ihe O rganization ol School Music M U S 7 3 2 (2) The R ationale an d Principles ol Music Education M US 794 ( 2 ) Evaluation ol M usical Behavior M US 797 (1-6) S pecial Sludies B r o a d c a s t a n d Film Administration C o n c e n tr a tio n C o u rses: BCA 505 (3) BCA 510 (3) A dvanced B ro ad cast Writing B ro ad cast Law 96 BCA BCA BCA BCA BCA BCA BCA BCA BCA 511 (3) B ro ad c ast S a le s 512 (3) B ro ad c ast Prom otion (2*2) 516 (3) B ro ad c ast M anagem ent 519 (3) B ro ad c ast P rogram m ing (2-2) 529A (3) (S p ec) Internship in Radio-TV-Film 529B (6) (S p ec) Internship in Radio-TV-Film 611 (3) Telecom m unications M edia Policy 612 (3) B ro ad c ast/C ab le Sem inar 729 A, B, C, D 1-4(S pec) A dvanced In depend en t Study He alth S e r v i c e s A d m in is tra tio n Concen tration* Public Adm inistratio n C o n c e n tra tio n PSC 522 P S C 561 P S C 565 PSC 566 PSC 710 (3) (3) (3) (3) (3) R e g u la to ry P ro c e s s e s n n d Administrative Law A m erican S tate G overnm ent an d Adminislration M anaging Murici n Local G o vernm ent In te rg o v c rn m e n ta lR e ln tio n sin th e U m te d S la te s S e m in n io n P u b lic B u re a u c ra c ie sa n d P o lic y Form alibn P S C 712 (3) D eveloping an d Im plem enting Public P ro g ram s P S C 714 (3) Program Evaluation P S C 7 7 3 (3) P u b licA d m in istratio n an d P u b licln terest S tu d e n ts a re req u ired to ta k e 18 h o u rs from th e following: * H E S 520 (3) H ealth S ervicesA dm inistration H E S 530 (3) D evelopm ent of P ro p o sa ls a n d R eports in H ealth A dm inistration H E S 544 (3) B iostatistics* H E S 545 (3) H ealth Planning H E S 570 (3) F inancial A sp e cts of H ealth S e rv ic e s O rganization H E S 571 (3) Legal A sp e cts of H ealth S e rv ic e s O rganization H E S 601 (3) C o m puterized H ealth C are S y ste m s H E S 6 0 7 (3) M edicalC areO rganization** H ES 617 (3) C om m unity an d Public Health H ES 700 (3) P ro g ra m E v a lu a tio n in th e H e a lth F ie ld s *The s tu d e n t is ad v ise d to take H ES 544 prior to enrolling in MSA 640. ’ ’R equired with this concentration. H u m a n R e s o u r c e s A d m in is tra tio n C o n c e n tra tio n C o u rs e s : ECO 515 ECO 614 EAD 663 EAD 6 6 9 IET 527 MGT 5 0 0 M G T 643 MGT 6 4 5 MGT 6 4 6 MGT 647 P S C 511 (3) (3) (3) (3) (3) (3) (3) (3) (3) (3) (3) PSY 5 3 6 (3) PSY 736 3 C ollective B argaining an d Labor Law S em in ar In Labor Econom ics P e rso n n e l A dm inislralion N egotiations in E ducation Industrial S ale ly M anagem ent C o m parative Labor R elations S y ste m s P erso n n el M an ag em en t C o m p e n sa tio n A dm inislralion S em in ar in L abor R elations P e rso n n e l S election a n d Evaluation P e rso n n e l an d O rganizalion in Public B u rea u cracies P e rso n n e l P sychology (S p ec) S tra te g ie s tor Inlerveniion ot S ocial S y ste m s O rg a n iza tio n a l C o m m u n i c a t i o n C o n c e n tra tio n R eq u ired C o u rses: SDA 600 (1) I n lro d u c tio n to R e s e a rc h a n d G ra d u a te S tudy in S p e e c h an d D ram alic A rts SDA 601 (3) R e s e a rc h D esign in S p e e c h Com m unication or IPC 7 5 0 (3) R helorical Criticism IPC 661 (3) C onlem pD rary C om m unication Theory E leclives: IPC 555 3 -9 (S p e c ) S p e c ia lT o p ic s in ln le rp e rs o n a la n d P u b lic C om m unication IPC 560 (3) C om m unication a n d C h an g e: T h e Diffusion ol Id e a s a n d Inform ation IPC 561 (3) C om m unication in Conflict M anagem en t IPC 660 3-9 (S p ec) S em in ar in Interpersonal Com m unication IPC 662 (3) A dvanced P e rsu a sio n IPC 790 1-4 (S p ec) A dvanced In d ep en d e n t Sludy Recreation a n d Park Adm in istratio n C o n c e n tr a tio n C o u rse s to fulfill the R ecreation and Park Administration req u ire­ m en ts for th e MSA should be se le c te d from th e following with c o n s e n t of th e RPA adviser: RPA 500 1-6(Spec) Issu e s in R ecreation RPA 503 1(Spec) In d ep en d en t R eading RPA 505 (3) A dminislralion ol R ecreation and P ark s RPA 507 (3) Administrative Skills in R ecreatio n a n d P arks RPA 508 (3) B udgeltng for R ecreation a n d P ark s R PA510 (3) R ec reatio n fo rS e m o rC ilize n s RPA 510 (3) Philosophy of R ecreatio n an d Leisure RPA 521 (3) F in a n c ia lA s s is ta n c e fo rR e c re a tio n a n d P a rk s RPA 525 (3) School R ecreation RPA 540 (3) Comm unity R ecreation Program m ing R P A 552 (2) E n v ircnm entaltnterprelation RPA 561 (3) S em inar in C om m ercial R ecreation RPA 600 1*6tSpec) A dvanced Issu e s in R ecreation RPA 615 6 (S p cc) P raclicum in R ecreatio n Supervision andAdministration RPA 620 (3) Planning for P ark s an d R ecreatio n Facilities RPA 652 (3) O utdoor R ecreation RPA 653 (2) C am p A dministration RPA 754 (2) S em inar in R ecreation RPA 791 2 (S p ec) In d ep en d en t Study Software E ng ine ering A dm inistratio n C o n c e n tra tio n To b e adm itted lo this co ncentration. Ihe stu d en t m ust have co m ­ p leted the equivalent of MTH 175, MTH 132 or 136, C P S 100. C PS 181. C P S 210 an d C P S 340. In addition, th e stu d e n t m ust have com p leted o n e year of work in which his or her m ajor ad dignm ent d ea lt with program d esig n or developm ent. C om pletion ol a co m ­ p u ter scie n ce m ajor may b e su b stitu ted lor th e o n e y ear ex p e ri­ en c e. C P S 510 • Softw are S y ste m s Engineering C P S 611 • Softw are Verification an d Validation C P S 612 * Softw are Project M an ag em en t C P S 6 1 3 • S p ecilicalio n o l Softw are S y ste m s C P S 614 - Principles an d Applications of Softw are Design Softw are G en eratio n and M ain ten an ce CPS615 S p o r t s A dm inistration C o n c e n tra tio n R eq u iied C o u rses: P E P 620 (3) S poil: An Interdisciplinary Sludy P E P 6 3 0 (3) Analysis ol S p o il Adminislralion Literature P E P 640 (3) S p o rls a n d th e L a w P E P 650 (3) S p o il Marketing P E P 6 6 5 (3) C o m p u lerA p p licalio n sin S p o itsA d m in istralio n 97 Master o f Science in Outdoor Recreation and Field Biology R o g e r C o l e s , E d.S .. Co-Director (Ollice: 102 Finch, Tel: 77-1-3058) L a w r e n c e K o e hler, Ph.D., Co-Director (Ollice: 315 Brooks, Tel: 774-3227) Admission Requirements In addition to m eeting the university's g e n e ra l aclmissidn req uire­ m en ts. the stu d e n t s hould have com pleted a n u n d e rg ra d u a te major or minor in biology or a coo rdinated block ol c o u r s e s in biology. T he following c o u r s e s a re required: G e n e ra l Biology, G e n era l Botany, G e n e r a l Zoology, a n d Nature Study or Natural History ol V ertebra tes. Additionally, a c o u r s e in ecology is strongly r e c o m ­ m en d e d . S t u d e n ts with d e lic ie n c e s in pre paration may b e admitted conditionally with the u n d e rsta n d in g that c o u r s e s taken lo m a k e up the deficiencies m ay not b e co unted toward the m aste r's d e g r e e . Degree Requirements H ours I. C o u r s e s In R e c r e a t i o n 10 RPA 505 (3) Administration ol Recreation a n d Parks OR RPA 62 0 (3) Planning Park a n d Recreation Facilities RPA 518 (3) Philosophy ol R ecreation a n d Leisure OR RPA 754 (2) S e m in a r in Recreation RPA 552 (2) Environm ental Interpretation RPA 6 5 2 (3) Outdoor R ecreation OR RPA 653 (2) CampA dministration II. C o u r s e s In B i o lo g y 10 To b e s e l e c t e d in consultation with Ihe adv iser Irom the follow­ ing: BIO 509, 510, 511. 513, 518, 519, 523, 525. 526, 52 f . 531, 5-H. 546, 547, 548, 549. 557, 558, 559, 560, 561, 565, 573, 587, 594, 610 III. C o u r s e s in R e s e a r c h o r I n t e r n s h i p O p t i o n 10 R e s e a r c h Option RPA 791, 2 hours, or 798, 6 hours or BIO 790 or 798, 6 hours; a n d electives in BIO and/or RPA. Internship Option RAP 6 15-Practicum in Recreation Supervision a n d Administra­ tion, 6 hours: or BIO 6 2 0 Biology Praclicum , a n d electives in RPA and/or BIO. Total 30 APPENDIX C STANDARDS AND EVALUATIVE CRITERIA FOR RECREATION, LEISURE SERVICES, AND RESOURCES CURRICULA: BACCALAUREATE AND MASTER’ S DEGREE PROGRAMS 98 STANDARDS A N D EVALUATIVE CRITERIA FOR RECREATION, LEISURE SERVICES A N D RESOURCES CURRICULA BACCALAUREATE A N D MASTERS DEGREE PROGRAMS Established By T h e N a tio n a l R ecreation a n d Park A s s o c ia tio n C O U N C I L O N A C CR ED ITA TION P u b lis h e d b y the: N ational R ecreation a n d Park Association 1601 N o rth K ent S re e t A rlington, Virginia 22209 APPROVED OCTOBER 20, 1975 March, 1977 PLEASE NOTE C opyrighted ma t e r ia ls in this doc ument have not been filmed at the request of the author They are a va il abl e for consultation, however in the a u t h o r ’s university library. 99-115 Un ive rs i ty Microf il ms International APPENDIX D CHAPTER 2 OF ACCREDITATION DOCUMENT, DEPARTMENT OF RECREATION AND PARK ADMINISTRATION, CENTRAL MICHIGAN UNIVERSITY 116 TABLE OF CONTENTS VOLUME 1 TOPIC INTRODUCTION UNIT CHARACTERISTICS (Chapter 1) .................... PHILOSOPHY AND PURPOSE (Chapter 2) ADMINISTRATION (Chapter 3) ........................... FACULTY (Chapter 4) ................................... STUDENTS (Chapter 5) ........................ INSTRUCTIONAL RESOURCES (Chapter 6) ................ GENERAL EDUCATION (Chapter 7) ....................... PROFESSIONAL EDUCATION CORE (Chapter 8) ............ PROFESSIONAL EMPHASIS (Chapter 9) ................... Community Re creation Concentration Therapeutic Recrea ti on Concentration Outdoor and Environmental Recreation Cone. Commercial Recreation and Facility Mgmt. Cone. SUMMARY ................................................. PAGE i 1 3 11 16 23 28 32 35 43 46 51 58 62 66 117 PHILOS OP HY AND PURPOSE 2.01 THERE SHALL BE AN UP TO DATE WRITTEN STATEMENT OF THE PHILOSOPHY, PURPOSE AND GOALS OF THE ACADEMIC UNIT WHICH IS CONSISTENT WITH THE MISSION OF THE ACADEMIC INSTITUTION AND THE RECREATION, PARK RESOURECES AND LEISURE SERVICES PROFESSION. CENTRAL MICHIGAN U NIVERSITY states its philosophy and purpose in the following manner: HISTORY: Growth and change mark the history of Central Michigan University. From its beginning as a small Business and Normal school, the University assumed an important role in teacher prepara ti on for the State of Michigan. Today the University is a complex educational institution preparing students for a varie ty of careers and professions. The common base for all degree programs is liberal education. In the words of a founder, "education in its best and truest sense is a m uch larger thing than any, or even all, of the so-called practical uses that may be made of it. A c c o r d i n g l y ... the school shall stand squarely and strongly for the larger idea, that education is a rightful heritage of the human s o u l ... Breadt h and liberality of scope will always prove the better investment in the long run." GOVERNANCE: State supported University is governed by an appointed by the Governor of consent of the Senate. Nine University since 1892. since 1897, Central Michigan eight-member Board of Trustees the State of Michigan with the presidents have served the PURPOSES: Central Mic higan University, recognizing its responsibility for the advancement and transmission of knowledge and the pre par ati on of leaders for all segments of society, stresses eight basic goals. The University will: 1. Encourage the development of an intellectual ori entation on the part of its students, p r e ­ paring them in methods of scholarly inquiry, scientific research, pro ble m-solving and s y n ­ thesizing knowledge from a variety of sources. Atten tio n is given to promoting a lifelong commitment to learning and to increasing the desire and ability of students to undertake self-directed learning. 118 Encourage personal development enabling students to identify an d achieve goals ap pr opriate to them and to devel op a sense of self- wo rt h and confidence as well as the capacity to have an impact on society. Provide opport un it ie s for academic development to ensure that students acquire a basic kn owledge in the humanities, social sciences, and natural sciences and a depth of knowledge in at least one academic discipline. Encourage students to be concerned about the w e l ­ fare of hu ma ni ty and, as thoughtful citizens, to engage in public service to promote that welfare. Respect and un de rs ta nd in g for people from diverse backgrounds and cultures are emphasized, and significant moral issues explored. Assist students in d e ve lo pi ng those competencies wh ic h are important for success in their chosen vocations, as well as those skills ne cessary for continued self-directed learning and p r o b l e m ­ solving. Provide graduate programs and other opportunities for ad va nc ed education, in those areas where its academic resources are of sufficient quality and quantity, which permit students to update, refine, redefine their knowledge in accordance with their develo pi ng needs. Endeavor to provide service for the public good within the institution where there is expertise cXp 8. Seek to contribute to the general advancement of knowledge by stimulating and supporting the research efforts of its faculty, staff and students. In order to realize its goals, the Univer si ty strives to create and nurture a sense of co mmunity which fosters mutual trust and respect among students, faculty and administ ra ti on and wh ic h provides for the open and amicable expre ss io n of differences. It seeks to provide an environment that facilitates involvement in intellectual and cultural activities and fosters informal interaction among students, faculty and staff. In order to implement these purposes, Central Michigan Univers it y encourages and seeks to attract and retain faculty committed to these goals, sensitive to the varie ty of ways 119 in which they can be realized, and competent in achieving them. It will seek to maintain and encourage an administrative cadre w hi ch sees its principal responsibility as the creating and fostering of a climate for the reali za ­ tion of these goals. The University strives to provide the necessary resources, both human and material, to enable the faculty, staff, and students to carry out their responsibilities. In all its activities, the University encourages the achievement of excellence by all members of its various constituencies. A wr itt en statement of general goals and objectives has been a part of the Department's operational guidelines since 1965. These have been regularly revised as a part of the University's planning process. These earlier documents showing the evolution of our philosophy constitute over a thousand pages of planning documents. GOALS AND OBJECTIVES OF THE DEPARTMENT OF RECREATION AND PARK ADMINISTRATION RELATION TO UNIVERSITY GOALS: The Department contributes to all eight of the stated purposes of the University, but in varying degrees and with varying dedication. The primary purpose that the Department has undertaken is to help students in achieving goal number five — competencies in their chosen vocation or profession. Although resources within the Department are utilized to achieve the other seven goals, it is safe to say that at least 60 percent of the human resources wit hi n the Department, and a larger portion of our other resources, are aimed at achieving Goal number 5 — to develop sophistsicated major and minor programs with the p rimary empahsis being at the undergraduate level. In contributing to the other goals, the Department places emphasis on scholarly inquiry, problem-solving and synthesizing knowledge as a way of achieving Goal number 1 and also of contributing to the commitment by all students to undertake self-directed learning. In the true sense of se l f­ directed learning, much of it will be found in the rubric of a leisure philosophy for this is the time when people truly participate in self-directed activity, be it creative, educational, or simple amusement. It is also approximately one third of our total life span. To ignore it would be in c o m p r e h e n s i bl e. The first goal of the University is to encourage the development of an intellectual orientation on the part of its students with attention being given to promoting a lifelong commitment to learning and to increasing the desire and ability of students to undertake self-directed learning. 120 The Department of Recreation and Park Administration is committed to providing students a framework through its course offerings; through the Center for Leisure Services; and through other faculty endeavors to achieve scholarly inquiry, problem solving and synthesizing of knowledge by our students. This is accomplished primarily through our courses and also through our many other contacts with students outside of the clasroom and office. Students are strongly encouraged to become professionally active in workshops, conferences, seminars and to develop a life-long committment to self-directed learning. The second goal of the University is to encourage the personal development of students. Fundamental to the departmental major are requirements which encourage students to take the opportunity to achieve goals appropriate to themselves and to the development of a sense of self-worth and confidence. Specifically, required experiences in the fieldwork/internship settings provide a framework within which our students have the opportunity to identify and achieve individual goals. These experiences also carry the potential for students to encounter situations which provide opportunities to develop self-confidence and self-esteem. The third goal of the University includes a basic introduction to humanities, social science, and natural sciences and a depth of knowledge in at least one academic discipline. The Department believes it has considerable contributions to make in all of these areas but at the present time has not been able to have any of its courses accepted in the humanities and/or social sciences area of the University Program in spite of probably the most comprehensive proposal ever sent forward to the University Curriculum Committee for the Social Science area. Goal number 4 involves the public service function in the promotion of the welfare of humanity, the acceptance of diverse backgrounds and the involvement in mural Issues of our day. The Department has been involved in a variety of ways, some through the Center for Leisure Services and others through direct applications within course offerings (most specifically through the various seminar classes) in these general University commitments. Goal number 5 is accomplished by the Department through its assistance to students in providiing a structured and systematic opportunity to develop professional competencies in the major programs at the undergraduate level through classroom work, advisement, on-site field experiences and an in-depth internship program. The Department feels this provides opportunities for continued self-directed learning and problem-solving. Goal number 6 is the University's commitment to a graduate program permitting students to "update, define and 121 redefine their knowledge in accordance with their developing needs." The Department is committed to a graduate program permitting students to update, define and redefine knowledge in accordance with developing needs of the individual. The department has developed a graduate program for professionals in Recreation and Park Administaration and related disciplines with considerable breadth but without artificial barriers sometimes found in more traditional graduate programs. Goal number 7, relating to service, can best be exemplified through the development of the Center for Leisure Services. Previously located in the School of Continuing Education and Community Services, it has been brought into the administrative structure of the Department of Recreation and Park Administration in the School of Education, Health and Human Services. Although created primarily as an arm of the Department for supervising internships and fieldwork programs at both the undergraduate and graduate levels, the Center for Leisure Services' has enabled the Department to be extensively involved in a wide variely of public service activities in the parks and recreation profession, throughout Michigan and the entire United States. Consulting services and direct care programs are also offered by the Department either through the Center, or as an outgrowth of work started through the Center. Presently, one faculty is intimately involved at the state level in the organization and development of a twentieth department of state government that will be a Department of Recreation and Tourism while another faculty member has become substantially involved with hunter safety programs. This year he will conduct a very large workshop on white-tail deer hunting. Goal number 8 involves the research efforts of the University, and alt hough it is listed as an equal goal in the U n i v e r s i t y ’s description of itself, Central Michigan University is obviously not a research institution and the commitment of resources at the University level as well as at the School and Department levels has been relatively minimal. Most of the research that has been conducted has been in conjunction with graduate programs, and not infrequently has been directly related to the growth of the Department and its programs. The Department makes no pretense that it is a research-oriented department. In the list of priorities within the Department, research of necessity, ranks low as it does wit hi n the University. In summary, the Department of Recreation and Park Ad ministration attempts to contribute to all of the purposes and goals of the University but does so with a very definite prioritizing as to its commitments within the Univesity. We 122 are essentially a professional teaching department and, as such, are primarily dedicated to our undergraduate major and minor programs, and to a lesser extent, to our graduate programs and a general education commitment. Other statements of our philosophy will be found within our planning documents and the Department's Policy Handbook. These are more extensive. What has been previously identified here is our committment to the University p hi lo ­ sophy and is not meant to be all-inclusive. MET NOT MET ___ SUBSTANTIALLY EXCEEDED ___ NOT APPLICABLE PARTIALLY MET 2.02 THERE SHALL BE WRITTEN EVIDENCE OF THE ACADEMIC UNIT'S PROGRESS TOWARD ACCOMPLISHING ITS STATED GOALS. The goals identified by the Department in relation to the University goals are documented in the following ways (it is to be remembered that these are not all the goals identified by the Department - others are to be found in our planning documents, etc. and they generally will prove to be more specific and can be easily documented through budget requests, personnel allocations to teaching areas, etc.): Goal number one is related to the development of intellectual stimulation for students and the attitudes toward life-long learning. As was stated in the response to the previous standard, we believe that life-long learning can best be developed through an appr ec iat io n of the contributions of leisure to the learning process. We have tried to develop this concept with the Un iversity curriculum requirements but have been far more successful in working with our own students. You will find strong encouragement on the part of our faculty for students to participate in state and national conventions and begin a process that will lead to life-long learning at least in the professional areas of their lives. We believe that this will carry-over into their personal lives also. We had twenty students in Dallas at the NRPA Convention; seven at the Resort and Commercial Recreation Conference in Florida and have had very strong representation at state conventions for many years. This is pr obably the best "written" doc umentation that we can present related to the first goal of the University. The second goal is closely related to the first in that it refers to the personal development of the student. Our majors are very active in professional service organizations in the M t . Pleasant area as well as at the state and national level. Through their extensive internship and other practical experiences, they are able to build their selfconfidence and identity and work toward achieving their 123 personal professional goals. The Department also works to help students from other disciplines better understand leisure and how leisure can better help them achieve their personal goals - opportunities that can be so easily thwarted in the present non-leisure aspects of our society. The third goal can be easily documented as all students in the University must take courses from Group III of the University Program which is essentially the humanities and social sciences. Also, many courses that would document this can be found in Groups I and IV of the University Program. The fourth goal relates to the public service function that so many Universities and Departments recognize but only give lip service to. The Department of Recreation and Park Administration has given more than most in this area. Our Center for Leisure Services has been established primarily to supervise our students during their internships, field-work experiences and practica. However, the Center has broadened its portfolio into many other areas of service to communities and the State of Michigan. Our faculty work through the Center to provide service to handicapped programs; to work with local and state governments as consultants to help fulfill their needs; to provide employment information to our students and to agencies throughout the State of Michigan (and even to a lesser extent beyond state borders) through our Summer Employment Day, our work with various amusement parks - including Disney World, and our telephone "hot line"; to work with professional associations -both state and national and take leadership roles in them, etc. Were it not for the Center, and the flexibility it gives us financially, and many other ways including ability to develop free time for faculty and students, etc., we would have been very restricted in our ability to fulfill this committment. We refer the reader to the faculty vitae that are available to the visitation tpam to verify the type and extent of our commitment to this responsibility of the University. Goal number five relates to our development of a professional program for our majors and minors. Again, a complete set of course outlines and syllabi are available for the visitation team. This together with the outlines generated in response to standards in sections eight and nine will verify our commitment and accomplishments in this area. It should be pointed out that this is a continuing and dynamic process and new courses are continually added as others are phased out or temporarily set aside until they are again needed. Some of our efforts, since the last visitation team's time on campus, have been to develop the technologies that are appropriate to the profession and develop new and challenging courses to introduce students to their possibilities. 124 Goal number six relates to the development of our graduate program. Although accreditation is not being sought, for our graduate programs, we did receive accreditation in two of our three graduate options as a result of our last visitation. We are working to up-grade the third option and should have it in place sometime in 1987-88 or 1988-89. This was a part of our planning document for 1986-87. Prior to that, some of the work had been accomplished that would make our "Recreation for the Handicapped" option a viable "Therapeutic Recreation" option at the Master's level. Goal number seven again refers to the Service function of the University and we would refer back to our discussion related to Goal number four. The final Goal, number eight, refers to the research efforts of the Department and the University. The Department is not, we reiterate, a research oriented Department. We have accomplished some research in the past couple of years related to our program and especially to our Curriculum in Leisure Services and Studies in defending it to the University Curriculum Committee. In addition, four faculty are involved in Doctoral work that will involve research committments and some have already begun the process. The Department has instituted a basic "Introduction to Leisure Research" course at the Master's level with the emphasis on the consumption of research rather than on being producers of research. We anticipate a very gradual evolution on the part of our faculty and students (which will be reflected in our program offerings in the future) but certainly no revolutionary change in our direction or in our committments or basic philosophy about where the Department of Recreation and Park Administration at Central Michigan University should be going. Our success in the State of Michigan continues to be our most dramatic justification for our Department. MET NOT MET ___ SUBSTANTIALLY EXCEEDED NOT APPLICABLE SUMMARY, PARTIALLY MET PHILOSOPHY AND PURPOSE The Department of Recreation and Park Administration at Central Michigan University has a well-developed, though changing, philosophy. The goals resulting from this philosophy are consistent with it's philosophy and with the goals of the University. The documentation for this is extensive with over a thousand pages of documentation depicting the evolution of the Department within the structure of the University. Some has been remarkably consistent over an extended period of time while other parts of the philosophy have proven to be changing and dynamic. APPENDIX E COVER LETTER, FOLLOW-UP LETTER, AND SURVEY INSTRUMENT 125 Dear Graduate: A few minutes of your time is needed to help maintain and improve the Master's degree programs offered by the Department of Recreation and Park Administration of Central Michigan University. I feel that, as a former graduate student, you are the expert who can assist in a real evaluation of the program. Your voluntary participation, * frankness and accuracy in completing this questionnaire will be greatly appreciated. You may indicate your willingness to voluntarily participate by completing and returning this survey. This research is being done as partial fulfillment of the requirements for my Doctoral degree in Higher Education Administration from Michigan State University. The results of this research will be shared with interested faculty from Michigan State University, all faculty within the Department of Recreation and Park Administration of Central Michigan University and with all interested respondents to this questionnaire. Personal information such as name, address, and telephone number should not be placed on the questionnaire. I will maintain a listing of this information to facilitate followup in the event a second or third mailing is needed. Be assured that your individual responses will remain known only to me. Plcace complete a n d r p t u r n this questionnaire by February 15 in the enclosed self-addressed, stamped envelope. Thank you for taking part in this research. Your comments are welcome. Cordially, Dean S. Pybus, Assistant Professor Recreation and Park Administration Central Michigan University PS: This survey is intended for individuals who have received a degree from CMU in the years 1980--19B8 in the following areas: MS, Administration (Recreation and Park concentration); MA, Recreation and Park Administration; and MS, Outdoor Recreation and Field Biology. If you have received this survey in error, please return it with an explanatory note. Thanks. February 25, 1989 Dear Former Graduate Student:____________________ ____________ About one month ago you received a questionnaire asking you to evaluate the graduate program in the Department of Recreation and Park Administration. This follow-up letter is a "string around your finger" asking that you please take a few minutes to now complete that questionnaire. If you've misplaced the original questionnaire--don't worry-I'm including another copy with this reminder. By completing the questionnaire, you are indicating your willingness to participate in this study. Your individual responses will not be shared with anyone. A target date of March 17 has been set to compile all data from the survey. So, if you would please mail your completed survey back by then, I would greatly appreciate it. Thanks for taking the time to tell me your opinion of the R?A graduate program. It will help us make the program better for future graduate students. Cordially, Dean S. Pybus, Assistant Professor Recreation and Park Administration Central Michigan University Finch 105 127 D I RE CT IO NS : Please respond to all questions. Your name, address and telephone number are not requested so that all information will remain completely confidential. The term "recreation and park" refers to individuals or agencies in the public sector (such as community recreation and park, community education, county, state, federal agencies), quasi-public sector (such as YM/YWCA's, scouts, camps), private sector (such as membership clubs, home/apartment/condominium developments, employee services) and commercial sector (such as resorts, theme parks, hotels/motels). Part I . Please check the appropriate items relative to your situ at ion . 1. In what area was your graduate degree? a ._____ Master of Science in Administration, Recreation and Park concentration. b ._____ Master of Arts in Recreation and Park Administration (with practicum). c ._____ Master of Arts in Recreation and Park Administration (with thesis) a. Master of Science in Outdoor Recreation and Fielc Biology 2. In what a. b. c. d. e . year did you receive your Master's degree? 1980 f . 1985 1981 1986 g. 1982 h. 1987 1983 i . 1988 1984 1989 j • 3. What was your employment status while pursuing your graduate degree? a ._____unemployed b ._____employed, full-time recreation and park professional c ._____ employed, part-time recreation and park professional d ._____ employed in a non-recreation and park profession (please specify _________________________ ) e ._____ other (please specify______________________ ) 128 4. Are you currently a ._____employed in a recreation and park position (please specify title_____________________________ ) b ._____ employed in a non recreation and park position (please specify title_____________________________ ) c ._____ unemployed 5. Was your undergraduate degree in a ._____ Recreation and Park Admin, from CMU b ._____ Recreation and Park Admin, (or similar title) from another college or university c ._____ Other (please specify____________________________ ) Part I I . In this section you are asked to recall, in general, your perceptions of the graduate coursework within the department of Recreation and Park Administration of Central Michigan University. Please respond to each question using the following scale. 0 — not at all 1— inadequately 2— adequately 3—-very adequately 4— exceedingly adequate In general, to what extent do you think your graduate coursework in recreation and park administration . . . (circle your response) 6. expanded on your current knowledge 0 1 2 3 7. hplned conceptualize your leisure philosophy 0 1 2 3 4 8. helped conceptualize your leadership style 0 1 2 3 4 9. provided research experience 0 1 2 3 4 0 1 2 3 4 10. provided practical management level experience 11. allowed for a beneficial exchange of information 0 1 2 3 4 4 129 Part I I I . In this section you are asked to recall your perceptions of specific graduate coursework you took within the department of Recreation and Park Administration. Listed below are all the graduate level courses listed in the current graduate catalog. To refresh your memory, catalog descriptions of the courses are enclosed. For item number 13 please use the following rating scale: 0— no value 1— little value 2—-some value 3— valuable 4—-very valuable I | Course |RPA 500 Issues in |Recreation |RPA 503 Independent IReading |RPA 505 Admin, of jRecreation and Parks |RPA 506 Seminar in Recreation and Parks |RPA 507 M g m t . Skills jin Leisure Svcs. |RPA 508 Budgeting |for R e c . and Parks |RPA 509 Microcompu|ters in Rec. and |Parks Admin. |RPA 515 Rec. in |Community O r g s . |RPA 518 Philosophy |of Rec. and Leisure + ----------------------------------------------- 12. Place a check mark in this column next to each class taken as a graduate student. 13. Rate each class taken relative to its value to you in your professional advancement. 130 + +- I 12. Place a check mark in this column next to each class taken as a graduate student. jCourse |RPA 520 Prog. jfor Camps Dev, |RPA 521 Financial jAssistance |RPA 525 School Rec, |RPA 540 Community jRec. Programming ]RPA 541 Rec. and jCable TV |RPA 552 Environ­ m e n t a l Interp. |RPA 553 Family jCamping |RPA 559 Outdoor Ed. |Philosophy and jPrograms jRPA 560 Outdoor Ed, jSchool Camping |RPA 561 Seminar in [Commercial Rec. [RPA 600 Advanced Issues in Rec. |RPA 603 Advanced |Independent Reading |RPA 610 Leisure IResearch |RPA 615 Practicum in jRec. Supervision and +Admin. + ------------------------------------------------ + 13. Rate each class taken relative to its value to you in your professional advancement. 131 H — ------------------------------------— ----------------------------------- 1--------------------------------------------------------------------------------- 1------------------------------------------------------------------------ f- | j | j | | |12. Place a jcheck mark in this |column next to jeach class taken |as a graduate jstudent. |13. Rate each |class taken |relative to its |value to you in jyour professional! jadvancement. | j j | j + --------------------------- + --------------------- + ----------------------+ |RPA 620 Planning for |Rec. and Park jFacilities | | | | j j | j | + ------------------------------------------------+ ------------------------------------ + ------------------------------------- + |RPA 652 Outdoor Rec. | | | H------------------------------------------------------------------------------------------------- 1----------------------------------------------------------------------H -------------------------------------------------------------------------- h |RPA 653 Camp Admin. | | | + --------------------------------------------------- + ---------------------------------------+ ----------------------------------------+ |RPA 754 Seminar in jRecreation | | | j | j H--------------------------------------------------------------------------------------------------1----------------------------------------------------------------------1---------------------------------------------------------------------------- H |RPA 791 Ind. Study | | I + --------------------------------------------------- + ---------------------------------------+ ----------------------------------------+ |RPA 798 Thesis | | | + --------------------------------------------------- + ---------------------------------------+ ----------------------------------------+ 14. Rank order the three courses you found the most valuable (based on course content) with number 1 being the most val ua bl e. 1 . ____________________________________________________________________ 2 . ___________________________________________________________________________ 3 .___________________________________________________________ 15. For each course listed in question number 14, list the topics you found most valuable (based on course content). course #1 course #2 course #3 ________________________________________________ 132 16. Rank order the three courses you found the least valuable (based on course content) with number 1 being the least valuable. 1 . __________________________________________________________________ 2 . _____________________________________________________________________ 3.__________________________________________________________ 17. For each course listed in number 16, list two reasons you did not find it valuable (based on course content). course #1 _____ __ course #2 course #3 18. For each course listed in number 15, list topics you felt should have been covered (or covered in more detail). course #1 __ ________ _____ ________ course #2 course #3 19. What other courses do you feel should be offered on the graduate level by the Department of Recreation and Park Administration? a ._____ Legal aspects b ._____ Politics c ._____ Grant writing/application d ._____ Marketing of recreation and parks e. other________________ _____ THANKS FOR TAKING THE TIME AND EFFORT TO COMPLETE THIS SURVEY 133 R ecreation and Park Adm inistration (RPA) R PA 5 0 0 I s s u e s In R e c r e a tio n 1 -6 (S p e c ) 0 C o n c e n t r a t e d s lu d y o f c u r r e n t r e c r e a t i o n a n d p a r k a d m in is tr a tio n p ro b ­ l e m s . W o r k s h o p s c o n c e r n e d w ith s u c h a r e a s a s p u b lic re la tio n s In rec re a tio n fa c ility d e v e l o p m e n t , a n d N a tio n a l P a r k S y s te m . RPA 5 0 3 I n d e p e n d e n t R e a d in g 1 ( S p e c ) P.W E x p l o r a ti o n In d e p t h o f o n e o r m o r e a s p e c t s o i th e H old o l re c re a tio n or p a r k a d m i n i s t r a tio n b y I n d iv id u a l slu d y . RPA 5 0 5 .A d m in is tra tio n o l R e c r e a tio n a n d P a r k s 3(3*01 F T h e o r g a n iz a tio n a n d a d m in is tr a tio n o f th e r e c r e a t i o n a n d p a r k s program . P r o b l e m s o l s u r v e y s , f in a n c e , p u b lic ity , p r o g r a m p l a n n in g , le a d e r s h ip , liabil* My. a n d p a r k fa c ility p la n n in g a n d m a i n t e n a n c e . ^ R PA 506 S e m tn a rln R e e re s llo n a n d P a rk A d m ln is tta llo n 3 (3 0 ) 0 I n - d e p th s t u d y o l th e in n e r w o r k in g s o l v a r i o u s c ily a d m in is tr a tiv e o p e r a ­ t i o n s f o r r e c r e a t i o n a n t) p a r k s . RPA 5 0 7 M a n a g e m e n t S k ills In L e is u r e S e r v i c e s 3 13 U) W T h e d e v e l o p m e n t o f c o n c e p t u a l a n d h u m a n r e la tio n s s k ills n e c e s s a r y to t h e s u c c e s s f u l m a n a g e m e n t o f a l e is u r e s e r v i c e n g e n c y . RPA 5 0 9 B u d g e tin g fo r R e c re a tio n a n d P a rk s 3 ( 3 - 0 ) F.W B a s i c b u d g e t a r y p r in c ip le s a n d p r o c e d u r e s o l m u n ic ip a l p a r k s a n d re c re ­ a tio n d e p a r tm e n ts . R P A 5 0 9 M i c r o c o m p u t e r s In R e c r e a t i o n a n d P a r k A d m i n i s t r a t i o n 3 (3 -0 ) F M ic r o c o m p u te r a p p l i c a t i o n s fo r r e c r e a t i o n , p a r k s , a n d le is u r e . P re re q u isH e s : E H S 2 0 0 o r C P S 1 00 o r I S A 1 0 0 o r IS A 2 21 o r p e r m i s s i o n o l in stru cto r. R PA 5 1 0 R e c r e a t i o n f o r S e n io r C itiz e n s 3 (3 -0 ) F P r o p o s i n g , o r g a n iz in g , a d m in is te r in g , a n d c o n d u c tin g r e c r e a tio n a ctiv ities fo r o ld e r a d u lts . RPA 5 5 3 F a m ily C a m p in g 2 (2 -0 ) D T y p e s o l e x p e r i e n c e s , n e c e s s a r y s k ills, p r o b le m s e n c o u n t e r e d . n e c e s s a r y e q u ip m e n t, h e a l t h I n c to r s . c o n s e r v a tio n fo r th e c a m p e r , a n d o th e r r e la te d m a ile r s . RPA 5 5 9 O u td o o r E d u c a t i o n - P h i l o s o p h y a n d P r o g r a m s 3 (3 -0 ) F P h ilo s o p h y o f o u td o o r e d u c a tio n . H o w o u td o o r e d u c a t i o n c a n e n r i c h a n d v ita liz e th e l e a r n i n g p r o c e s s . RPA 5 6 0 O u td o o r E d u c a tio n • S c h o o l C a m p in g 3 (3 -0 ) O O u td o o r e d u c a t i o n p r o g r a m s a s t h e y a r e I n c o r p o r a te d In to s c h o o l c u rric u la w ith s p e c i a l e m p h a s i s o n r e s id e n tia l o u td o o r e d u c a t i o n p r o g r a m s ( s c h o o l c am p s). RPA 561 S e m i n a r In C o m m e r c i a l R e c r e a t i o n 3 ( 3 - 0 ) F N e w d e v e l o p m e n t s , c o n c e r n s , t r e n d s , a n d o p p o r tu n itie s In th e c o m m e r c ia l r e c r e a h o n fie ld P r e r e q u i s i t e s : R P A 2 1 0 . 4 6 t . o r c o n s e n t o l in s tr u c to r R P A 5 9 0 R e c r e a t i o n f o r t h e III a n d H a n d i c a p p e d 3 ( 3 - 0 ) F.W P r o g r a m m in g o l r e c r e a tio n a c tiv itie s fo r t h e ill a n d h a n d i c a p p e d P r e r e q u i s ­ ite : 210. RPA 581 T h e r a p e u t i c R e c r e a t i o n f o r S p e c i a l G r o u p s 3 (3 - 0 ) F.W R e c r e a tio n o p p o r tu n itie s a n d p r o g r a m s to r m e n ta lly r e t a r d e d , e m o tio n a lly d is tu r b e d , p h y s ic a lly h a n d i c a p p e d , a n d h e a r i n g a n d v is u a lly im p a ir e d P r e ­ r e q u is ite : 2 10 R PA 5B 2 C o m p e titio n fo r th e R e ta r d e d 3 (3 -0 ) O C o m p e titiv e r e c r e a t i o n p r o g r a m s lo r th e r e t a r d e d a n d th e ir p la c e rn to ta l p ro g r a m m in g fo r t h e r e ta r d e d I n c lu d e s S p e c ia l O ly m p ic s C R -N C o n ly R P A 5 8 3 S e m i n a r In T h e r a p e u t i c R e c r e a t i o n 3 ( 3 - 0 ) W C u r r e n t i s s u e s a n d t r e n d s in th e th e r a p e u t i c r e c r e a t i o n p r o f e s s i o n r e q u is ite 2 1 0 a n d o n e o l (h e fo llo w in g : 2 4 0 . 2 4 1 , o r 2 4 2 g r a d u a te s ta tu s re c o m m e n d e d , RPA 5 8 4 P re ­ S e n io r s t a t u s o r C o m m u n ity -B a s e d P ro g ra m m in g f o r th e R PA 515 R e c r e a t i o n I n C o m m u n i t y O r g a n i z a t i o n s 3 ( 3 0) O I n i e r - a g e n c y r e la tio n s h ip s a m o n g v a r io u s c o m m u n ity a g e n c i e s providing re c re a tio n s e rv ic e s . H a n d ic a p p e d 2 (2 -0 ) F P r o g r a m m in g le is u r e s e r v i c e s for all d is a b l e d p o p u la tio n s p ro g ra m m in g a n d a d m in is tr a tio n in th e c o m m u n ity s e ttin g none RPA 518 P h ilo s o p h y o l R e c re a tio n a n d L e is u re 3 ( 3 - 0 ) F.W C o n tr i b u t io n o f p u r p o s e f u l r e c r e a t i o n to th e d e v e l o p m e n t o l th e c o m p le te p e r s o n . H is to r y o f t h e r e c r e a t i o n m o v e m e n t. R P A 6 0 0 A d v a n c e d I s s u e s in R e c r e a t i o n 1 -6 (S p e c ) D A d v a n c e d c o n c e n t r a t i o n s lu d y o l a c u r r e n t r e c r e a t i o n o r p a i x a d m i n i s t r a ­ tio n p ro b le m o r i s s u e R P A 5 2 0 P r o g r a m D e v e lo p m e n t (o r C a m p s 3 (3 -0 ) W P r o g r a m p l a n n in g a n d Im p le m e n ta tio n in v a r io u s ty p e s o f c a m p s RPA 60 3 R PA 521 F in a n c ia l A s s i s t a n c e f o r R e c r e a ti o n a n d P a r k s 2 (2 0) F W o rk in g w ith f e d e r a l , s t a t e , a n d p r iv a te f u n d in g s o u r c e s lo r leisu re se rv ic e s RPA 525 S c h o o l R e c re a tio n 3 (3 -0 ) D ' T h e s c h o o l 's r e s p o n s ib ility in r e c r e a tio n . O r g a n iz in g a n d a d m in is te rin g a n e lle c liv e s c h o o l re c re a tio n p ro g ra m . R PA 5 4 0 C o m m u n ity R e c r e a tio n P ro g ra m m in g 3 (3 -0 ) F W P r o g r a m m i n g l e i s u r e s e r v i c e s lo r v a r io u s p o p u la tio n s in c lu d in g elderly, y o u n g , s o c i a l g r o u p s , a n d in a v a r ie ty o l s e t t i n g s . R PA 541 R e c r e a tio n a n d C a b le T e le v is io n : S e m in a r t( t- O ) W S tu d y o t t h e u s e o f c a b l e te te w sro r* hr r e c r e a t i o n a n d p a r k a g e n c ie s a s a p u b lic r e l a t i o n s , m a n a g e m e n t , p r o g r a m m in g , a n d c o m m u m 'c a h o n s to o ts lor le is u re s e r v i c e s .. RPA 552 E n v iro n m e n ta l In te rp re ta tio n 2 (2 -0 ) W T e c h n i q u e s o l l e a d in g n a t u r e h ik e s a n d d e v e lo p in g e n v ir o n m e n ta l e d u c a ­ t io n a n d h i s t o r i c a l I n te r p r e ta tio n p r o g r a m s . E m p h a sis o n P - e r e q u iS 'ie A d v a n c e d I n d e p e n d e n t R e a d in g In R e e r e a tlo n M S p e c ) F.W S tu d e n t d e v e lo p s a r e a d in g list in c o n s u lta tio n w ith a d v i s e r a r q e » p ic r » s o n e o r m o r e a s p e c t s o f t h e lieid o t r e c r e a tio n o r p a r k a d m in is tr a tio n p r o b le m b y in d iv id u a l s tu d y RPA 61 0 L e is u r e R e s e a r c h 1 (1 -0 ) F In tro d u c tio n to r e s e a r c h m e th o d o lo g y I n t e n d e d p rim a rily fo r s t u d e n t s o n th e p r a c tic u m o p tio n RPA 615 P r a c t i c u m In R e c r e a t i o n S u p e r v i s i o n a n d A d m i n i s t r a t i o n 6 (S p ec) S S u p e r v is e d a n d p r a c tic a l e x p e r ie n c e in s o m e fa c e t o f r e c r e a t o n o r p a r x a d m in is tra tio n o r s u p e r v is io n U s u a lly c o m m u n ity r e e r e a l i o n o r e a m p m g a r q o u td o o r r e c r e a tio n p r o g r a m s . RPA 6 2 0 P la n n in g to r P a rk s a n d R e c r e e t l o n F a c ilitie s 3 (3 -0 ) F P rin c ip le s a n d p r o c e d u r e s in t h e p la n n in g , d v e lo p m e n t. a n d m a i n t e n a n c e o t p a rk a n d r e c r e a t i o n a r e a s a n d fa c ilitie s. RPA 652 O ut doo r R c c rro llc n w E x a m in a tio n o l l o c a l, s t a t e , a n d n a tio n a l a g e n c i e s , a r e a s , a n d p r o b le m s in v o lv e d m o u td o o r r e c r e a tio n P a r tic u la r a t t e n t i o n to p a r k s a n d f o r e s ts R e la te d a c trv itic s a n d sk ills RPA 6 5 3 C a m p A d m i n i s t r a t i o n 2 (2 -0 ) W O r g a n iz a tio n a n d a d m in is tr a tio n o f c a m p s , w ith e m p h a s i s o n p r o g r a m p la n n in g , s e le c tio n a n d tra in in g o f sta f f, c a m p s i t e s e l e c t i o n a n d d e v e lo p m e n t, a n d h e a lth a n d s a f e ty R PA 7 5 4 S e m i n a r In R e e r e a t l o n 2 (2 -0 ) W In d iv id u a l a n d g r o u p s tu d y of p r o b le m s a r is in g in th e fie ld o f r e c r e a tio n o t p a rk a d m in is tr a tio n C R 'N C o n ly R P A 7 91 I n d e p e n d e n t S lu d y 2 { S p e c ) F.W A r e s e a r c h p r o je c t N o t o p e n to s t u d e n t s ta k in g R PA 7 9 8 . R PA 799 T h e s is C R /N C o n ly 1 -6 (S p e c ) F.W APPENDIX F NON-RECREATION AND PARK ADMINISTRATION EMPLOYMENT STATUS WHILE PURSUING GRADUATE DEGREE 134 Table F . l . - - N o n - r e c r e a t i o n and p a r k a d m i n i s t r a t i o n employment s t a t u s while pursuing graduate degree. T itle R ep ort ed Frequency Waitress 1 Te a ch er 15 Human s e r v i c e s 1 Curator of e x h ib its 1 U.S. Army 1 Medical c a r e f a c i l i t y a i d e 1 T e a c h e r / t e n n i s pro 1 G rad u ate a s s i s t a n t 6 Work-study 1 Var iou s p a r t - t i m e 1 Tot al 29 APPENDIX G CURRENT NON-RECREATION AND PARK ADMINISTRATION EMPLOYMENT STATUS 135 Ta bl e G . l . - - C u r r e n t n o n - r e c r e a t i o n and p a r k a d m i n i s t r a t i o n employ­ ment s t a t u s . T itle R ep or te d Frequency V i c e - p r e s i d e n t , s a l e s and m a r k e ti n g 1 C o l l e g e ad m is si o n s 1 Actor/model 1 Te ac her 14 In s u r a n c e 1 Boy S cou ts o f America 1 Museum c u r a t o r 1 U.S. Army H e a lt h s p e c i a l i s t 1 American Cancer S o c i e t y , e x e c u t i v e d i r e c t o r 1 Manager, v e t e r i n a r y m ed icin e o f f i c e 1 C l i e n t s e r v i c e s manager, mental h e a l t h 1 T r a i n i n g manager 1 Musician 1 Water r e s o u r c e s p e c i a l i s t 1 Michigan S p e c i a l Olympics 1 Community e d u c a t i o n d i r e c t o r 1 Tot al 3 APPENDIX H NON-RECREATION AND PARK ADMINISTRATION UNDERGRADUATE DEGREES OF RESPONDENTS 136 Tabl e H . l . - - N o n - r e c r e a t i o n and p a r k a d m i n i s t r a t i o n u n d e r g r a d u a t e degrees of respondents. Degree Repor te d Frequency B.A. in P h y s ic a l E du ca tio n 5 B.S. in Education 8 P h y s ic a l E d u c a t i o n / R e c r e a t i o n 1 Biol og y/RP A/P hysical Educa tion 1 Biology Physical Education/Biology 1 S p e c i a l E d u c a t i o n / P h y s i c a l Education 1 Music Educ atio n 1 History 1 L i b e r a l A r ts 1 Arborculture/Urban Forestry 1 I n d u s t r i a l Education 1 S o c ia l S t u d i e s / E d u c a t i o n 1 G eog rap hy/ Ea rth S cie nce 1 P s y c h o l o g y / P h y s i c a l Education 1 No r e s p o n s e 1 APPENDIX I INDIVIDUAL RATINGS OF GRADUATE CLASSES TAKEN 137 Ta bl e 1 . 1 . - - I n d i v i d u a l r a t i n g s o f g r a d u a t e c l a s s e s t a k e n , in de s c e n d i n g o r d e r o f r e g i s t r a t i o n . Class RPA 615 RPA 620 RPA RPA RPA RPA RPA RPA 653 505 518 508 515 500 RPA RPA RPA RPA RPA RPA 503 754 540 603 552 600 RPA RPA RPA RPA RPA RPA RPA 610 652 506 791 525 553 507 RPA RPA RPA RPA RPA RPA 509 520 541 559 521 560 RPA 561 RPA 798 Total Note: P r ac ti cu m P la n n i n g f o r Rec. and Park F a c i l i t i e s Camp A d m i n i s t r a t i o n Admin, o f R & P P h il o s o p h y o f R & P Budgeting Rec. in Comm. Orgs. Issues (v aria b le topics) Ind. Reading Seminar in Rec. Rec. Programming Adv. Ind. Reading Envir. I n te r p . Adv. I s s u e s (variable topics) L e i s u r e Re s ea r c h Outdoor R e c r e a t i o n Seminar in R & P I nd epe nde nt Study School R e c r e a t i o n Family Camping Mgt. S k i l l s in Leisure Services Mi crocornputers Prog. Dev. f o r Camps Rec. and Cable TV P h i l . o f Outdoor Ed. Financial Asst. Outdoor Ed. School Camping Sem. in Comm. Rec. Thesis L ittle Value V a lu a b l e Very V a lu a b l e Tot al 0 7 55 62 1 4 2 11 0 1 12 18 7 16 3 8 37 25 35 17 26 16 50 46 44 43 29 25 2 4 2 1 3 0 10 10 8 4 5 2 12 8 11 15 10 15 24 22 21 20 18 17 2 3 0 0 0 1 3 4 4 4 6 3 2 3 11 7 9 6 8 8 4 17 14 13 12 11 11 10 0 n l' 1 0 0 1 l i 2 0 1 7 6 5 4 6 4 8 7 7 7 6 5 0 0 0 2 2 0 2 2 0 4 4 0 42 146 371 559 S i x t y - s e v e n r e s p o n d e n t s r e g i s t e r e d f o r 559 c l a s s e s . Class r e g i s t r a t i o n s based on d e g r e e r e q u i r e m e n t s and e l e c t i v e s chosen by s t u d e n t in c o n s u l t a t i o n w i t h g r a d u a t e a d v i s o r . A c l a s s was r a t e d o f l i t t l e v a l u e 42 t i m e s (7.55%), v a l u a b l e 146 t i m e s (26.25%), and v e r y v a l u a b l e 371 t i m e s (66.72%). APPENDIX J SUGGESTIONS FOR OTHER COURSES TO BE OFFERED IN THE GRADUATE PROGRAM BY THE DEPARTMENT OF RECREATION AND PARK ADMINISTRATION AT CENTRAL MICHIGAN UNIVERSITY 138 Tab le J . l . - - S u g g e s t i o n s f o r o t h e r c o u r s e s t o be o f f e r e d in t h e g r a d u a t e program by t h e Department o f R e c r e a t i o n and Park A d m i n i s t r a t i o n a t C e n t r a l Michigan U n i v e r s i t y . Course O f f e r i n g Legal Aspe cts P olitics Grant W r i t i n g / A p p l i c a t i o n Marketing o f R e c r e a t i o n and Parks Networking L e i s u r e in S o c i e t y V o l u n t e e r Management N at i o n al Park S e r v i c e / S t a t e P a r k s / Department o f N atu ral Resources L i a b i l i t y / R i s k Management Minorities/Women in R e c r e a t i o n and Parks S p o r t s League A d m i n i s t r a t i o n Public Relations Food and Beverage A q u a ti c s Management Landscaping and Grounds Maintenance T h e s i s W r it in g Fund R ai si ng P ers onnel Management L e i s u r e Research M ili ta r y Recreation Parks Management Programming Tourism/Economic Development Repor te d Frequency 42 28 49 43 1 2 2 2 1 1 2 3 1 1 1 1 1 1 1 1 1 1 1 BIBLIOGRAPHY BIBLIOGRAPHY Aksamit, Donna L . , and A lc o r n , Dewaine A. 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