A Study of the Impact of the Musoma Resolution on.~tu-
  dent Personnel Services at the University of Oar es
. Salaam ..
    P.M. Biswalo                                        Utafiti Vol. HI Nu,2, 1985, Journal of
  Senior Lecturer, Department of Education,             the Faculty of Arts and Social Scien"es
                                                        University of Dar es Salaam.            '
  University of Dar es Salaalii
  Introduction
   Statement of the.Problem
   In ~ovember, 1974, the National Executive Committee of the Tanganyika
   Afncan National Union (TANU) met in Musoma to review Tanzania's.
   progress in its policies of Socialism and Self.Reliance. Some profound
   deficiencies were spotted in the Implementation of the policy of Education for
   SelfReliance, especially at post secondary level. It was resolv(:d at that time:
  that, from thlm on, formal education would basically end at the secondary
   Sch901level. Secondary school graduates would serve one year in the National
   Service. Following National Service, these graduates would work several years
   before. they would be admitted to any post secondary institution. Post
   secondary institutions were, therefore, declared open for adult workers and
  peasants who satisfied the minimum entry qualifications (Msekwa, 1975). The
   applicants had either to pass the University of Dar es Salaam Mature ~ge
   Entrance Examination and "produce a strong recommendation by their
  .employers and TANU! ASP (Tanganyika African National Union/Afro
 .Shiraz Party) branches, regarding their suitability (in terms of character and
   general work performance and commitment for further training at university
  level"; or to possess the following minimum entrance requirements:
   (a) The Thnzania National Form 4!or' the East African Certificate                           of
         Education (Ordinary level) with passes in five approved subjects, obtained
        prior to the sitting of the National Form 6 Examin~tion or the East ,
        AfriCan Certificate of EduCation (Advanc~d level), or equivalent; and
  (b) One of the following combinations of passes in the Tanzanian ~ational
      . Form VI Examination or the East African Certificate of Education
         (Advanced level) or its equivalent:
         (i) Two Principal Level Passes at the same sitting;
         (ii) Two Principal Level Passes not at the same sittipg provided they are
              both of grade "C" or higher;    .                        ','
         (iii) An appropriate equivalent Diploma/Certificate,              of. not less than
        . Second Class level and approved by Senate.
    (c>. ... Several years' working experien~ and (the ability to) produce. a str<?ng
         recommendation by their employers and TANU/ ASP branches regarding
         their suitabilihiin terms of character andgeneraI work performance and
         commitment) for further training at University level (University of Dai
          S~aaw Calimdar, 1976n7: 8 and 9)                 .';                                    .
                                              75


       The University of Oar es Salaam implemented the resolution, Widely known
       as Musoma ~esolution, which would take effect beginning with the academic
       year 1975/76. Because of recruitment problem, however, women students and
       students for the professional faculti6s continued to be admitted as direct~entry
    "students. In fact, this problem gradually affected the rest of the faculties quite
       adversely after the cream of qualified degree aspiring workers and peasants'
       had been exhausted. There was every indication that the Musoma Resolution
       Entry requirements might be waived. I..
               It can be. said that the Musoma Resolution heralded a revolution in
       post~secondary education in Tanzania. University entrants ceased to be direct
       secondary schoolleavers. The .University now served workers and peasants.
       This change implied that changes would be necessary in academic and student
       personnel services. There was a need to modify the curriculum                                                to
       a.ccommodate academic deficiencies that are characteristic of adult students
       who have been out, of school for an extended period. There was a
       corresponding need to modify student personnel services to be more.
       appropriate for the older population. This study was designed to examine one
       consequence of the Musoma Resolution (the introduction of adult 2. students)
       on student personnel services at the University of Oar es Salaam, in order to
      'determine what changes were needed. To this end, this study compared adult
       male students' perceptions with direct~ntry male students' perceptions of
       student personnel services at the University of Oar es Salaam. Female students
       were initially included in the study, but were excluded 'from the data analysis
       due to minimal participation in returning questionnaires.
         Review of Litt~rature
              Prior to the review of literature. a description of student personnel
      services at the University of Oar es SallUlm revealed that a student personnef
      programme existed at the institqtion in a functional state. The literature was
    ,reviewed in the light of this revelation and with special attention to the
    'consumers of the personnel services. Four areas were identified, and pertinent
    .literature. ~as reviewed in each area. These areas were the general
      charactenstics of adult students, the need for effective personnel programmes,
      the ilifficulties. of establishing effective student personnel programmes
      overseas, an~ the need for evaluation of student personnel programmes .
    .         The reVl~ showed that stuqent personnel services along the American
      patt~rn are eI~er non~xistent or just emerging in colleges and universities
      outsIde the Umted States of America. Where the services exist and cater for
      adult students, ~e literature pinpointed the need for effective personnef
      progr~es            whIch are relevant to the needs of such students. To ensure'
      effectIve student personnel programmes, institutions of higher learning that
      offer the programmes should conduct periodical evaluation of their.
     programmes •...
     .TIie'SluDpIe
             The subjects for this study were chOsen from among students of the
      Unive(Sity of Oar es Saliari1 who had been exposed to the student personnel
  . services in the institution for at least two tris of the school year. Originally
".there were 214 adult and 56 direct-entry students in the sample of 270 students.
      Low l'CtW'D$ from          women     students necessitated the exclusion of these students
      from      the sample. leaving 196 R'1aleadult students and 29                          awe     direet..entry
      students in the sample of 22S students ..
   . ' 1•.J:M Musoma Resolution entry requinmenu were finally waived with effeCt fl1)l11 the acadenric year 19S4/1qjlS.
       2. Tille term include; lhe Musoma Resolutioo Matnre Age Entry Students.
                                                             76


  .The Questionnaire
        The questionnaire that was used 'in this research (see attachment) ,was .
  cons~ructed by the researcher. It covered six important areas of student
  personnel service - Admissions, Testing, and Orientation; Guidance and
, Couns~lling; Scholarships and Loans; Student Employment and Placement'
 Student Health Se.rvices; and Student Activities. It was verified, in terms of
  form, clarity- and readability, by three expert survey researchers at lndiana
  State University, U.S.A. It was tested for reliability at the University of Oar es
  Salaam, Tanzanill, using 20 randomly selected, students,. and was found to
  have adequate test-retest reliability (+,.90 to + .95). Apart from the clarity and
  readability which were ascertained by the three expert researchers mentioned
  above, and the face validity in relation'to professional literature, no formal
  validation of the questionnaire was done.
  Administration     of tbe Questiomiatre
        The participants responded to the Questionnaire submitte<l to them by the
  Dean of Students, University of Oar es Salaam - on behalf of the
  reseatcher-inJanuary/February,          1980. The Dean or Students then tabulated
  the raw data and sent them to the researcher at Indiana State University for
  further statistical analysis.
  Analysis of Data
        Only the data from the male a,dult and direct-entry. respondents were
  analysed and used to answer the six res~~         questions enumerated below (see
  the Results oftbe Study seCtion). The "Yes": and "Nf( responS,;!:s,from both
  adult and direct-entry' participants were compared) .USIngchi-square at the ,05
  level of confidence. The "1" response w:as excluded' from the chi-square
 .comparisons because ithad produced very feWcCllswith theoretical frequencies
  of', osLor more ..                         '                  .
  Results of tbe Stlldy
        The results of the study were obtained iD relation to the six research
  questions asfollows:               .
        Research Question 1." Are there significant differences between adult and
  direct-entry students' perceptions of Admissions, Testing, and Orientation
  precedures at the Oniversity of:o~ es~1"              With one degree of freedom,
  and a chi-squ~e value of 3.~1 ar~e.05Ievelof con~den~, ?nly it~s 6,and 8
 'of the 8 Items covered by this research questIon Indicated SIgmficant
 .differences between the perceptions of the two .groups of respondents. Adults
  perceived the orientation programme and remedial work as significantly
  important, whereas the direct entry students did not.
        Research Question 2. "Are there significant differences between adult and
   direct-entry students' perceptions of Guidance and Counselling practices at the
   University ofDat         es Salaam?" There were significant differences in
   perceptions betwe$ adults~(tdii:ect-entrantson        items 13, 14, 15, 18, and 19,
   indicating that adults perceived that. academic and faitPlyproblems constituted
  majbr.worries of JJWlit~~~,          whereas.. th~.~~ants         did DOt,~       so;
   that adults did not know theIi academic ad-mers and VIce-versa, ~             direct
                                             17


entrants did;'that adults needtd     rmancial   counselling, whereas direct-entrants .
did not; and that adults felt their spiritual needs were significantly catered for
at the University, whereas direct-entrants differed.
       Research Question 3. "Are there significant dlfferences Between adult and
 direct-entry students' perceptions of scholarships and loans facilities at the
 University of Dar es Salaam'!" OnlY item 22 in9icated l!.significant difference
 between the percqltions of the adults and the perceptions of direct-entrants.
 Adults did not know of the exkteDce of scholal'Ships that were provided by the
 University, whereas direct~trants      indicated that tht>yknew of such facilities •
       .Research Question 4. "Are there signifiCant differences between aduTt
 students' perceptions and direcrt-entry students' perceptions regarding Student
 Employment and Placement at the University ofDar es Salaam?" There was a
significant dufeience ~tween adult aDd difect.:entry students' .perqpfioD:S of
item 30. Adults would like the University to help them regain their former jobs
or get new jobs if they decide to drop out of the institution. Direct-entry
students did not need such help.
    , Research Question~. "Are there significant differences between adult and
direct-entrystuClentsperceptiOllS of the role of Student Health Services at the
,l!niyer.s1ty of Dares      SallUUJl?"Adult and direct-entry students differed
significantly as to how they perceived item 35. Adults felt strongly that the
University health services should cater for students and their families. On the
other hand, direct-entrants felt this should not be the case.
       Research Question 6. "Are there significant differences between adult and
direct-entry studeo.ts' percepooI1$ of Student Activities at the University of Dar
es Salaam?" There were significant differences betweeR adult students and
direct-entry students' perceptions of items 43, 44 and 50, indicating the adults'
desire for reasonable housing through the help of the University; adults' need
 for a Day Care Centre for their. children at minimal cost; and adults' need to
have their impact fdt in policy matters which affect students' welfare.
 Direct-entry students were silent on these three issues.
      In summary, the study's null hypothesis-"There              is no significant
difference between adult students' and direct-cntry students' perceptions of
student personael services at the University of Dar es Salaam" -was rejected
in thirteen sectioas of the six areas of student personnel services investigated by
this research. These sections inclUde the orientation programme, remedial
work, acade1:nic problems, family problems, academic           'advice.;,   financial
counselling,     religious needs, scholarships,       employment     of University
drop..outs, university stu~ent h~th services, off-campus housing, students'
Day Child Care, and student power. Theliubstantial "No" and "?" responses
indicated students' dissatisfaction and' unfamiliarity         with many student.
per,;onnel services at the University of"flar es Salaam. There were some
servkes, however, with which students .Wero satisfIed, as indicated by their'
substantial percent.      of "Yes" responses.
Conclusions
      Inthe context of the limitations:0fU1e_study, the ~ple use4 in the study,
and the results of the study, the folJowmg conclusions were drawn:             .
       J~       froathe lar~ l1umber of negative and uncertain responses. to the
q~by                 ~~1t,~~~~ents,                             it can be conc~uded


 that the current student personnel programme at the University of Oar es
 Salaam is perceived by students as inadequate in certain respect~
       Evidently, students do not use some of the student personnel services
 because the student personnel programme has not been communicated in
 detail to the consumers-the       students. This is evidenced by the substantial
 number of the "1" response by both adult and direct-entry respondents. Some
 of these uncert~      answers may, however, emanate from role ambiguities of
 those concerned. For example, the prevalent practice ofCQwbining cowiseUor-
 disciplinarian roles in the Dean of Students at this 'inStitutiont creates role
 ambiguity, breeds mistrust of the Dean of Students among students, and
 hinders effective communication between students and the Dean of Students .
      •There was a high rate of agreement between adult and direct..entry
 students in the areas that were perceived as adequate, inadequate or unfamiliar
 by both groups. Adults, however, had a more positive view of the student
 personnel programme as indicated by their more numerous "Yes" responses.
       The chi-square. comparison of adult and direct-entry student~' perceptions.
 of student personnel services at the University of Dar es Salaam underscored
 some basic needs of adult students. These students need a properly organised
 and executed orientation programme to enable them to get a good start in their
 university career; some reme<1ialcourses to bring them up-to-date academically
 and to alleviate their academic anxieties; counselling that covers family
,problems, academic matters, and fmancial problems; quick ways of regaining
 their former jobs or other employment if they drop out of the University;
 student health services that embrace students and their families; reasonable
 off-campus housing, inexpensive Day Care Centres for their children, and an
 opportuQity .tQ play ~mportant roles in the governance of thc:ir instituti?n.
'Direct-entry students put littte: value on these matters, conf1l'1111D8 the pomt
 that adult students have characteristics and needs that are peculiar to
 themselves.
Recommendations
       Seven out of every nine students at the University of Oar es Salaam today
 are adults. The other two are young, direct-entry students. Both categories of
 students reacted to the questionnaire used in this study to determine whether
 there was need for possible changes in the current personnel services at the
 Umversity of Dar es Salaam. to suit the present student body, which consists
 overwhelmingly       of adult      students.  The basis of the following
 recommendations is, therefore, the reactions of the adult and direct-entry
 students to the resear~h instrument. The recommendations are presented in
 three categorics-;- s~ort-!erm ~nunendatipns,         long-term. recommendation:
 and recommendations for fur.ther research •..
 Short-term Recommendations
       These   form the bulk of the total recommendations.        They are called
short-term,     meaning that they can be implemented immediately within the
constraints     of prevailing manpower,       facilities, and resources in the
Departmen,t     of Students Administration. They are liable for modification and
refInement. ServiceS,; which will emecge front theimplep;1mtat;iDn Q~ .these
recommendati~ willeventuaUy fomnthe~~~~                                         at
this institution.'                     ..                           '" .'..


        Adult students saw both the orientation programme and the remedial
  work as essential for their smooth adjustment to their university career, whereas
  direct-entry students did not. It is recommended that the Univer~ity of Dar es
  Salaamdiversify the activities of the orientation .programme to meet the needs
  o(J;IQthadult and direct-entry students. Besides,'the institution'should include
   relevant remedial courses' in the academic programme so as to help the adult
   students to improve their academic competence.
        C<;)Un~e1ling serviceswer~perceived by both adult and direct-entry students
  as lackmg m most aspects. It IS,therefore, recommended that the University of
  Dar es Salaam develop a counselling programme involving Residence Hall
  ~ounse!ling. T~this end, it is further recommended that there be an intensive
  m-s~rvlce traI?Ing programme in counselling and other helping techniques to
  eqUIpthe ReSidenceHall Wardens tO,handle the recommended duty in their
  respec~ivehalls of residence.
.        Clear communication is essential between the .0ean of StUdents and the
  students so as to ~mablethe services of student personnel programmes to reach
  the ~tudents. It IS, therefore, recommended thatstudentsbe informed of the
  servIC~S,f<!rexample, of part time eJ?ployment on campus, or of the student
  finanCialaids, through pnntedmatenal. Such communication' from the Dean
  of S~udents can be supplemented by the orientation classes or by student disc'
   USSIO~  19roupswhenever appropriate.
         Adult students felt that the' exclusion of students' families from the
    University health services was outmoded. But direct ~ntry students were
    positive about the practice. It is recommended that the University authority
   'talk with both adult and direct entry students about this issue so as to clarify
    University policy regarding the health services, and to seek student input as to
    what c~ be done to satisfy both groups of students, .
          Adult students felt further that the University'was not making enough
    effort to help them secure reasonable housing off-campus. It is recommended
    that the appropriate officers in the University Housing Unit discuss with the
    students about short-term plans for the students' housing needs; fonn a
   ~committee jointly with the students to probe the availability of reasonable
   .houses in the vicinity of the campus; and report their findings to the Dean of
    Students, who should immediately seek the cooperation of the Dar es Salaam
    City or the Morogoro Town Council in the endeavour to alleviate the students'
    need for off-campus,housing ..
          Regarding the students'-especially the adult students'-need         to. ~e
    involvedin all decision-making on matters cOlicerning students' welfare, It IS
    recommended that the University recognize this need and give every possible
    guidance and encouragement to :satisfy it. Students' apparent lack of
    continuity on such decision-making committees, their inexperience with
    University policies and procedures, and their smallness in number on most
     committees may have been major hindrances to theiJ;'full participation in the
     deliberations before them. The recommended guidance and encouragement
     should give full recogllition to these hindrances.
          Among all students who participated in the study , there was much
     aplbivalence rcgar~        financial aid,. employment, and placement. ,It .is
     recommended that aU~dent financW IDd~.~"stud~t           part-time employment
                                               .80


 'be consolidated arid sanctioned under one appropriqteofficer.             The officer
.would inform students about the availability of diverse financial aid and
  part-time employment. Likewise, it is recommended that there be a placement
  officer who will inform students about the current and future trends in
  employment in Tanzania.
   Long-term ReeommendatiollS'
        It is recommended that the University build married students' apartments
 .for both l}1arried students and student single-parent families. Should the
"institution lack the necessary funds, it is recommended that the University
.~olicit t~e co-operation         of the National Housing Corporation to build
  mexpenSIve houses or apartments close to campus for students to rent
  comfortably. Should suitable land be a problem, it is further recommended
  that the University lease some land to the National Housing Corporation for
'this purpose.
        Finally, it is recommended that a campus counselling centre be built to
  caterior all students, especially off-campus students,With their families.
"Recommendations         for Future Research
        This study examined one consequence of the Musoma Resolution-the
 introduction of adult students-on         student personnel services at the University
 of Dar es. Salaam. It may. be useful to examine the impact of the Musoma
 Resolution on other aspects of student personnel work at the University of Dar
 es Salaam. It is, therefore, recommended that there be a study of the impact of
 the Resolution On the administration of student personnel services at the
 University of Oar es Salaam.
       It may be interesting also to find out reactions of the important publics of
 the University-that       is, students. faculty. and administrators-regarding      the
impact of the Musoma Resolution on student personnel work at the
 institution. A study to this effect is, therefore, recommended .
  .    Female students were so indifferent to this study that they had to be
dropPed from the sampl~ of participants. It is recommended that a study. be
conducted to determine the causes of female students' apathy regardmg
student affairs at the University of Dar es Salaam ..
       The results of this study raised doubts as to the validity of the Mature Age
Entrance Examination used at the University of Oar es Salaam. It is
recommended that a thorough study to ascertain the usefulness of this
Examination ".be conducted as soon as possible.
       Alumni and University drop~outs may be effecti'le evaluators of the
Department of Students Administration at.the University of Oar es Salaam. A
study to this effect, involving alunmi and University drop-outs. is strongly
recommended.
       Finally, it is recommended that a similar study, but one designed to
control demographic factors, be conducted at the institution.
                               BffiLlOGRAPHY
Msekwa, Pius. Ag1z0        fa  Utelre/emfi wa E/imuya    Kzditegemea.   Dar es Salaam:
    UniversitY of"Par es Salaam, 1915, pp. 15 (Mimeo).
University ofDar es Saltl41f"tCalendar, 1916/71.
                                              81


       QUESTIONNAIRE FOR OBTAINING STUDENT JUOOEMENTS
   OF THE STUDENT PERsoNNEL SERVICES OF THE UNIVERSITY                                OF
                                   DAR ES SALAAM
 Dear Student,
       There are fifty questions in the following questionnaire. The questions
 pinpoint your concerns as a student at the University of Dar es Salaam. We are
 interested in your candid opinion of the concerns of students of the University
 of DlP'J~s Salaam. Your opinion will ,serve as a guide to belp the institution's
authorities in their endeavour to improve services to students.'
       Please feel free to"answer eachquestion as you see fit, without prejudice.
 Do not write your name on the questionnaire. This will ensure that you remain
 an anon~~us.participant        in the study.                             -
      Answer each qu~stiQn "YES", "NO" or "7" by encircling one of these
 responses. The "?" response should be used only for those questions where"
 you feel insufficiently informed to make a definite "YES" or "NO" respollSe.
 Write additional information in the "Comments"                 space if you wish to
 complement your responses.
 1. Please supply the following important information first:
     Category (Dil'ectEntrant or Mature Entrant)               Age.,           Sex .. ! ...
    Marital Status (Married, Unmarried, or'Divorced)                           ~          .
    Number of children                                      ..
    Classification (First Year, SeCond Year, etc.)                                       ..
    Major Course of Study                                ~                               ..
     Housing (Check One): Live in dormitory ( );. I,.ive'at home ( )
    Live off-campus ( )
     Religion (Catholic, Protestant, Moslem, Other)                                        .
  II, 'Now answer the questions by encircling "YES", "NO" or "'?" which
       appear at the end of each question:
                  ADMISSIONS, TESTING. AND ORIENTATION
  1. Is the method used by this University to give information            on admission
     procedures adequate?
     Comments:                                                     "YES" "NO" "7"
  2. Do you feel that previous to your admission you were adequately informed
      about the facilities of this institution?
      Comments:                                                   "YES"     "NO'~      "7"
  3. Have you found this institution         to be the same as it was presented to you
      prior to your admissio»1
      Comments:                                                   "YES"     "NO"       "1"
  4. Is the Mature        Age Entrance        Examination   suitable  for    the  mature
      applicants'?
      Comments:                                                   "YES"     "NO"       "?"
                                                82


   5. Do you think a test to determine a student's aptitude to cope With university
       education should be administered to all students prior to their admission?
       Comments:                                                  "YES" "NO' "?'
   6. Is the orientation programme     given to all new students during their first
       week at the University useful?
       Comments:                                                 "YES" "NO" "?"
  7. Was the handbook and dossier of literature you received as a new student
      of value to you in your adjustment to campus fife?          .
      Comments:                                                "YES" "NO" "?"
  8. Would you attend special (remedial) courses designed to bring you up-
      to-date in your particular field of study if they were offered during the
      firsHerm of your study at the University?
      Comments:                                                "YES" "NO" "?"
                       GUIDANCE       AND COUNSELLING
  9. Do you know of some staff or faculty member"other than the Dean of
      Students, to whom students go foc assistance with personal problems?
      Comments:                                                "YES" "NO" "?"
10. When you came here, were you informed of 'members of the staff or
      faculty to whom you could go for help in cases of academic difficulty?
      Comments:                                                "YES" "NO" "?"
ll. When you came here, were you' informed of members of the staff or.
      faculty to whom you could go for bell' in caleS. orIep! difftCulty?
     Comments:                                               '''YES''  "NO" "?"
12. Have you been made to feel that you are welcome to visit a counseUor 0.'
     this campus any time you may need such help?
     Comments:.                                                "YES" "NO" "?"
13. Do academic problems constitute a major worry of most students on this
     campus?'-
     Comments: '                                               "YES" "NO" "?"
14. Would you agree that fanlily problemll also oonstittrte a major worry of
     most students on this campus?
     Comments:                                                "YES" "NO" "1"
15. Is your academic adviser sufficiently well informed about your
     background and academic progress as to su,gest that he isabk to help you
     satisfactorily? .
     Comments:                                              . "'YES" . uNO" "?"


16. Do you feel that selected upperclassmen would advise you effectively on
     personal and academic matters if such practice was available at this
     institution?
     Comments:                                                 "YES" "NO" "?"
17. Would such upperclassmen counsel you effectively, leaving you free to
     make your own decisions, if such practice was l;lvailableat this institution?
     Comments:                                                 "YES" "NO" "?"
18. If you had financial problems, would you feel free to go to the appropriate
     university authorities for help and counsel?
     Comments:                                                "YES" "NO" "?"
 19. Are your religious needs being met while you are a student in this
     institution?                                              "YES" "NO" "?"
20. Do 'you feel that students on this cawpus who need counselling
     appropriate to their needs are receiving such help?
     Comments:                                                "YES" "NO" "1"
21. Would you prefer a,counsellor or advisor who is older than you to one
     who is younger than you?
     Comments:                                               ""YES" "NO" "?"
                          SCHOLARSHIPS         AND LOANS
22. Are you aware of the existence of any scholarship facilities provided by
     the University?                                                         ..
     Comments:                                                "YES" '~NO" "?"
23. Do you.know of facilities provided by the University, tHrough the Dean of
     Students, for student financial assistance?
     Comments:                                                "YES" "NO" "?"
24. DO you think students with genuine financial needs who have sought'
     financial assistance in or through the University have generally been
     helped?
     Comments:                                                "YES" "NO" "?"
25. If some loan facilities were available, would you make use of them?
     Comments:                                                "YES" "NO"        "?"
26. Do you feel that for the most part your fellow students who have received
     financial aid have been people who really deserve help?
     Comments:                                                "YES" "NO" "?"
                STUDENT EMPLOYMENT               AND PLACEMENT
27. nO 'YOU   feel that a definite'~ffort is being 'made by the UniverSityto secure
    oppQrtunities for part-time work for students who need it?
     Comments:                                                "YES" "NO" "?"


  28. Is the present practice of limiting part-time employment on campus during
       term-titlle to students of proven academic ability a desirable practice1
    . Conunents:                                                   "YES" "NO" '''?''
  29. Is your Dean of Students Office'making sufficient effort to keep you
       informed of current employment trends and needs?
       COtlltllents:                                               "YES" "NO" "1"
  30. If you decided to drop' out of the University, would you like the
       institution's appropriate authority to help you regain your fOttller job or
       get a new job?              .
       Comtllents:                                                 "YES" "NO" "1"
                            STUDENT HEALTH SERVICES
 31. Are you aware of any emergency programme(s) on your campus that
      would help students escape catastrophes such as fire outbreaks or get
      hospital attention with minimal loss of time?
      Comments:                                                   "YES" "NO" "?"
 32. Have     you  used the University health facilities?
      Comments:                                                   "YES" "NO" "1"
 33. Are you satisfied that your campus health authorities would handle your
     case competently in the event that you were injured or became seriously
     ill?            .
     Comments:                                                    "YES" "NO" "?"
 34. Are the medical services of this institution for the most part helpful in
     meeting your daY4o-day health needs?              '       '       ,
     Comments:                                                    "YES" "NO'''     "?"
35. In your, opinion, should the university student health services' cater for
     students and their families? "
     Comment!>:'                                                  "YES" "NO" "?"
36. Are the sanitary and cleanliness cQnditions adequate at your cafeteria'!
     Comments:                          '    '                    "YES" "NO" "?"
37. Are mental cases handled satisfactorily?
     Comments:                                                   "YES" "NO" "?'"
                              STUDENT ACTIVITIES
38. Should students participate        fully in the establishing of policies reg!U'ding
  , student activities?
     Comments:                                                   "YES"     "NO"    "f"
39. Do you fee! there are enough meaningful student activities that suittbe
     majority of students.on your campus'!
     Comments:                       .                           "YES" "NO" "1"
                                            85


40. As a new student, were you introduced      to opportunities     for participation
    in extracurricular activities'?
    Comments:                                                 "YES"     "NO"       "'?"
41. Are you now taking part in some extracurricular      activity'?
    Comments:                                                 "YES"     "NO"       "'?"
42. Do you participate regularly in campus social events'?
    Comments:                                                 "YES"     "NO"       "'?"
43. Do you feel that the University should make a definite effort to secure
    reasonable housing for off-campus students'?
    Comments:                                                 "YES"     "NO" "?"
44. Would you recommend that the University estabJi,;h a Day Care Centre
    for students' children at minimal cost'? .
    Comments:                                                 "YES" "NO" "'?"
45. Do you believe that the opinions of students are g~ven enough considera
     tion in determining the policies of this institution?
    Comments:                        .                        "YES" "NO"           "'?"
46. Are there areas of University policy decision-making to which you feel
    students necessarily cannot make significant. contributions?
    Comments:                                                 "YES" "NO"           "?"
47. Do you know clearly the position and function of the Dean of Students
    Office'?
    Comments:                                                 "YES"     "NO"       "'?"
48. Do you. feel tha~ the administr~tion.1s receptive to students' cOJp.meq,tsand
    suggestIons pertment to the UmversIty's :policies which affect the students'?
    Comments:                                                 "YES"     "NO" "'?"
49. ;)0 you  feel that the Department of Students Administration; headed by the
    De;:\n of Students, is staffed well enough to deal with students' problems
    effectively?
    Comments:                                                 "YES" "NO"           "'?"
50. Should the dominant consideration in the establishment and review of the
    University rules and regulations concerning students' social conduct be a
    joint function of the Faculty, administration, and students'?
    Comments:                                      .         "YES"      "NO"       "'?"
                .Thank you for your. cooperation!
                                          86