The presidents role in a selected number of community junior colleges in seven midwestern states
by John Nicholas Harms
A dissertation submitted in partial fulfillment of the requirements for the degree of DOCTOR OF
EDUCATION
Montana State University
© Copyright by John Nicholas Harms (1975)
Abstract:
It was the purpose of this study to: (1) identify what the community junior college authorities say are
the president’s important responsibilities; (2) determine how a selected number of community junior
college presidents perceive their responsibilities according to the degree of importance; (3) compare the
presidents' perceptions with the views of their immediate administrative subordinates, the deans of
instruction, according to the degree of importance; and (4) compare how the presidents of the faculty
associations perceive the responsibilities of the president according to the degree of importance.
There were seventy-two community junior colleges involved in this study located in seven midwesten
states. A total of 216 individuals were surveyed. Eighty-six per cent of the subjects who participated
returned their questionnaire. A Chi Square Test and Analysis of Variance was utilized in analyzing the
four null hypotheses of this study.
The major findings and conclusions of the study were: 1. There are significant differences among the
groups as to their responses to the administrative categories.
2. There are significant differences in the responses of the participants among the six administrative
categories, 3. There are significant differences among the three groups within the six administrative
categories.
4. There are significant differences among the three groups on how they responded to each of the
individual items on the question-naire.
5. There was a very small number of chief executives who were presidents at another community junior
college prior to assuming their present positions. The investigator believes that most of the presi-dents
were deans of instruction in the same institution that they are now the chief executives.
6. The study revealed that your chances of becoming a community college president after you have
been a dean of instruction with a doctor’s degree in higher education is good.
7. The presidents showed the highest overall ranking of their responsibilities. The deans of instruction
were second, and the presidents of the faculty associations were third.
8. The responses of the participants among six administrative categories showed the highest significant
differences.
9. The most important responsibilities the president must perform is to work with the Board of
Governors. The investigator feels that there is a real need for the presidents to have more formal
training on how to work with the Board of Governors.
10. The three groups ranked instructional and student services as the least important in regard to the
responsibilities of the president. The low ranking of these two important administrative categories is of
real concern to the writer. Both instructional and student services should be considered as the heart of
the community junior college. The writer believes that these two administrative areas should play an
important role in the overall responsibilities' of the two-year presidents. THE PRESIDENT’S ROLE IN A SELECTED NUMBER OF COMMUNITY
JUNIOR COLLEGES IN SEVEN MIDWESTERN STATES
by
JOHN NICHOLAS. HARMS
A dissertation submitted in partial fulfillment
of the requirements for the degree
of
DOCTOR OF EDUCATION
Approved:
(
/ I /\
_____
Chairman, Examining Committee
/ /uy I/
_
n. <y
Head, Major department
^-<1— =a-a/-5
Graduate Dean
MONTANA STATE UNIVERSITY
Bozeman, Montana
July, 1975
iii
ACKNOWLEDGMENT
This writer is grateful to the many persons whose valuable •
assistance made this study possible.
The author owes a tremendous debt
of gratitude to Dr. F. Clark Elkinss Vice President for Instruction at
Arkansas State University, who constantly gave the author encouragement
to enroll in an advance degree program.
The writer is also indebted to
Dr. Michael Paradise, President of Central Nebraska Technical Community
College, whose counsel and encouragement were of continual inspiration
throughout his studies at Montana State University.
Likewise, it is at
once a pleasure and an obligation to,extend deepest gratitude
Earl N. Ringo, whose suggestions were invaluable.
to Dr.
Sincere appreciation
for the time spent ,with the author must also be expressed to Dr. Al
Suvak, whose in-depth, in-breadth understanding underscored with kind­
ness and helpfulness will always be remembered.
A special acknowledg­
ment to my parents whose encouragement and guidance will never be
forgotten.
Special sincere love and gratitude is expressed to my wife,
Pat, for her inspiration, support, and assistance during the planning
and completion of. this study.
A very special thank you to my children, Stacy, Susie, and
Nicky, for their prayers and patience through those many months of
completing this project.
TABLE OF CONTENTS
Page
LIST OF TABLES.................................................. vii
ABSTRACT. . ..................
. . . . . . . . . . . .
........
xii
Chapter
1.
INTRODUCTION.........
I
THE PROBLEM......................................
Statement of the Problem ............................
7
Purpose of the Study . . . . . . . . . . . . . . . . .
8
Limitations.. ..................
10
Definitions of Terms Used..............
10
SUMMARY. . . . ..............
2.
7
11
REVIEW OF RELATED LITERATURE ........................... .
13
HISTORY OF THE COMMUNITY JUNIOR COLLEGES . . . . . . . .
14
Beginning of the Community Junior College. . . . . . .
16
Development of Occupational Programs ...............
19
The New Concept:
20
Community College.............
Consolidation Period . ; ..........
. . . . . . . . .
21
THE ROLE OF THE COMMUNITY JUNIOR COLLEGE . . . . . . . .
22
Growth . . .
................
. . . . . . . . . . . .
22
Purposes of the Two-Year College . . . . . . . . . . .
23
THE RESPONSIBILITIES OF THE COMMUNITY JUNIOR COLLEGE
PRESIDENTS ................
Definition of President.
.......... .........
26
27
V
Chapter
Page
■ Desirable Characteristics.......................
28
Responsibilities, of the President..................
SUMMARY.
3.
................ • . . ................
METHODS AND PROCEDURES OF THE STUDY. . ............
POPULATION DESCRIPTION AND SAMPLING PROCEDURES ..........
4.
5.
6.
29
36
38 ■
38
METHOD OF COLLECTING DATA. . . . . . . . . . . . . . . .
39
STATISTICAL NULL -HYPOTHESES . . . . . . . . . . . . . . .
42
SUMMARY OF PROCEDURES OF THE STUDY . . . . . . . . . . .
43
SUMMARY........................
43
ANALYSIS OF THE DATA FOUND IN THE GENERAL INFORMATION
. SECTION OF THE PRESIDENTS’ QUESTIONNAIRE ................
46
BIOGRAPHICAL OVERVIEW..................................
46
ANALYSIS OF THE DATA . ........................
47
SUMMARY................ .......... '‘........ .
52
ANALYSIS OF THE DATA CONCERNING THE RESPONSIBILITIES OF A
COMMUNITY JUNIOR COLLEGE PRESIDENT . . . ........ . . . . , ■
54
ANALYSIS OF THE DATA ............
54
SUMMARY...............
66
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS...............
67
SUMMARY. . . ................
67
CONCLUSIONS......................
71
RECOMMENDATIONS.................
72
vi
Chapter
Page
APPENDICES . .
....... ..........................
‘74
A.
Cover Letter
B.
Follow-up Cover Letter for Questionnaire ........
...
76
C.
Community Junior College Presidents' Questionnaire . . .
77
D.
Deans of Instruction and Presidents of the Faculty
Associations Questionnaire ............................
E.
forQuestionnaire ..........................
Chi Square Tables for Each Item on the Questionnaire . .
LITERATURE CITED
75
82
86
105
vii
LIST OF TABLES
TaBls
Pags
1.
Ags Catsgoriss of, Responding Presidents....................
47
2.
Age Categories of First Presidency..........................
48
3.
Have You Been a President at Another Community Junior
College Prior to Assuming Your Present Position?..........
48
Presidents’ Previous Position Held Before Assuming Present
Position. ............
....
49
5.
Formal Preparation Reported by College Presidents ........
50
6.
EducationalSpecialization
51
7.
Official Title Reported by the ChiefExecutives
8.
Least Square Analysis of Variance Results . . . .
9.
Least Square Means for Each Administrative Group and Each
Category. ......................
.
4.
10.
11.
12.
13.
14.
15.
16.
for Highest DegreeEarned. ....
. . . . . .
51
........
55
Ranking of Least Square Means for Each Group and For Each
Administrative Category . . . . . . . . ....................
56
57
Summary Table Containing Chi Square Values for Each
Questionnaire Item Related to Administrative Services . . .
60
Summary Table Containing Chi Square Values for Each.
Questionnaire Item Related to Student Services. . . . . . .
61
Summary Table Containing Chi Square Values for Each
Questionnaire Item Related to Governing Boar d s . ..........
62
Summary Table Containing Chi Square Values for Each
Questionnaire Item Related to Physical Plant Facilities . .
63
Summary Table Containing C M Square Values for Each
Questionnaire Item Related to Public Relations. ..........
64
Summary Table Containing C M Square Values for Each
Questionnaire Item Related to Instructional Services. . . .
65
viii
Table
17.
Page
Involve Faculty Members in Budget
.............. . . . . . . . . . . . .
87
Responses to Item 2: Involve Administrative Staff in Budget
. Preparation .......... . . . . . . . . . ........ . . . . .
87
Responses to Item 3: Discuss the Budget Problems With the
Administrative Staff. . . . . . . . . . . . . . . . . . . . .
87
Responses to Item 4: Discuss the Budget Problems With the
Faculty Members at a Faculty Meeting. . . . . . . . . . . . .
88
Responses to Item 5: Review the Final Budget Preparation
With the Administrative Staff Befbre It Is Submitted to the
Governing Board . . . . . . . . . . . . . . . . . . . . . . .
88
Responses to Item 6: Work Closely With the Business Manager
on All Fiscal M a t t e r s .............
88
Responses to Item 7: Plan All Fund Raising Campaigns for
the College . . . . . . . . . . . . . . . . . . . .
........
89
Responses to Item 8: Determine College Tuition to be
Charged .................... . . . . . . . . . . . . . . . .
89
Responses to Item 9: Negotiate Directly With the Faculty
Association in Regard to Their Annual Salary Increment. . . .
89
Negotiate Directly With Each Administrator in Regard to
Their Annual Salary Increment . . . . . . . . . . . . . . . .
90
27.
Responses to Item 11:
Prepares Accreditation Materials . . .
90
28.
Responses to Item 12:
Develops the
College Faculty Handbook.
90
29.
Responses to Item 13: Works on the State Level With Senators
in Regard to Legislation Dealing With the Community Junior
Colleges.....................
91
Responses to Item 14: Confers With
About Student Problems..........
91
18.
19.
20.
21.
22.
23.
24.
25.
26.
30.
31.
Responses to Item I:
Preparation . . . . .
Responses to Item 15:
the Dean of Students
Recruits Prospective College Students.
91
ix
Table
32.
Page
Responses to Item 16: Meets With the Student Council to
Keep Them Informed AboutCollegeDevelopments .................
92
33.
Responses to Item 17: Encourage Students to Visit the
President’s Office............................................ 92
34.
Responses
to Item 18: Counsel Individual Students..........
92
35.
Responses
to Item 19: Supervises Student Discipline Cases. .
93
36.
Responses to Item
20: Plans the Admissions Policy......... 93
37.
Responses to Item
21: Plans the Placement Service. . . . . .
38.
Responses to Item
22: Makes Student Enrollment Projections
39.
Responses to Item'23:
40.
Responses to Item 24: Keeps the Board President Informed
About All Important CollegeM a t t e r s ......................
Works Closely With Board Committees.
41.
Responses to Item 25: Develops the Agenda for All Board
Meetings. ...................................
42.
Responses to Item 26: Plans Orientation Programs for the
New Board Members ....................................
43.
93
. 94
. 94
Responses to Item 27: Attends Local, State, Regional and
National Meetings With Board Members Dealing With Community
Junior College Matters........... .................. .
94
95
95
44.
Responses to Item 28: Works Closely With the Superintendent
of Maintenance and Grounds of Physical Plant Problems . . . . 9 6
45.
Responses to Item 29: Develops the Overall Building Plan
for the College............. ............ ................ 96
46.
Responses
to Item 30: Inspects the Physical Plant Facilities
96
47.
Responses
to Item,31:
Interviews All Possible Staff Members.
97
48.
Responses to Item 32: Acts as the Major Public Relations
Officer for the College ...................... . . . . . . .
97
X
Table
49.
50.
51.
■ Page
Responses to Item 33: Informs the Public About the
Educational Policies of the College ............ . . . . . .
97
Responses to Item 34: Speaks Often to Civic Organizations
About the College................ ............... ..
98
Responses to Item 35: Encourages the Faculty and Administra­
tive Staff to Join Civic Organizations in the Community on
Special Problems...........
. . . . . . . .
98
52.
Responses to Item 36: Serves as a Resource Person to the
Community on Special Problems ................................. 98
53.
Responses to Item 37: Belong to Civic Organizations, Such
As Chamber of Commerce, Rotary, Etc.. . . . . . . . ........
99
54.
Responses to Item 38:
Attends Alumni Meetings. . ............. 99
55.
Responses to Item 39:
Teach a College Course ...............
56.
Responses to Item 40:
Releases Faculty M e m b e r s ..............100
57.
Responses to Item 41: Plans Orientation Programs for New
Faculty Members . . ......... . . . . . . . . . . . . . . . .
100
Responses to Item 42: .Participates in Evaluation of
Faculty Members .............. L . ........... .
100
Responses to Item 43: Interview All Perspective Faculty
Members . . . .
................... . . . . . . . . . . . .
101
58.
59.
60.
61.
99
Responses to Item 44: Discuss With Faculty Their Teaching
Responsibilities. . . . .........................
101
Responses to Item 45: Involve Faculty.Members in
Curriculum Developments..........................
62.
Responses to Item 46:
Attends Faculty Meetings . . . . . . .
63.
Responses to Item 47: Encourages.Faculty Members to Use New
Teaching Methods...........................
64.
Responses to Item 48:
101
102
Evaluates the Curriculum.............. 102
xi
Table
. 65.
66.
Page
Responses to Item 49: Counsels With Faculty Members About
Course Content. . . . . . . . . . . . . . . .......... . . .
103
Responses to Item 50: Assist the Faculty in Developing
.Course Objectives .......................................... 103
67.
Responses to Item 51:
Determine Faculty Teaching Loads . . . 103
68.
Responses to Item 52:
Develop Faculty In-Service Programs. . 104
0
ABSTRACT
It was the purpose of this study to: (I) identify what the
community junior college authorities say are the president’s important
responsibilities; (2) determine how a selected number of community
junior college presidents perceive their responsibilities according to
the degree of importance; (3) compare the presidents' perceptions with
the views of their immediate administrative subordinates, the deans of
instruction, according to the degree of importance; and (4) compare how
the presidents of the faculty associations perceive the responsibilities
of the president according to the degree of importance.
There were seventy-two community junior colleges involved in
this study located in seven midwestem states. A total of 216
individuals were surveyed. Eighty-six per cent of the subjects who
participated returned their questionnaire. A Chi Square Test and
Analysis of Variance .was utilized in analyzing the four null hypotheses
of this study.
The major findings and conclusions of the study were:
1. There are significant differences among the groups as to
their responses to the administrative categories.
2. There are significant differences in the responses of the
participants among the six administrative categories,
3. There are significant differences among the three groups
within the six administrative categories.
4. There are significant differences among the three groups
on how they responded to each of the individual items on the question­
naire.
5. There was a very small number of chief executives who were
presidents at another community junior college prior to assuming their
present positions. The investigator believes that most of the presi­
dents were deans of instruction in the same institution that they are
now the chief executives.
6. The study revealed that your chances of becoming a
community college president after you have been a dean of instruction
with a doctor’s degree in higher education is good.
7. The presidents showed the highest overall ranking of their
responsibilities. The deans of instruction were second, and the
presidents of the faculty associations were third.
.
8. The responses of the participants among six administrative
categories showed the highest significant differences.
xiii
9.
The most important responsibilities the president must
perform is to work with the Board of Governors. The investigator feels
that there is a real need for the presidents to have more formal
training on how to work with the Board of Governors.
10.
The three groups ranked instructional and student services
as the least important in regard to the responsibilities of the presi­
dent. The low ranking of these two important administrative categories
is of real concern to the writer. Both instructional and student
services should be considered as the heart of the community junior
college. The writer believes that these two administrative areas
should play an important role in the overall responsibilities' of the
two-year presidents.
Chapter I
INTRODUCTION
The community junior college is the liveliest and most talked
about development in the field of higher education today.^
These
colleges have become the fastest growing post-secondary institutions in
America.
Nothing has happened in higher education the past half century
that can surpass the recent flowering of the uniquely American community
junior college.%
There were numerous reasons why the two-year colleges have been
going through such a rapid growth.and development.
In America today,
there has been a growing demand on the part of its people to get
education beyond high school and a general feeling that education should
play a major part in raising the sights o:£ men and women to improve
q
their social conditions.
Under the leadership of Presidents Kennedy
and Johnson, commissions were developed with leaders from businesses,
education, government, and local civic organizations who began asking
for provisions of universal opportunity for a minimum of two years of
education beyond high school.
.
,
The community, junior college, which started its growth before*
3
2
^Ralph R. Fields, The Community College Movement (New York:
McGraw Hill Book Company, 1962), p. 3.
2
Edmund J. Gleazer, Jr., "Junior College Explosion," American
Education, V (January, 1969), p. I.
3
Ibid., p. I.
2
the nineteen-hundreds but had moved neither very far nor very fast,
seemed made to order for the job of extending and expanding opportuni­
ties for education beyond high school.
Students attended these insti­
tutions, because of their open-admissions policies, the costs were not
high, proximity to those it was designed to serve, low tuition policies,
and excellent counseling services.
These two-year colleges have
offered more varied programs for a larger variety of students than any
other post-secondary institution in.higher education.
They also
provided higher education for many people who were not fully committed
to four years of college education, and appealed to those students who
were not sure what career they wanted to pursue.
Without following the conventional concepts of what constitutes
a college education, the community junior college developers focused on
vocational technical education, traditional Arts and Sciences, transfer
programs, and community based education (community services).
The
planners of these two-year institutions recognized that the world of
work has become very sophisticated.
Also, it was becoming very apparent
that many of the unskilled and skilled jobs were disappearing from the
employment picture.
These jobs were being replaced by new kinds of
occupations that required a special training— usually beyond high
school.
5
4
A Digest of Reports of the Carnegie Commission on Higher Edu­*
5
cation (New l
York: McGraw-Hill Book Company, 1974), p. 23.
5
'.
Gleazer, op. cit,, p. 2.
3
If there was one thing that characterized the community junior
college as. a phenomena of the sixties, it was that people were attracted
to the many different opportunities they offered.
The students who
attended these two-year institutions came from every walk of life.
It
was not unlikely to find on the campus of a community junior college the
very young, middle-aged, and elderly attending classes at the same time.
These two-year colleges could be classified as the melting pot
of higher education, because their students came from all races and
national origins.
6
The majority of the students attending the community
junior colleges could not have been enrolled in such a post-secondary
institution if it had not been spawned in their immediate locale.
It was not unusual to find community junior college campuses
located in-buildings that were new or old.' Many of the community junior
college campuses were very hard to identify because the college presi­
dents did not wait for the physical plant to be built before they
started offering classes.
Some of these colleges were located in old,
unused school buildings, or in warehouses, abandoned department stores,
car garages, and even on farms for their campuses.
Once the voters
have approved the establishment of such a college, the interim campus
has become the acceptable approach to making education available to the
communities.^7
"Phenomenon of the Sixties," American Education, V (January,
1969), p. 4.
7Ibid., p. 6.
4
Because of the rapid growth, constant change, and philosophy of
the community junior colleges, the presidents of these institutions must
have special leadership qualities in order to be successful in their
jobs,
The kind of leadership the presidents gave their institution
would affect the type of contribution they were allowed to make to ■.
Q
society.
How precisely each of the community junior colleges met the
appropriate educational needs of their students, adults, and community
would depend upon the initiative, leadership, and the managerial
abilities of the president.
The community college president must possess solid leadership
qualities that would enable him to take the lead, not qnly in his
institution and the academic world, but also in the community at. large.
Because of the vast array of the president's activities, he must be a
learned person; and he must be aware of the main social, economical,
political, and educational currents, not only of his own area and state
but of the whole nation.
The president must be a skillful diplomat, a
stout political observer, and a good tactician.
For the community junior college president, the above requisites
were even more pronounced f especially in states where community colleges
were emerging as a social and educational force and as a distinct entity8
8
William G. Shannon, "The Community College President, A study
of the Role of President of the Public Community Junior College,"
(Unpublished Doctor's Dissertation, The University of Columbia, 1962),
p. 2.
5
with many growing pains to be encountered.
In addition to these
attributes, the community junior college president must be a "human
being."
The president must be firm, but compassionate; seeking success,
but with humility; leading, but with gentleness; serious and decorous,
but not forgetting humor and fun; getting angry when he must, but also
forgiving when he should; aware of his own strong points, but also of
his limitations; strong in will and the exercises of his duties, but
sensitive to the wants and needs of others, especially of the faculty
and the students.
'
The community junior college president, must be a visionary (a
dreamer), looking ahead constantly, yet never losing touch with the
present.
The chief executive must also be a good judge of professional
competence, especially when he chooses his key administrators, as he
would be as good and as effective as .his top assistants he had chosen.
A community junior college president must be able to understand
the students, faculty, curriculum development, and community needs as
well as having a good grasp of the major financial and budgetary proce­
dures.
In other words, although he would not and he must not himself
perform all the major functions of administration, he must understand
well the functioning of the different parts of the college.
Most of all, however, the community junior college president
was there to serve the students, the faculty, the community, and to
assist the Board of Governors in developing the major governing policies
6
of the college as well as seeing to it that these policies were
implemented.
It was his responsibility to oversee the provision of the
services for which the college owed its very existence:
Arts and
Science transfer education, vocational technical education, and commu­
nity based education (community services).
.
.
Because of the vast array of responsibilities, pressures, and
conflicts being placed upon the community junior college president,.
there was a need for these leaders to be well trained in community
college education.
They must also possess leadership qualities that
were very solid, reflective, descriptive, honest, and flexible because .
they could not be insulated from the problems and frustrations they
must face.
9
The community junior college presidents would not earn
their pension in one assignment.
Their calling card may include the
following, "Have resume’ will travel.
The leaders of these colleges could not avoid controversy.
Dispute wag the midwife of academic freedom and social change; and the
community junior college president must be able to accept dissent as
routine.
William Moore stated in his book, Blind Man on, A Freeway, how
he viewed the many pressures that were being placed upon the presidents
Q
William Moore, Jr., Blind Man on a Freeway (San Francisco:
Jossey-Bass Inc., 1971), p. I.
10Ibid., p. 2.
7
of community junior colleges and other administrators:
Finally, the community college administrator must accept the
reality that he is usually the villain or the scapegoat. He can
be both. He must be prepared to deal with English, students,
assorted demands, racism, tradition, budget cuts, unions, faculty
senate, board of trustees, the public, the press, the legislature,
and other administrators. In spite of these sometimes adversal
components, he must keep upper most in his mind that the improve­
ment of the quality of education is his main objactive. This is
difficult. When one is up to his ass in alligators, it is easy
to forget that his original objective was to drain the swamp. ^
Because of the many aforementioned pressures, and conflicts that
could be found in the rapid growing community junior colleges, the
presidents were finding that their responsibilities w^re also under
constant change.
Those presidents who could not identify their changing
responsibilities were having difficulty being successful.. This study
was designed to help identify what the authorities in the community
junior college field say were the important responsibilities of the
president as well as how the presidents, deans of instruction, and.
presidents of the faculty associations rated the president’s responsi­
bilities according to the degree of importance.
THE PROBLEM
Statement of the Problem
The purposes of this study were:
(I) to identify what the
community junior college authorities said were the president’s important
11Ibid., p. 32.
8
responsibilities; (2) to determine how a selected number of community
junior college presidents perceived their responsibilities according to
the degree of importance; (3) to compare the presidents' perceptions
with the views of their immediate administrative subordinates, the
deans of instruction, according to the degree of importance; and (4) to
compare how the presidents of the faculty associations perceived the
responsibilities of the president according to the degree of importance.
Purpose of the Study
McConnell of the University0^of California at Berkeley had
observed, "So little research has been done on how colleges and univer­
sities are organized and administered, it is fair to say in fact the
field has not been touched."
12
The educational authorities have written an enormous amount of
literature on public school administration, but very little material on
community college administration.
The field of community college
administration showed a real need for research and for a definite .
division of the research between the president's role and the other;
'
administrators' roles.
There had been very little research as well as
literature written that isolated the community college administration
into the. aforementioned categories.1
2
12
Robert Chin, "The Utility of System Models, and Developmental
Models for Practitioners," The Planning of Change, eds. Warren G. Bennis,
Kenneth D. Benne, and Robert Chin (New York:. Holt, Rinehart and
Winston, Inc., 1961), p. 119.
9
The community junior colleges were growing at an alarming rate
throughout the nation.
These institutions had been opening at the rate
of more than one per week.
Because of this rapid growth, pressures,
and constant, change occurring within the community junior colleges,
there was a definite need to identify the changing responsibilities of
the president.
The identification of responsibilities could be of some
help to those individuals who.had become presidents for the first time
in their careers.
The new administrative neophyte often became confused,
frustrated, and disillusioned about his job responsibilities.
He has
had some administrative experience on the college or secondary levels,
but. never as a college president.
The new president knew he had been
given powers, vested in him by the Board of Governors, but he did not
know how.to use them.
This study could help the new college president
see how other presidents, deans of instruction, presidents of the faculty
associations, and various authorities perceived his responsibilities.
Individuals who had been community junior college presidents
for more than five years often needed to re-evaluate their job descrip­
tion to determine what they were doing.
Presidents who were in this
category, at times, may have become complacent and may not have kept up
with the changing times.
This study could help presidents who had
become complacent see that their responsibilities may be changing.
■^"Junior College Research Review," American Association of
Junior Colleges, II (June, 1968), p. I.
10
Colleges and universities that have educational, leadership
training programs for community junior college presidents may have
received some assistance from this study in regard to evaluating their
curriculum.
This study will show how various administrators perceived
the responsibilities of the president according to the degree of
importance.
This would allow the four-year colleges and universities
to compare the results of this study, with what was being taught in
their programs to see if there were changes that needed to be made in
their curriculum to meet the new changing needs of the community junior
college.presidents.
Limitations
This investigation included the public community junior colleges
located in Nebraska, Iowa, Kansas, South Dakota, North Dakota, Montana,
and Wyoming.
The number of community junior colleges participating in
the study was seventy-two.
The investigation was limited to the
presidents, deans of instruction, and presidents of the faculty associa­
tions found in the aforementioned states.
Definitions of Terms.Used
Community junior college.
A two-year post-secondary institution
that offers the traditional Arts and" Sciences transfer curriculum,
vocational technical curriculum, general education, and community based
education (community services).
11
President.
The chief executive of the Board of Governors who
enacts the policies established by the governing board for the
organization and administration of the college.
President of faculty association.
The individual who has been
chosen by the faculty to serve as president of their local college
association.
.
Dean of Instruction.
.
The individual who has been appointed by
the president and ratified by the Board of Governors to supervise the
curriculum, program development, faculty development, and instruction of
the community college.
Role.
"The way people behave in a position depends partly on
how they think they are expected to behave and how others actually expect
them to behave.
These expectations are called roles.
SUMMARY
The purposes of this study were:
(I) to identify what the
community junior college authorities said were the president's important
responsibilities; (2) to determine how a selected number of community
junior college presidents perceived their responsibilities according to
"^Harlan C. Stamm, "The Role Expectations of Eighteen California
Community Junior College Presidents comparative to Three Associative
Reference Groups," (Unpublished Doctor's Dissertation (The New Mexico
State University, 1968), p. 6.
12
the degree of importance: (3) to compare the president’s perceptions
.
with the views of their immediate administrative subordinates, the deans
of instruction; and (4) to compare how the presidents of the faculty
associations perceived the responsibilities of the president.
The importance of this study was threefold:
1.
To assist the new community junior college presidents in
perceiving their responsibilities.
2.
To assist those community junior college presidents who
have been in their position for five years or more in identifying their
changing responsibilities.
3.
To assist those four-year colleges and universities that
liave leadership training programs for community junior college presi­
dents in identifying whether or not their curriculum is meeting the
needs of the changing responsibilities of these two-year chief
executives.
The study was limited to the public community junior colleges
located in Iowa, Kansas, Montana, Nebraska, North Dakota, South Dakota,
and Wyoming;
The number of colleges participating in the study was
seventy-two.
The investigation was limited to the presidents, deans of
instruction, and presidents of the faculty associations.
Chapter 2
REVIEW OF RELATED LITERATURE
Historical and recent literature was examined for the opinions
and views on the community junior colleges.
The presidency position in
these two-year post-secondary institutions could be considered as
prestigious and influential.
But regardless of how predominant this
position was considered, there has been very little literature written
on the role or responsibility of the community junior college presidents
This topic in higher education could be considered as one of the
unexplored areas in college administration.
The investigator was forced to review various unpublished .
dissertations on the role of the president, memoirs written by the
presidents, written reports on special leadership conferences for
presidents, ERIC Reports, and various chapters in books on higher
''
education administration.
The review of literature that was selected for this chapter can
be divided into three basic categories:
1.
Historical review:
The brief historical background given
in this chapter would help the reader understand the growth and
development of the community junior colleges.
The growth of these two-
year colleges has had considerable effect in formulating the new and
changing responsibilities of community junior college presidents.
2. .. The role of the community junior college: 'This topic is
14
twofold:
First, even though the community junior colleges are growing
at an alarming rate, there are still many educators, governmental
officials, students, and lay citizens who do not understand the
philosophy of these two-year colleges.
The information that can be
found in this section of the chapter will help those people better
understand the two-year colleges.
Second, the philosophy of each
institution helps determine the presidents' responsibilities.
3.
Responsibilities of the president:
Major emphasis was
placed upon the presidents' responsibilities based upon research and .
various authorities' opinions.
HISTORY OF THE COMMUNITY JUNIOR COLLEGES
The community junior college could be classified as ah outgrowth
from the public school system.
The very basic principles and traditions
that built the public schools' educational system guided the community
junior college development.
Charles Monroe stated in his book, Profile
of the Community College, that the foundation of the public schools was
built around three traditions, and these same traditions were a major
portion of the community junior college foundation:
1. Universal opportunity for a free public education for all
persons without distinction based on social class, family income,
and. ethnic, racial, or religious backgrounds.
2. Local control and support of free, non-tuition educational
systems..
15
3.
A relevant curriculum designed to meet both the needs of
the individual and those of the nation. ^
The cdmmunity junior college movement in America was very slow
■in starting.
A close examination of the history revealed that the real
surge came during the twentieth century.
There were four basic reasons why the community junior colleges
developed in the United States;
1. The upward extension of high schools or academies.
2. The transformation of many church-related colleges from
four-year to two-year institutions.
3. The evolution of educational institutions initially intended
to bring advantages to young people in rural areas.
4. The creation of junior community colleges' by philanthropic
groups or individuals.
The historical review of the community junior colleges could be
traced through the following four major stages:
1. 1850-1920. This was the first and longest stage. During
this time, the community junior college became known as a separate
institution where a student could receive the first two years of a
baccalaureate curriculum.
2. 1920-1945. This phase of the community junior college
development has been classified as the expansion of occupational
education. During this stage, the concepts on technical and semiprofessional education got its start in the community junior
colleges.
3. 1945-1965. After World War II, there were many new changes
that occurred in post-high school education. During this period of
time, the major emphasis in the community junior colleges were to
develop services to the adults of the community..
■^Charles Monroe, Profile of the Community College, A Handbook
(San Francisco: Jossey Bass, Inc., 1972), p. I.
James W. Reynolds, The Junior College (New York:
Applied Research in Education, 1965), p. 3.
Center for
16
4. 1965 -- . The major realization of the open-door concept
Became a vital part of the community junior college during this
period of time.
Beginning of the Community Junior
College
1850-1920.
The first real suggestion for change in our system
of higher education came during the inaugural address of Henry P. Tappan
as the president of the University of Michigan in the year of 1852.
18
In his address, he suggested that the universities should be trans­
ferring to the high schools those courses which were secondary in
_
19
nature.
During the year of 1859, the University of Georgia stated that
their freshmen students who were entering the liberal art programs were
too young.
The University eliminated the first two years in 1862, but
the Civil War prevented the execution of the overall plan.
PO
William W. Folwell in his inauguration as the president of the
University of Minnesota in 1869 hinted that he had an overall plan for
education in Minnesota, but he did not unfold his plan at that time.1
*
7
17
James W. Thornton, The Community Junior, College (New York:
John Wiley & Sons, Inc., 1972), p. 47.
■^Walter c. Bells, The Junior College (New York:
Mifflin Company, 1931), p. 44.
Houghton
■^Harold F. Landrith, Introduction to the Community Junior
College (Danville: The Interstate Printers & Publishers, Inc., 1971),
p. 15.
20 Ibid., p. 15.
17
Folwell did not want to appear too radical in his inaugural address.
Neither Tappan nor Folwell were successful in eliminating the secondary
years at their universities or the development of the extended programs
' 9 1
in high, school.
William Rainey Harper was often referred to as the father of
the community junior college movement.
22
In the year 1892, President
Harper divided his university into two major divisions.
These divisions
were called the "Academic College," and the "University College."
The
names were changed in 1896 to the "Junior College" and the "Senior
College."
This was the first time the term "junior college" was used
to identify a post-high school institution.
(
24
■
In the year 1902, J. Stanley Brown, Superintendent for the
,
■
.
-
Joliet Township High School extended his high schools to include two
years of college education.
Superintendent Brown created in Joliet,
Illinois, the oldest public junior college still in existence in
America.
The first state law approving public junior college education*
3
2
^Daniel R. Gerber, "William Watts Folwell and the Idea of the
Junior College," Junior College Journal, 41 (March, 1971), pp. 50-53.
^^Ken a . Brunner,i "Historical Development of the Junior College
Philosophy," Junior College Journal, 40 (April, 1970), p. 30.
23
Ralph R. Fields, The Community College Movement (New York:
McGraw-Hill Book Company, 1962), p. 18..
2^Eells, op. cit., p. 47.
18
was passed in California in the year 1907.
The Board of Trustees in a
high school district were allowed to develop post-graduate courses for
their high school graduates.
The law stated that the education received
must be of the same quality received in the first two years of any
OC
'
university. J
The community junior college movement began to create attention
by the year 1920.^
P. P. Claxton, the Commissioner of Education,
called a two-day meeting in St. Louis on June 30 through July I, 1920.
Thirty-four representatives were present at this conference.^7
This conference was called to discuss the functions and organi­
zations of the community junior colleges throughout the country.
This
meeting was the beginning of a number of significant events in the
development of the two-year college movement.
From this two-day
conference, came the development of the organization called the American
Association of Junior C o l l e g e s . T h i s newly formed organization defined
the two-year college as, "an institution offering two years of instruction of strictly collegiate grade."
^Landrith, op. cit., P- 20
26Ibid., p. 20.
27
__
Fells, op,. cit., p. 75 •
26Landrith, op. cit., P- 23
2^Thornton, op. cit., P. 52
29
19
Development of Occupational
Programs
1920-1945.
The American Association of Junior Colleges was
forced to change its definition of the two-year post-secondary institu­
tion. . Because of the rapid growth of the community junior colleges,
they found their definition was already out of date.
The passage of the
new federal vocational education bill during World War II was beginning
to attract attention with many of the community junior colleges.
They
were desirous of participating in some of the federal grants available
at this time.
30
The vocational phase in the community junior colleges’
curriculum got its real start from the Smith-Hughes legislation enacted
in the early 1920’s.
Also, the very pressing economic needs growing out
of the great depression played a very important role in stimulating the
vocational development in the college’s curricula.
In the year 1917, the state of California passed the following
statute concerning the community junior colleges:
Junior College courses of study may include such studies as
are required for the junior certificate at the University of
California, and such other courses of training in the mechanical
and industrial arts, household economy, agriculture, civic
education, and commerce as the high school board may deem advisable
to establish.31
Because of the increased interest in adding.the vocational
on
Leland L. Medsker, Dale Tillery, and Joseph D. Cosand, Break­
ing the Access Barriers (New York: McGraw-Hill Book Company, 1971),
P. 14.
31
Thornton, op. cit., p. 62.
20
phase to the. two-year post-secondary institution, the American Associa­
tion of Junior Colleges was forced to expand its definition of these
colleges in the year 1925.
The Association defined these institutions
as:
The junior college is an institution offering two years of
strictly collegiate grade. The curriculum may include these
courses usually offered in the first two years of the four-year
college, in which case these courses must be identical, in scope
and in thoroughness, with corresponding courses of the standard
four-year college. The junior college may and is likely to develop
a different type of curriculum suited to the larger and everchanging civic, social, religious, and vocational needs of the
entire community in which the college is located. It is under­
stood that in this case also, the work offered shall be oh a level
appropriate for high school graduates.^2
This was only the beginning, because the two-year colleges
throughout the country started adding many different phases of
vocational technical education to their curriculum.
This trend of
thought firmly established the concept of vocational technical educa­
tion in these colleges.
The New Concept:
College
Community
1945-1965.
The two-year institutions had not achieved the true
community college concept, even.though they had added the vocational
phase to their curriculum.
In order for these institutions to adopt the
complete community college concept, they needed to add to their overall
programs community based education (community services).
32Ibid., p. 55.
\
21
During World War it, the community junior colleges found less
students attending classes during the daytime.
They were forced to add
community based education to their program for temporary measures.
This new approach proved to be so valuable that after the war they
continued to develop these offerings and the community college concept
was born.
Consolidation Period
.1965.
Edmund J. Gleazer, Jr.» stated in his book, This Is the
Community College:
The community college has become a comprehensive institution
with a great variety of programs to match the cross section of
the community represented in its students. The concept of compre­
hensiveness, although still a subject for occasional debate,
generally is accepted. This means preparation.for employment as
well as transfer to four-year colleges and includes a number of
other community-related services. The comprehensive community
college exists to give students opportunity beyond the high school
level to find suitable lines of educational development in a social
environment of wide range of interests, capacities, aptitudes, and
types of intelligence.3%
In 1965, the community junior colleges started developing the
open-door concept.
This new approach to higher education developed
because the two-year colleges were prepared to meet the need of the
students.
The students' needs could be met through the liberal arts
and vocational technical curriculum, as well as through the community
33lbid., p. 55.
"^Edmund J..Gleazer, Jr., This Is the Community College (Boston:
Houghton Mifflin Company, 1968), p. 28.
22
based education (community services).
"In effect, it is possible to suggest that history has developed
a workable concept of the true community college,
THE ROLE OF THE COMMUNITY JUNIOR COLLEGE
Growth
The 1973 Community and Junior College Directory indicated that
in 1920, 12,000 students were enrolled in 207 American community junior
colleges.
In 1930, 77,014 students were enrolled in 469 two-year
colleges; in 1950, 439,332 students were enrolled in 597 two-year
colleges; in 1960, 660,216 students could be found in 678 two-year
colleges; and in 1970, 2,450,451 students were enrolled in 1,091 twoyear colleges. 36
In 1970, the report of a Carnegie Commission on Higher Education
projected that the present two-year post-secondary college enrollments
would double by 1980, and triple by the year 2000.
The Commission
proposed that a community junior college should be constructed within
commuting distance of every potential student, with regional two-year
institutions in thinly populated areas of the nation, thereby requiring
----------1
-------35
Thornton, op. cit., p. 33.
i ■
36
°1973 Community and Junior College Directory (Washington, D .C .:
American Association of Community Junior Colleges, 1973), p. 7.
23
an additional 230 to 280 new community junior colleges by 1986. 37
Purposes of the Two-Year College
The community junior colleges were created from a philosophy
that believed:
The American way of life holds that all human beings are
supreme, hence, of equal moral worth and as, therefore, entitled
to equal opportunities to develop to their fullest capacities.
The basic function of public education then should be to provide
educational opportunity by teaching whatever needs to be learned,
to whoever needs to learn it, whenever he needs to learn it.^®
Ricciardi suggested that the philosophy of the major two-year
colleges should include:
A fully organized community junior college aims to meet the
needs of a community in which it is located, including preparation
for institutions of higher learning, liberal arts education for
those not going beyond graduation from the community junior
college, vocational training for particular occupations usually
designated as semi-professional vocations, and short courses for
adults with special interests.
Bells, in his book on The Junior College, connoted that there
were four major functions:
(I) the popularizing function, (2) the
preparatory function, (3) the terminal function, and (4) the guidance
■^Carnegie Commission of Higher Education, The Open-Door
Colleges: Policies for Community Colleges (New York: McGraw-Hill
Book Company, 1970), p. 3.
^ T h e Philosophy of Education of the Joliet Township High
School and Junior College (Illinois: Joliet Board of Education, 1950),
p. I.
.
^Nicholas Ricciardi, "Vital Junior College Problems in
California," Junior College Journal, I (October, 1930), p. 24.
24
function.
The yearbook committee of the.National Society for the Study of
Education identified four major purposes of the community junior
college:
(I) preparation for advance study, (2) vocational education,
(3) general education, and (4) community services.
Crawford, in his address given at the Southwestern College
Agreement Conference, gave his views on what purposes the community
junior colleges should serve:
1. The provision of programs of liberal arts and sciences of .
a sound quality.
2. The provision of occupational technical programs needed to
meet the needs of society.
3. The provision of programs for adults and other community
college students; designed to provide general education and to
improve self-government, healthful living, understanding of civic
and public affairs, a vocational growth, constructive use of
leisure time, cultural depth, and to facilitate occupational
advancement.
4. The provision of programs that will aid students in career
selection and other guidance requirements.
5. The provision of programs and services for individuals and
other groups interested in cultural, civic, recreational, or other
community betterment projects.42
Representatives at a.community junior college conference in4
2
*
0
40
Bells, op. cit., p. 191.
^National Society for the Study of Education, "The Public
Junior College," Fifty-fifth Yearbook of the National Society for the
Study of Education (Chicago: National Society for the Study of
Education, 1956), p. 74.
42
Ferris Crawford, "A Twentieth Century Institution: The
Community College" (Paper read at Southwestern College Agreement
Conference, Battle Creek, Michigan, November, 16, 1961), pp. Ir2.
25
California agreed on the following functions:
1. The program should include occupational education for
persons who end their formal training in the community junior
college*
2. The community junior college should offer general education
courses to prepare students to become effective 'citizens in the
community, state, and nation.
3. It should offer college education for transfer credit in
liberal arts, pre-scientific engineering, and professional fieldsV
4. The community junior college program should include
guidance to assist the student in selecting an occupation and in
preparing him for the successful pursuit of the work.
5. It should perform a service to the community by helping
all persons in the community with their occupational and general
educational needs.^
The 1967 edition of the American Junior Colleges divided the
community junior colleges into three major purposes:
(I) transfer
programs, (2) occupation programs, and (3) evening programs. 44
The Carnegie Commission in its book, A Digest of Reports of the
Carnegie Commission on Higher Education, suggested the following goals
for the community junior college:
I.
1976
a. Open access to all public community colleges.
b. Removal of all barriers to enrollment
c. A state plan for the development of community colleges
in every state.
d. Comprehensive programs that provide meaningful learning
options in all public two-year institutions of higher
education.
(Sacramento:
Restudy of the Needs of California in Higher Education
California State Department of Education, 1955), pp. 52-53.
44Edmund Gleazer, Jr. (ed.), American Junior Colleges (Seventh
Edition; Washington, D.C.: American Council on Education, 1967), pp.
22-25.
26
e.
f.
g.
Achievement of the goal of a community college within
commuting distance of every potential student, except in
sparsely populated areas where residential colleges are
needed— plans for 230 to 280 new community colleges
initiated by 1976.
Low tuition or no tuition in community colleges.
Adaptation of occupational programs to changing manpower
requirements and full opportunities for continuing adult
education.
2.
1980
a. 230 to 280 new community colleges in operation.
b. 35 to 40 percent of all undergraduate students enrolled in
community colleges.
3.
2000
a. Establishment of the additional community colleges needed
to provide for the increased enrollment in the final
decade of this century.
b. 40 to 45 percent of all undergraduate students enrolled in
community colleges.
c. Continuing, adaptation of the community colleges to the
.changing educational and occupational needs of our society
as we approach the twenty-first century.
THE RESPONSIBILITIES OF THE COMMUNITY
JUNIOR COLLEGE PRESIDENTS
The community junior college presidency must be considered the
most important position in the administrative organizational structure.
The president's office exerted more influence on policy development than
any other administrative office within the institution.
46
Even though
45
A Digest of Reports of the Carnegie Commission on Higher
Education, op. cit., p. 29.
Arthur M. Cohen and John E. Roueche, Institutional Administra­
tor or Educational Leader?; The Junior College President (Monograph
Series; Washington, D.C.: American Association of Junior Colleges,
1969), p. viii.
27
the president was the most influential person.on campus, there was '
still little agreement among authorities in regard to what the responsi­
bilities were to be of the college president.
Robert Graham, in his study, supported this view:
There is a lack of impirical evidence denoted to the specifics
of the community junior college president's job. Additionally,
there is little agreement by either practitioners or authorities in
the field on what are the most important activities of the job. ^
Definition of president
In his. study, Morgan defined the community junior college
president as:
Typically the ultimate responsibilities for the administration
and governance of a community junior college are vested in a lay
board. In practice, however, the board engages the services of a
full time professional, usually designated president, to serve as
chief administrator. The president is then defined as that official
responsible for the operation of the college. He may be called a
dean or director and may report to a policy-making board directly,
or through another administrative unit, such as a district chan­
cellor (as in the case of a multi-campus district), or a superin­
tendent of schools (as in a unified or common school district).
In an article written by Tunnicliffe and Ingam, they defined the
community junior college president as the "chief executive and operating
z7
^'Robert Gene Graham, "The Junior College President’s Job:
Analysis of Perceived Job Performance and Possible Influencing Varia­
bles," (Unpublished DoctorrS Dissertation, The University of Texas,
Austin, Texas, 1965), p. 93.
AC
Don A. Morgan, "Perspectives, of the Community College Presi­
dency," (Occasional Report Number 14, Junior College Leadership Program,
Graduate School of Education, The University of California, Lbs Angeles,
March, 1970), p. 3..
28
officer of the institution; that person appointed by the governing
board to represent it in day-to-day operation."^9
Millet suggested that the "president is the chief administrative
officer of the college, exercising general oversight of the functions of
administration with the academic community.
Desirable Characteristics
There were certain desirable characteristics that various
authorities believed a community college president should possess to
be successful in this position.
Price reported in his study the
following characteristics:
1.
2.
3.
Faith in people
Confidence in human integrity
Sincere interest in each individual man
■
.
Hillway surveyed five-hundred professors, from ninety-three
colleges, in twenty-four states, and identified the desirable charac­
teristics that a president should maintain:
1.
2.
3.
4.
5.
Integrity in personal and professional relations
Intellectual ability and scholarship
Ability to organize and lead
Democratic attitude and methods
Warmth of personality*
O
S
^ G . W. Tunnicliffe and J. S. Ingam, "The College President:
Who Is He?", Educational Record, 2 (Spring, 1969), p. 190.
SO
John D. Millet, The Academic Community: An Essay on Organi­
zation (Mew York: McGraw-Hill Book Company, 1962), pp. 196-197.
-^Hugh Price, "The Role of the Administrator in Excellent
Teaching," Juriior College Journal, 24 (September, 1953), p. 37.
'I
29
6.
7.
8.
9.
10.
High moral and intellectual ideas
Objectivity and fairness
Interest in education
Culture and breeding.
Self-confidence and firmness
Morgan, in his study, recommended that a president should have
the following ingredients:
1.
2.
3.
4.
5.
Human relations skills
Administrative skills
Intelligence
Personal leadership ability
Philosophy commitment and dedication
Responsibilities of the
President
Morgan reported, at the UCLA Junior College Leadership Program,
in July of 1968, the following views about the community junior college
presidency:
It would appear that the role, and responsibilities of the
American two-year college president are shifting, as indeed they
must. A Florida State Department of Education publication included
the statement that the president is "the most important single
individual in the community junior college." However, as the
numbers of the two-year college increase, as existing colleges
mature, and as the major societal changes of increasing technology
and increasing urbanization of population continue, the nature of
. ,SZyyrus Hillway, "What Professors Want in a President," School
and Society, 87 (June 20, 1959), pp. 306-308.
^^Don A. Morgan, "Implications for the Junior College Leader­
ship Training Program Drawn from a Continuing Study of the Two-year .
College President," (Paper in partial fulfillment of the requirements
of Education 4706, Professor Lamar-B . Johnson; The University of
California, Los Angeles, December, 1968), p. 10.
30
the two-year college presidency will shift toward a more truly ■
managerial status. ^4
The community junior college presidency was considered by
authorities as a leadership position.
The very nature of the position
in the organizational structure may be such that the president was
thrust only into the headman role.
The mere occupancy of this position
was really no guarantee that the president would be an operative educa­
tional leader.
He may very well be the chief executive and not lead at
all.55
Johnson denoted, in his study, that the principal role of the
president was that of a leader.
offer leadership.
56
His responsibility, therefore, was to
There were other authorities who considered the
president to be more than just a leader.
He was the principal member
of the faculty, first among equals, the educational leader.
Newburn
connoted, in his study on the board of trustees, that the president was
charged with giving true educational leadership to the enterprise.
58
5^Don A. Morgan, "The Junior College President: Role and Respon­
sibilities, (ed.) Lamar B. Johnson, The Junior College President, Occa­
sional Report 13 (Junior College Leadership Program, School of Education;
The University of California, Los Angeles, May, 1969), p. 20.
■^Cohen and Roueche, op. cit., p. 10.
"?^Lamar B. Johnson (ed.), The Junior College President. Occa­
sional Report 13 (junior College Leadership Program, School of Education;
The University of California, Los Angeles, May, 1969), p. 30.
5^Millet, op. cit., p. 197.
5^H. K. Newburn, "The Board Meets the President," Jutiibf College
Journal, 35 (November, 1964), p. 14.
Dodds suggested, in his book, that the president’s role was to
rebuild.his college so that it could meet the changing needs of its
students.
He also designated that the president must lead if the
college was to prosper.
According to O ’Connell, the community college president had to
be a person with good judgment and be able to get along with people in
the community.
innovator.
He also suggested that the president should be an
If there was ever a place to try new ideas, it was in the
community junior college.
Among various presidential duties, Blackwell revealed that the
president should be given, from the Board of Governors, powers that
were.commensurate with his responsibilities.
In addition to having the
.
full responsibility for the educational program, he should also have
been responsible for the business and fiscal functions for the college.
Dodds concluded that the president's job as the chief executive
required him to cultivate, organize, release, and channel the potential
of the college toward organizational goals.
If the president was to do
"^Harold W. Dodds, The Academic President: Educator or Care­
taker? (New York: McGraw-Hill Book Company, 1962), pp. 1-10.
^Thomas E. O'Connell, Community Colleges: A President’s View,
(Chicago: University of Illinois Press, 1968), pp.. 124-125.
^Thomas E. Blackwell, College and University Administration
(New York: The Center for Applied Research.in Education, 1966), p.
16.
■
32
all these things well, he had to first utilize the art of administra­
tion, whose purpose was simply to enable people working at a variety of
jobs to pull together to a common end
The president, Blocker stated, was the central link between the
college and the community.
He may also have served as the overall
director and coordinator of the organizationsr activities.
The president played a very valuable role in the area of
curriculum development.
The chief executive would be expected to give
the necessary leadership in identifying and assessing the college
service area.needs; to see that the program priorities had the necessary
opulence; to make sure that the following factors were used in deter­
mining the priorities:
1. Student demand
2. Cost per student of establishing and operating particular
programs
3. Employment opportunities and area manpower needs
Stallworth further suggested that the major responsibility of
a president in regard to instruction should be as follows:
^Dodds, op. cit., p. 63.
^^Clyde E. Blockert Robert H. Plummer, and Richard C. Richardson*
Jr.., The Two-Year College: A Social Synthesis (New Jersey: PrenticeHall, Inc., 1965), p. 185.
^Herbert F. Stallworth, "The Junior College President, The
Curriculum, and Instruction," (ed.) Lamar B. Johnson, The Junior College
President, Occasional Report 13 (Junior College Leadership Program,
School of Education; The University of California, Los Angeles, May,
1969), p. 58.
33
1. To encourage experimental efforts to improve the design
and execution of the roles, procedures, and formats of instruction;
2. To stimulate the need for a greater array of educational
tools and services for teachers and students;
3. To see that the teachers and students have the useful
tools and services they need and are willing to learn to use.^
Hobson stated:
The community junior college president must, in order to give
leadership to?his college, give guidance to his board, and carry .
out effectively the objects of the institution, possess an under­
standing of finances and fiscal management.^6
. Dr. Gillie identified that the community junior college
president had four major responsibilities:
1.
2.
3.
4.
Planning a campus
Economic planning
Program planning
Merging of institutions
Eisner suggested, in his report given at the Junior College
Leadership Program for Presidents, that the most important responsi­
bility that the two-year chief executive had to perform was that he
must be prepared to respond to the many significant trends that could
be found confronting his college.
Some of those trends, were as follows:
65Ibid., p. 62.
66James W. Hobson, "The Junior College President and Finances,"
(ed.) Lamar B. Johnson, The Junior College President, Occasional Report
13 (Junior College Leadership Program, School of Education; The
University of California, Los Angeles, May, 1969), p. 99.
6^Angelo C. Gillie (ed.), "The. Role of the Community College
Presidents," (A Composite of presentations made by four community
college-presidents for the course entitled "The Technical Community
College,'-- The Graduate School of Education, The State University, Mew
Brunswick, New Jersey, September 26, 1967), pp. 1-14.
34
1.
2.
3.
4.
5.
6.
7.
Trends from local to state control
Trends in clientele
Trends toward universal opportunity for higher education
Trends toward greater disenchantment with enterprise
Greater potential for conflict and dissent
Greater relinquishing of role to coordinating bodies
More competition for scarce resources.°°
From his study. Shannon concluded that the time factor helped
to determine the president’s responsibilities and priorities:
1. Presidents spend most of their time on matters relating to:
(a) staff, (b) public relations, (c) finances, and (d) students.
2. Presidents would prefer to spend their time in the areas
of: (a) staff, (b) curriculum development, (c) public relations,
and (d) students, in that order.
3. Presidents list these areas as most neglected or unattended
in rank order:
(a) alumni, fb) legislation, (c) students, and
(d) professional activities. ^
Morgan concluded that the most pressing problems confronting a
college president bn campus are:
1.
2.
3.
4.
. 5.
Faculty
Budget and fiscal
Board
Public relations
Physical plant; architecture
Morgan further remarked that the most pressing problems that
the college president must deal with off-campus were:
1.
2.
Speeches and representation
State meetings
Paul A. Eisner, "The Presidential Prism: Four Views," (A
paper read at the. J.C.L.P. President *s Institute, Scottsdale, Arizona,
M a y 6, 12.6.9), pp." 3^5.
69.
Shannon, op. cit., p. 3.
70
Morgan, op. cit., p. 26.
35
3.
4.
5.
Other meetings
Legislative matters
State money matters 71
Deloache denoted in his research that the most important job
functions of a president should include:
1.
2.
3.
4.
5.
6.
Administrative duties
Instructional responsibilities
Personal characteristics
Personal relations
Professional preparation
Public relations ^
Morgan, at a Junior College Leadership Conference for Presi­
dents, concluded:
The.role and responsibility of the community junior college
presidency, then, involves both understanding and philosophy of
the two-year college and possessing the technical and administra­
tive skills for the successful translation of this philosophy, into
practice. It demands also the most effective leadership to
accomplish these goals in an institution composed of emotional
people. Furthermore, these goals must be pursued under the full
. scrutiny of a society, with certain very pressing needs of its own,
some of which, it has been told, and which it apparently believes,
can be met by education as provided in two-year colleges. We can
still succeed in meeting this expectation. We will.do so only if
we keep the last man in line clearly in focus. This may be a
student who dropped out of high school and for whom the university
offers nothing. He may have been in reform school twice, in and
out of a couple of federally supported work-related programs, and
he may not really want to be helped at all. However, if we lose
sight of him, we may miss the opportunity to help when help is
needed. We have told our supporting society that we are the
7lIbid., p. 26.
7^Dan Franklin Deloache, "Attitudes and Opinions of Faculty
Members and Junior College Presidents Toward Selected Descriptions of
the Office of College Presidents,".(Unpublished Doctorrs Dissertation,
The' University of Oklahoma, Norman, Oklahoma, 1966), pp. 32-34.
36
peoples college— this would seem to say we mean to try to help
anyone. We have given hope to many people. To lead, as its;
president, and educational institution so dedicated is a humbling
and gratifying experience. To lead it successfully requires
dedication to and respect for people, including a commitment to
the last man in line. ^
SUMMARY
Very little has been written on the role of the responsibilities
of the community junior college president.
In order to provide some
background for this study, the investigator reviewed various unpublished
dissertations on the role of the president, memoirs written by the
presidents, written reports on special leadership conferences for
presidents, and various chapters in books on higher education adminis­
tration.
The review of literature that was selected for. this chapter was
reported under three major heading:
I.
Historical Review:
The historical review of the two-year
colleges could be traced through four basic stages.
development was from 1850 to 1920.
The first stage of
During this time, the two-year
colleges became known as a separate institution where a student could
receive the first two years of a baccalaureate degree.
The second
stage, 1920 to 1945, has become known as the expansion of the occupa­
tional curriculum in the two-year colleges.
73
Morgan, op. cit., p. 20.
The third stage of
37
development was from 1945 to 1965.
During this span, of time, the major
emphasis was to develop community based education for the adults.
During the fourth stage, 1965 into the future, the two-year colleges
developed the open-door concept.
2.
The Role of the Community Junior College:
The authorities
have many different views on the role of a community junior college.
The 1967 edition of the American Junior Colleges indicates three major
purposes:
(I) transfer programs, (2) occupation programs, and (3)
evening programs.
The yearbook committee of the National Society for
the Study of Education suggested the following purposes:
(I) prepara­
tion for advance study, (2) vocational education, (3) general education,
and (4) community services.
Sells suggested, in his book The Junior
College, the following functions:
(I) popularizing function, (2)
preparatory function, (3) terminal function, and (4) guidance function.
3.
Responsibilities of the President:
The major responsibili­
ties of the community junior college president were found to be:
(I) educational leader, (2) director, (3) innovator, (4) coordinator,
(5) fiscal manager, (6) public relations, and (7) campus planning.
The
qualities and characteristics most frequently assocaited with the
community junior college president were the following:
(I) faith in
people, (2) human relations skills, (3) intelligence, (4) administrative
skills,. and (5) philosophy commitment and dedication.
Chapter 3
METHODS AND PROCEDURES OF THE STUDY
This chapter contains a description of the method of data
collection, population description and sampling procedure, a statement
of the null hypotheses, a description of the instrument used in the
study, and an overview of the treatment of the data.
POPULATION .DESCRIPTION AND SAMPLING PROCEDURES
The total number of community junior colleges involved in this
study were eighty-two.
There were ten colleges chosen for pretesting
from the states of Iowa and Kansas.
Seventy-two colleges participated
in the study after the pretest was completed.
The population was
composed of public community junior college presidents, deans of
instruction, and presidents of the faculty associations.
The subjects
included in this study were geographically located in the midwestern
part of the United States and were from the following states:
1.
Iowa
2.
Kansas
3.
Montana
4.
Nebraska
5.
North Dakota
6.
South Dakota
7.
Wyoming
39
For the purpose of this investigation, all public community
junior colleges in the aforementioned states were included in this study.
The 1973 Community & Junior College Directory, published by the American
Association of Community Junior Colleges, was used in the investigation
for two purposes:
1.
To ensure that all public community junior colleges, in the
seven states, were included in the study.
2.
To ensure that those two-year colleges who were included in
the study offered both the vocational technical and Arts and Science
transfer education.
METHOD OF COLLECTING DATA
The questionnaire used in the investigation was modeled from a
study that was done by William G. Shannon in 1962.
74
Shannon investi­
gated in his research the role of the public community college presi­
dents as it is perceived by the presidents themselves.
In his study,
emphasis was placed on comparison of actual and preferred frequencies
of personal involvement in twleve areas of administration.
Data for this study were collected during the spring quarter of
1974.
The questionnaire developed for this investigation was pretested
by thirty participating presidents, deans of instruction, and presidents
of the faculty associations in ten colleges in the states of Iowa and
■^Shannon, o p . cit., pp. 121-129.
40
Kansas.
The two aforementioned states were chosen for the pretesting,
because they had the greatest number of available community junior
colleges.
Seventy-two community junior colleges participated in the
study after the pretest was completed.
Once the pretesting was finished and the recommended changes
made, the remaining subjects in the population were sent a cover letter
and questionnaire with a prepaid envelope for return of the question­
naire (see Appendix A, page 75).
A follow-up mailing was sent to each
subject who did not respond to the first mailing.
was sent three weeks after the original mailing.
The follow-up material
Each follow-up packet
included another questionnaire along with a follow-up.letter of explana­
tion and a prepaid self-addressed envelope (see Appendix B, page 76).
The data for this section was collected from three primary
sources.
The first source of information was obtained from the college
presidents.
Section I, General Information, on the presidents' ques­
tionnaire was different than those received by the deans of instruction
and the presidents of the faculty associations (see Appendix C, pages
.77-81).
The information obtained from this section, on the presidents'
questionnaire, was used in this investigation to determine the
following:
I.
The age of the president who was completing the question­
naire.
2.
The age the president assumed his first presidency.
41
3.
The president's last previous position held.
4.
The chief executive's official title.
5.
The president's highest earned degree held.
6.
The president’s area of educational specialization for
highest degree earned.
7.
Had the president held this same position at another
community junior college prior to assuming his present position?
The second and third sources of information came from the deans
of instruction and the presidents of the faculty associations.
The
questionnaire for these two subjects were the same as section two on
the presidents' questionnaire (see Appendix D, pages 82-85).
This
part of the questionnaire divided the responsibilities of the community
junior college president into the following six major categories:
1.
Administrative Services
2.
Student Services
3.
Governing Board
4.
Physical Plant Facilities
5. . Public Relations
6.
Instructional Services
Each of the six major categories had a series of statements that
the subjects were asked to review and then rate according to the degree
of importance.
I.
The rating scale used for each item was as follows:
No importance
42
2.
Little Importance
3.
Important
4.
Very Important
STATISTICAL NULL HYPOTHESES
The data procured for this investigation was compiled and
presented in a statistical presentation and descriptive narration.
The
statistical presentation was used to test the following null hypotheses:
1.
There are no significant differences among the three groups
as to their responses to the administrative categories.
2. . There are no significant differences in the responses of the
participants among the six administrative categories.
3.
There are no significant differences among the three groups
within the six administrative categories.
4.
There are no significant differences among the three groups
on how they responded to each of the individual items on the question­
naire.
Analysis of Variance was utilized in analyzing the first three
null hypotheses in this study.
Analysis of Variance showed the inter­
action that took place between the three groups and how they responded"
to the six major categories.
The Chi Square Test was applied to the fourth null hypothesis
in this study.
This evaluative test was used because there were only
43
four categories that the participants were asked to use on the rating
scale.
There were several cases where the categories had to be reduced
to less than four.
Computing averages on four categories or less might
he questionable when considering the basic assumption in using parame,
-
trie statistics.
SUMMARY OF PROCEDURES OF THE STUDY
1.
Identify the community junior college presidents, deans of
instruction, and presidents of the faculty associations.
2.
Develop the questionnaire.
3.
Conduct a pilot study to evaluate the questionnaire.
4.
Revise the instrument where necessary.
5.
Mail the questionnaire and cover letter to the population.
6.
Mail the follow-up letter and questionnaire to the popula­
tion who did not respond to the original mailing.
7.
Collect the data.
8.
Summarize the data.
9.
Present the results of the data in an orderly and meaningful
manner.
SUMMARY
This chapter contained a description of the method of data
collection, population description and sampling procedure, a statement
44
of the null hypotheses, a description of the instrument used in the
study, and an overview of the treatment of the data.,
The questionnaire used in this investigation, was modeled from a
study that was done by William G. Shannon in 1962.
Shannon investigated
in, his research the role of the public community college presidents as
"
it is perceived by the presidents themselves.
In his study, emphasis
was placed on comparison of actual and preferred frequencies of personal
involvement in twelve areas of administration.
The data used for this investigation was collected from three
primary summary sources.
The first sources of information was obtained
from the college presidents.
The second and third sources of information
were collected from the deans of instruction and the presidents of the
faculty associations.
The responsibilities of the community junior
college presidents were divided into six major categories for this
J
study:
■
1.
Administrative Services
2.
Student Services
3.
Governing Board
4.
Physical Plant Facilities
5.
Public Relations
6.
Instructional Services
The data collected for this investigation was compiled and
presented in a statistical presentation and descriptive narration.
The
45
statistical presentation was used to test the following null hypotheses
1.
There are no significant differences among the three groups
as to their responses to the administrative categories.
2.
There are no significant differences in the responses of
the participants among the six administrative categories.
3.
There are no significant differences among the three groups
within the six administrative categories.
4.
There are no significant differences among the three groups
on how they responded to each of the individual items on the question­
naire.
Chapter 4
ANALYSIS OF THE DATA FOUND IN THE GENERAL INFORMATION
SECTION OF THE PRESIDENTS' QUESTIONNAIRE
A description of the data obtained from Section I, General
Information, on the presidents' questionnaires is presented in this
chapter.
The information collected from this section of the question­
naire was used in order to determine how a selected number of community
junior college presidents answered questions pertaining to personal
data.
The narrative includes an analysis of the presidents' responses
to these questions, as well as a brief biographical overview of the
study.
BIOGRAPHICAL OVERVIEW
There were seventy^two community junior colleges involved in
this study located in seven midwestern states.
The population surveyed
in this investigation consisted of the presidents, deans of instruction,
and presidents of the faculty associations.
naires were mailed to this population.
A total of 216 question­
Eighty-six per cent of the
subjects surveyed returned their questionnaires.
A summary of the number responding from each group is as follows:
1.
Presidents - 93 per cent
2.
Deans of Instruction - 87.5 per cent
3.
Presidents of the Faculty Associations - 79 per cent
47
ANALYSIS OF THE DATA
The first question on the presidents' survey requested that the
respondents report their present age.
There were no presidents who
reported their ages to be under thirty years, and the. largest number
of presidents reported their ages to be between forty-five and fifty .
years of age.
The tabulation of the presidents' responses is shown on
Table I.
Table I
Age Categories of Responding Presidents
Age Categories
I.
2.
3.
4.
5.
6.
7.
8.
Under 30 years
30 - 35 years
35 - 40 years
40 - 45 years
45 - 50 years
50 - 55 years
55 - 60 years
Over 60 years
Number
Per cent
0
4
io
13
22
6
6
6
:
&
0
6
15
19
33
9
9
9
* Categories have been rounded and do not consistently total 100 per cent
Of the sixty-seven presidents who responded to the survey, 36
per cent connoted they became a president for the first time between the
ages of thirty-five and forty years old, and 25 per cent were over forty
years of age, while 13 per cent were between the ages of thirty to
thirty-five years old.
years.
No presidents reported an age under thirty
The following is a tabulated summary of the ages for the
48
responding presidents when they assumed their first presidency.
Table 2
Age Categories of First Presidency
Age Categories
I. Under 30
2. 30 - 35
3. 35 - 40
4. 40 - 45
5. 4 5 - 5 0
6. 50 - 55
7. 55 - 60
Over 60
Number
Per cent*
0
9
24
17
8
5
3
I
0
13
36
25
12
7
4
I
* Categories have been rounded and do not consistently total 100 per cent
When asked, "Have you been a president at another community
junior college prior to assuming your present position?", 88 per cent
reported they had not held such a position, while 12 per cent indicated
they had been presidents at another institution before assuming their
present position.
Table 3 shows the tabulations of the presidents’
responses.
Table 3
Have You Been a President at Another Community Junior
• College Prior to Assuming Your Present Position?
Responses
I.
2.
No
Yes
Number
Per cent
59
8
88
12
*
*Categories have been rounded and do not consistently total 100 per cent
49
The presidents of the participating two-year post-secondary
institutions were next asked to respond to the question, "What was your
last previous position held before you accepted your present position?"
Twenty-four per cent indicated they held the Dean of Instruction
position, while eighteen per cent attested they were superintendents
before accepting the chief executive position.
Sixteen per cent said
they held a Dean's position but did not disclose what type of Adminis­
trative Dean's position they maintained.
The analysis of the presidents'
responses tends to suggest they may have held the Dean of the College
position.
The tabulation of the presidents' responses is shown on
Table 4.
Table 4
ii
Presidents' Previous Position Held Before Assuming
Present Position
Previous Position Held
I.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Dean of Students
Dean of Instruction
Dean of Community Services •
President
Vice President
Faculty Member from
Community Junior College
Faculty Member from FourYear College or University
Superintendent
Dean
Other
Number
Per cent*
2
16
3
4
6
3
24
5
6
9
.2
2
12
11
8
I-,
"
''
3
3
18
16
12
Categories have been rounded and do not consistently total 100 per cent
50
The presidents of the participating institutions were asked to
respond to the question, "What is your highest degree held?"
Table 5
is an analysis of their responses.
Table 5
Formal Preparation Reported by College Presidents
Highest Degree
I.
2.
3.
4.
5.
Baccalaureate
Masters
Doctorate
Educational Specialist
Other
Number
Per cent*
0
20
41
5
I
0
30
61
7
I
^Categories have been rounded and do not consistently total 100 per cent
The results connote that all the presidents who participated in
the study held at least a master's degree, 61 per cent an earned doctor­
ate, while 7 per cent held the educational specialist degree.
The presidents were asked next to report their educational
specialization for their highest degree earned.
indicated the category of Other.
Thirty-seven per cent
The respondents were asked to desig­
nate the highest degree earned if they chose the category of Other.
It was found that the presidents' educational training came from a
variety of different areas such as educational administration, school
administration, student personnel, counseling, theology^ business
administration, and city school administration.
Thirty-six per cent
indicated they received their education in higher education, while
51
sixteen per cent denoted secondary education.
Table 6 shows the
tabulated summary.
Table 6
Educational Specialization for Highest Degree Earned
Educational Specialization
I.
2.
3.
4.
5.
6.
7.
Number
Higher Education
Secondary Education
Elementary Education
Humanities
Social Science
Science/Mathematics
Other
24
11
0
I
4
2
. 25
Per cent*
36
16
0
I
6
3
37
The final request asked the presidents to indicate their official title.
Seventy-six per cent evinced they were called President,
i
while nineteen per cent indicated they used the title of Superintendent.
Tabulations of the presidents' responses are oh Table 7.
Table 7
Official Title Reported by the Chief Executives
Title
I.
2.
3.
4.
5.
President
Superintendent
Chancellor
Provost
Other
Number
'*
Per cent
51
13
0
0
3
76
19
0
0
4
Categories have been rounded and do not consistently total 100 per cent
52
SUMMARY
'A
A description of the data obtained from Section I, General
Information, on the presidents' questionnaires is presented in this
chapter.
There were seventy-two community junior colleges involved in
this study located in seven Midwestern states. A total of 216 question­
naires, were mailed to the subjects participating in this investigation.
Eighty-six per cent of the participants surveyed returned their
questionnaires.
•
■.
The survey denoted that there were no presidents who reported
their present ages to be under thirty years, while the majority of chief
executives reported their ages to be between forty-five and fifty years.
Thirty-six per cent of the two-year presidents evinced they were between
the ages of thirty-five and forty when they became a president for the
first time in their administrative career.
The study also augurs that 88 per cent of the respondents had
not been a president at another community junior college before accept­
ing their present position.
The. majority of the two-year post­
secondary presidents reported they were deans of instruction before
they were promoted to the position of president, while 18 per cent
attested they were superintendents.
When the presidents were asked, "What is your highest degree
held?", it was noted that all the presidents had at least a master's
degree, 61 per cent an earned doctorate, while 7 per cent held the
/
educational specialist degree.
Chapter 5
ANALYSIS OF THE DATA CONCERNING THE RESPONSIBILITIES
OF A COMMUNITY JUNIOR COLLEGE PRESIDENT
The description of the data collected about the population
involved in this study is presented in this chapter in order to
determine how a selected number of community junior college presidents
perceive their, responsibilities and to compare the presidents’ percep­
tions with how the deans of instruction and presidents of the faculty
associations perceive the presidents' role according to the degree of
importance.
This chapter includes an analysis of how the three groups
perceived the six major categories into which the presidents' responsi­
bilities were divided.
A Chi Square Test and an Analysis of Variance
were used as the major tools for the evaluative comparison made of the
responses of the three groups to the questions in the, survey.
ANALYSIS OF THE DATA
A least square Analysis of Variance test was computed on the
first three null hypotheses of this study.
The results of the test
manifests that there are significant differences above the 5 per cent
level in regard to how the presidents, deans of instruction, and
presidents of the faculty associations perceive the chief executives'
responsibilities.
From Table 8, page 55, the following analysis was
made in regard to the first three hull hypotheses:
.
55
1.
There are no significant differences among the three groups
as to their responses to the administrative categories.
This null
hypothesis is rejected because the 7.103 shows a significant difference.
2.
There are no significant differences in the responses of the
participants among the six administrative categories.
This null
hypothesis is rejected because of the .153,165,,which indicates a
significant difference.
3.
There are no significant differences among the three groups
among the six administrative categories.
This null hypothesis is
rejected because the 2.265 reveals a significant difference.
Table 8
Least Square Analysis of Variance Results
Degrees of
Freedom
I. Group
2.
3.
4.
Duties
Groups and
Duties
Remainder
2
5
10
1104
Sum of Squares
F
Mean Squares
395.634766
21329.066406
630.846191
197.817383
4265.812500
63.084610 .
30747.62500
27.851105
7.103
153.165
2.265
* Significant beyond .05
Table 9, page 56, indicates the results of the least square
means for each of the administrative groups and each category.
The
information found on this table reveals that there are significant
differences on how the presidentsthe deans of instruction, and the
presidents of the faculty associations perceive the presidents'
56
responsibilities.
Table 9
Least Square Means for Each Administrative
Group and Each Category
Group
I. Presidents
2. Deans of Instruction
3. Presidents of Faculty
Associations
Adm.
Serv.
Std.
Serv.
Gov.
Bd.
Phys.
Plant
3.18
3.14
2.46
2.21
3.65
3.72
3.11
2.21
3.31
Public
Rel.
Ins.
Serv.
2.80
2.71
13.30
3.39
2.60
2.52
2.68
3.21
. 2.60
The least square means information found on Table 10, page 57,
reveals each of the six major administrative categories ranking from
high to low.
The three groups demonstrated that the most important:
duties of the two-year presidents are their responsibilities to the
governing board.
The highest ranking for these responsibilities was
given by the deans of instruction.
They designated a 3.72 composite
compared to the 3.65 of the presidents and 3.31 given by the presidents
of the faculty associations.
The responsibilities that were ranked second in importance for
the presidents are their public relation duties.
The three groups all .
signified that the public relations duties of the community junior
college presidents were very important and must be ranked second to the
board responsibilities.
The highest ranking was given by the deans of
instruction with a 3.39 composite, compared to 3.30 of the presidents,
and a 3.31 by the presidents of the faculty associations.
Table 10
Ranking of Least Square Means for Each. Group and For Each Administrative Category
Presidents
Duties
I.
2.
3.
Governing
Board
6.
Duties
Least
Sq.Means
Presidents of the
Faculty Associations
Duties
Least Sq. Means
3.65
Governing
Board
3.72
Governing
Board
3.31
Public
Relations
3.30
Public
Relations
3.39
Public
Relations
3.21
Administrative.
Services
3.18
Administrative
Services
3.14
Administrative
Services
3.11
2.80
Physical
Plant
2.71
Physical
Plant
2.68
Instructional
Services
2.60
Instructional
Services
2.52
instructional
Services
Student
Services
2.46
Student
Services
2.21
Student
Services
4.. Physical
Plant
5.
. Least
Sq.Means
Deans of
Instruction
'2.60
2.21
58
The administrative services responsibilities were given, by the
three groups, the ranking of the third most important in regard to the
president's responsibilities.
The highest ranking for this responsi­
bility was given by the two-year college presidents.
They designated
a .3.18 composite compared to a 3.14 by the deans of instruction and a
3.11 by the presidents of the faculty associations.
The instructional and student services responsibilities were
perceived by the presidents, deans of instruction, and presidents of
the faculty associations to be the least important to the presidents.
The instructional services were ranked as fifth, while student services
received a rating of sixth.
A Ghi Square test was computed on the fourth null hypothesis of
this study.
The results of this test indicated that there are signifi­
cant differences on how each of the three groups perceived each
individual item on the questionnaire (see Appendix E, pages
87-104).
From the summary tables, Tables 11 through 16, the following analysis "
was made in regard to the fourth null hypothesis:
I.
There are no significant differences among the three groups
on how they responded to each of the individual items on the question­
naire.
This null hypothesis was rejected because significant differ­
ences were found.
The significant differences found on Tables 11 through 16
symbolizes that the three groups did not entirely agree on how they
59
perceived the presidents’ responsibilities.
In the six major adminis­
trative categories, there were eight responsibilities that the presidents,
deans of instruction, and presidents of the faculty associations augured
a strong incongruity on xdiat should be the role of the president.
There
were also several other presidential responsibilities that the three
groups adumbrated some concern, but it was hot strong enough to be classi­
fied as true significant differences.
The Ghi Square values for each questionnaire item related to
Administrative Services can be found on Summary Table 11, page 60.
This
category was found by the three groups to have no significant differences
in questions I through 5 and 7 through 13 (see Appendix D, pages 82-83).
The three groups.found in this category one responsibility that was ■
perceived strong enough, to be considered as a significant difference.
In question 6, the presidents, the deans of instruction, and the
. ••
presidents of faculty associations were asked to rate what importance
they would place on the responsibility that "the president works ■
closely with the business manager on all fiscal matters."
It was noted
that there was a significant difference of 9.092 composite in which the
three groups perceived this responsibility.
Summary Table 12, page 61, shows the Chi.Square-Values for each
questionnaire item found in the category of Student Services. 'There
were no significant differences found by the three groups in questions
16 through 22 (see Appendix D, page 83).
There were two items found
/
Table 11
Summary Table Containing Chi Square Values for Each Questionnaire
Item Related to Administrative Services
Items
Chi Square
Values
D/F
I.
Involve faculty members in budget preparation
4 •
2.
Involve administrative staff in budget
preparation
2
Discuss the budget problems with the
administrative staff
2
.007
Discuss the budget problems with the faculty
members at a faculty meeting •
4
9.100
Review the final budget preparation with the
administrative staff before it is submitted
to the governing board
4
5.686
Work closely with the business manager on
all fiscal matters
2
9.092
7.
Plan all fund raising campaigns for the college
6
. 12.496
8.
Determine college tuition to be charged
6
9.183
9.
Negotiate directly with the faculty association
in regard to their annual salary increment
6
10.220
6
11.777'
3.
4.
5.
6.
10.
Negotiate directly with each administrator
i in regard to their annual salary increment
.
3.275
.729
*
11.
Prepares accreditation materials
6
3.457
12.
Develops the college faculty handbook
6
6.224
13.
Works on the state level with senators in
regard to legislation dealing with the
community junior colleges
2
2.791
* Indicates where there Is a significant difference
61
in this category to have a significant difference.
When asked, in
question 14, if the president "confers with the dean of students about
student problems?", it was found to have a significant difference of
11.988.
A .significant difference was also found in question 15 of
13.446.
The three groups were asked in this statement if the president
"recruits prospective college students."
Table 12
Summary* Table Containing Chi Square Values for Each
Questionnaire Item Related to Student Services
D/E
Chi Square
Values
Confers with the Dean of Students about
student matters
4
11.988
15.
Recruits prospective college students
6
13.446
16.
Meets with the student council to keep them
informed about college developments
6
11.220
.4
6.559
Item
14.
17.
Encourages students to visit the president’s
. office
18.
Counsel individual students
4
9.208
19.
Supervises student discipline cases
4
7.685
20.
Plans the Admissions Policy
6
4.112
21.
Plans the placement service
4
5.130
22.
Makes student enrollment projections
6
6.865
* Indicates where there is a significant difference
There were not significant differences found on questions 23
through 27 in the Administrative category of Governing Boards, as
62
reported in Table 13.
The three groups found this category to have
three responsibilities which were perceived to have a significant
difference.
In question 24, the respondents were asked if the presi­
dent "keeps the board president informed about all important college
matters;" it was noted to have a significant difference of 9.667.
When
asked in question 25 if the president "develops the agenda for all the
Board meetings," it was eminent that a significant difference of 14.658
existed in regard to this question.
significant difference of 15.725.
Question 26 was found to have a
The three groups were asked if the
president "plans orientation programs for new board members."
Table 13
Summary Table Containing Chi Square Values for Each
Questionnaire Item Related to Governing Boards
Item
D/F
Chi Square
Values
23.
Works closely with board committees
2
4.008
24.
Keeps the board president informed about all
important college matters
2
9.667*
25.
Develops the agenda for all board meetings
4
14.658*
26.
Plans orientation programs for the new board
members ■
4
15.725*
Attends local, state, regional and national
meetings with board members dealing with
community junior college matters
4
4.564
27.
* Indicates where there is a significant difference
Table 14, page 63, shows the Chi Square Values for each ques­
tionnaire item related to the category of Physical Plant Facilities.
63
The three groups found this category to have no significant differences,
on any of the questions, 28 through 31 (see Appendix D 9 page 84).
In
this category, there was an agreement among the participating groups.oh
what the president's role should be.
Table 14
Summary Table Containing Chi Square Values for Each
Questionnaire Item Related to Physical
Plant Facilities
Item
28.
D/F
Chi Square
Values
Works closely with the superintendent of
maintenance and grounds of physical plant
problems
6
5.860
Develops.the overall building plan for the
college
4
3.824
30.
Inspects the physical plant facilities
6
4.564
31.
Interviews all possible staff members
6 '■ 1
29.
11,252
There were no. significant differences found in the Administrative
category of Public Relations by the three groups, questions 32 through
38 (see Appendix D, page. 84).
In this category, there was an agreement
among the participating groups on what the president's role should be
in the area of Public Relations.
summary. •
Table 15, page 64, shows the tabulated ~J
64
Table 15
.Summary Table Containing Chi Square Values for Each
Questionnaire Item Related to Public Relations
D/F
Chi Square
Values
6
5.231
Informs the public about the educational
policies of the college
'4
6.376
Speaks often to civic organizations about
the college
4 ■
3.868
Encourages the faculty and administrative
staff to join civic organizations in the
community on special problems
4
3.844
Serves as a resource person to the community
on special problems
4
6.690
Belongs to civic organizations such as
Chamber of Commerce, Rotary, etc.
4
6.863
Attends alumni meetings
6
3.800
Item
32.
33.
34.
35.
36.
37.
38.
Acts as the major public relations officer
for the college
The Chi Square Values for each questionnaire item related to
Instructional Services can be found on Summary Table 16, page 65.. This
category was found to have no significant differences on questions 39,
40, 42 through 44, and 46 through 52 (see Appendix D, page 85).
In this category, the three groups found two responsibilities that were
perceived strong enough to be considered as a significant difference.
Item 41 notes a significant difference of 13.682.
The participants were
asked if the president plans' orientation programs for new faculty
members..
65
The respondents were asked to respond to item 46 as to whether
they felt the president "should participate in the evaluation of the
faculty members."
There was a significant difference of 14.150 in
regard to how the three groups perceived this responsibility.
Table 16
Summary■Table Containing Chi Square Values for Each
Questionnaire Item Related to Instructional Services
Items
D/F
Chi Square
Values
39.
Teach a college class
4
1.476
40.
Releases faculty members
6
11.434
41.
Plans orientation programs for new faculty
members
6
13.682*
42.
Participates in evaluation of faculty members
2
2.791
43.
Interviews all perspective faculty members.
. 6
3.043
44.
Discuss with faculty their teaching
responsibilities
6
1.252
Involve faculty members in curriculum
developments
6
14.150*
46.
Attends faculty meetings
6
4.875
47.
Encourages faculty members to use new teaching
methods
4
5.297
48.
Evaluates the curriculum
4
3.042
49.
Counsels with faculty members about course
content
4
2.229
.4
4.831
45.
50.
Assist the faculty in developing course .
objectives
51.
Determine faculty teaching loads
6
6.244
52.
Develop faculty in-service programs
6
10.464
* Indicates where there is a significant difference
.
66
SUMMARY
A description of the data collected from the questionnaire is
presented in this chapter in order to determine how a selected number
of community junior college presidents perceive their responsibilities
and to compare the presidents' perceptions with how the deans of
instruction and presidents of the faculty associations perceive the
president's role.
The narrative in this chapter includes an analysis of how the'
three groups perceive the six major categories that the presidents'
responsibilities were divided for this study.
A Chi Square and an
Analysis of Variance Test were used as the major tools for the evalua­
tive comparisons made of the three groups' responses to the questions
found in the survey for this study.
Chapter 6
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
SUMMARY
The purposes of this study were':
(I) to identify what the
community junior college authorities said were the president's important
responsibilities; (2) to determine how a selected number of community
junior college presidents perceived their responsibilities according to
the degree of importance; (3) to compare the presidents' perceptions
with the views of their immeidate administrative subordinates, the deans
of instruction, according to the degree of importance; and (4) to
compare how the presidents, of the faculty associations perceived the
responsibilities of the president according to the degree of importance.
Today's educational authorities have written an enormous amount
of literature on public school administration, but very little litera­
ture on community junior college administration.
The field of adminis­
tration in our two-year post-secondary institutions shows a real need
for more research to be done and for a definite division of research
between the president's role and the other administrator's responsibili­
ties.
The importance of this study is threefold:
1.
To assist the new community junior college presidents in
perceiving their responsibilities.
2.
To assist those community junior college presidents who
68
have been in this position for five years or more in identifying their
changing responsibilities.
3.
To assist those four-year colleges and universities, who
have leadership training programs for community junior college presi­
dents, in identifying whether their curriculum is meeting the needs of
the changing responsibilities of those two-year chief executives.
The study was limited to the public community junior colleges
located in Nebraska, Kansas, South Dakota, North Dakota, Montana, Iowa,
and Wyoming.
The number of colleges participating in the study were
seventy-two.
The investigation was limited to the presidents, deans of
instruction,
and the presidents of the faculty associations.
The review of literature that was selected for this study was
divided into three basic categories:
(I) Historical Review, (2) The
Role of the Community Junior College, and (3) The Responsibilities of
the President.
The investigation used various unpublished dissertations
on the role of the president, memoirs written by. the presidents, written
reports on special leadership conferences for presidents, ERIC Reports,
and various chapters in books on higher education administration.
The methods, and procedures of this investigation was organized
into five major subtopics which include:
(I) introduction, (2) popula­
tion description and sampling procedures, (3) method of collecting data,
(4) statistical null hypotheses, and (5) summary of procedures.
The questionnaire used in this study was modeled from a survey
69
that was done by William G. Shannon in 1962.
Shannon investigated in
his research the role of the public community college presidents as it
was perceived by the presidents themselves.
In his study, emphasis was
placed on comparison of actual and preferred frequencies of personal
involvement in twelve areas of administration.
The data used for this investigation was collected from three .
primary sources.
The first source of information was obtained from the
college presidents.
The second and third sources of information were
collected from the deans of instruction and the presidents of the
faculty associations.
The responsibilities of the community junior
college presidents were divided into six major categories for this
survey, and they are as follows:
1.
Administrative Services
2.
Student Services
3. .Governing.Board
4.
Public Relations
5.
Physical Plant Facilities
6.
Instructional Services
The data collected for this study was compiled and presented in
a statistical presentation and descriptive narrative.
The statistical
presentation was used to test the following null hypotheses:
I.
There are no significant differences among the three groups
as to their responses to the administrative categories.
70
2.
There are no significant differences in the responses of the
participants among the six administrative categories.
3.
There are no significant differences among the three groups
within the six administrative categories.
4.
There are no significant differences among the three groups
on how they responded to each of the individual items on the question­
naire.
There were seventy-two community junior colleges involved in
this study.
A total of 216 questionnaires were mailed to the subjects
participating in this study.
Eighty-six per cent of the participants
returned their questionnaires.
Thirty-three per cent of the presidents who participated in
this study denoted that their present age was between the ages of fortyfive to fifty years old, while 36 per cent adumbrated they, were between
the ages of thirty-five to forty years old when they became presidents
for the first time in their career.
It was also noted that 88 per cent of the presidents had not
been chief executives at another two-year college before accepting their
present position.
Twenty-four per cent of the presidents denoted that
they were deans of instruction before becoming a president for the first
time.
'
The study found that there were significant differences among
how the presidents, the deans of instruction, and the presidents of the
71
faculty associations perceived the responsibilities of the chief
executive.
The four null hypotheses in this study were reported to he
rejected because of the, significant differences found in how the three
groups perceived the presidents' responsibilities.
The study also noted that the most important duty of the
president is his responsibilities in working with the governing board.
The second most important duty of the president is his public relations
responsibility.
The areas of instructional and student services were perceived
by the three groups to be the least important in the president's
responsibilities.
CONCLUSIONS
,
After a thorough analysis of the data obtained for this study,
the following conclusions are presented:
1.
There was a very small number of chief executives who were
presidents at another community junior college prior to assuming their
present positions.
The investigator believes that most of the presidents
were deans of instruction in the same institution that they are now the
chief executives.
2.
The study revealed.that your chances of becoming a community
junior college president after you have been a dean of instruction with
a doctor's degree in higher education is good.
72
.3.
The presidents showed the highest overall ranking of their
responsibilities.
The deans of instruction were second, and the
presidents of the faculty associations were third.
4.
The responses of the participants among six administrative .
categories showed the highest significant differences.
5.
..
The most important responsibilities the president must
perform is to work with the Board of Governors.
The investigator
feels that there is a real need for the presidents to have more formal
training on how,to work with the Board of Governors.
6.
The three groups ranked instructional and student services .
as the least important in regard to the responsibilities of the presi­
dent.
The low ranking of these two important administrative categories
is of real concern to the writer.
Both instructional and student
services should be considered as the heart of the community junior
college. ■ The writer believes that these two administrative areas' should
play an important role in the overall responsibilities of the two-year
presidents.
. RECOMMENDATIONS.
Based upon an extensive review of related professional litera­
ture., information compiled by the study on the president's responsibili­
ties, and conclusions drawn from.the analysis of study results, the
following recommendations are offered:
I
73
1.
It is recommended that parallel studies be made on the
national level to further explore the role of the president in the twoyear community junior colleges.
2.
It is recommended that colleges and universities strengthen
and broaden their training programs for the two-year college presidents.
Their curriculum should include additional instruction in what role the
president plays in student and instructional services.
3.
It is recommended that special leadership workshops be
given for the two-year college presidents where emphasis is placed upon
how to .work with a Board of Governors.
. 4.
It is recommended that more research be done to clearly
define the president's role as related to other administrator's roles.
5.
It is recommended that the seventy-two participating
community junior colleges develop a job description that very clearly
defines the president's responsibilities and give it to all campus
staff members.
APPENDICES
75
APPENDIX A
Cover Letter for Questionnaire
Dear Colleague:■
The reason for this letter is to request your assistance in securing
information for a research study concerning how a selected number of
community college presidents, geographically located in rural agricul
tural. states, perceive their responsibilities. The basic purpose of
this study is to compare the presidents’ perceptions with the views
of their immediate administrative subordinates,, the deans of instruc­
tion, and the presidents of the faculty association.
Your participation in this study will only involve you in completing
the enclosed questionnaire. This questionnaire should take only ten
.minutes of your time.
The code number that you find in the upper left hand corner of the
questionnaire is being used to identify those colleges who have not
returned the questionnaire. All information will be kept strictly
confidential and will be treated in a professional and ethical manner.
Please return the completed questionnaire in the enclosed selfaddressed. stamped envelope as soon as possible.
Sincerely,
John N. Harms
76
APPENDIX B
Follow-up Cover Letter for Questionnaire
Dear Colleague:
Several weeks ago, you received a questionnaire pertaining to how you
perceived the community junior colleges' presidents' responsibilities.
The responses have been good, but they are still.below the eighty per
cent needed for a valid study. In order to meet the established
deadline for my dissertation, I need your questionnaire as soon as
possible.
If you have not mailed the questionnaire, please do so at your earliest
convenience? Thank you for your assistance.
Sincerely,
John N. Harms
77
APPENDIX C
Community Junior College Presidents' Questionnaire
Section I : General Information
Please respond to the following questions concerning some personal
information and your present position.
• A.
VJhat is your present age? ______
B.
At what age did you assume your first presidency? ______
C.
Have you been a president at another community junior college
prior to assuming your present position?
No ______ Yes _____
D.
Your last previous position held before you accepted your
•present position _____________________________________________
E.
What is your official title?
1.
2.
3.
4.
5.
F.
___
___
___
___
___
____________________________
Highest earned degree held
1.
2.
3.
4.
5.
G.
President
Chancellor
Provost
Superintendent
Other (please specify)
Baccalaureate
Masters
Educational Specialist
Doctorate
Other (please specify)
Area of educational specialization for highest degree earned
1.
2.
3.
4.
5.
6.
7.
Higher Education
Secondary Education
Elementary Education
Humanities
Social Science
Science/Mathematics
Other (please specify)
___
___
___
___
___
___
___
_______________ ,
__________
78
II. Section II: Responsibilities of a Community Junior College
President
•The responsibilities of a Community Junior College President have
been clustered into six categories' (A-F) in this section. Please
circle the number on each item which best represents the importance
you place upon it as a responsibility of a Community Junior College
President.
The scale for each item is as follows:
1 --------------------- no importance
2 ----------- '--------- little importance
3 ------------ :-------- important
4 --------------------- very important
A . ' Administrative Services
I.
Involve faculty members in budget preparation
I
2
3
4
2.
Involve administrative staff in budget
preparation
I
2
3
4
Discuss the budget problems with the
administrative staff
I
?
3
4
Discuss the budget problems with the faculty
members at a faculty meeting
I
2
3
4
Review the final budget preparation with the
administrative staff before it is submitted
to the governing board
I
2
3
4
Work closely with the business manager on
all fiscal matters
I
2
3
4
Plan all fund raising campaigns for the .
college
I
2
3
4
8.
Determine college tuition to be charged
I
2
3
4
9.
Negotiate directly with the faculty association in regard to their annual salary
increment
1 2
3
4
3.
4.
5.
6.
7.
79
10.
Negotiate directly with each administrator
in regard to their annual salary increment
I
2
3
4
!I-
Prepares accreditation materials '
I
2
3
4
Develops the college faculty handbook
I
2
3
4
'I
2
3
4
• 12.
13.
B.
Student Services
14.
C.
' •
Works on the state level with senators in
regard to legislation dealing with the
community junior colleges
Confers with the Dean of Students about
student problems
I
2. 3
4
15.
Recruits prospective college students
I
2
3
4
16.
Meets with the student council to keep them
informed about college developments
I
2
3
4
17. • Encourage students to visit the president's
office
I
2
3
4
18.
Counsel individual students
I
2
3
4
19.
Supervises student discipline cases
I
2
3
4
20.
Plans the admissions policy
I
2
3
4
21.
Plans the placement service
I
2
3
4
22.
Makes student enrollment projections
I
2
3
4
I
2 .3' 4
Governing Board
23.
Works closely with board committees
24.
Keeps the board president informed about
all important college matters
25.
Develops the agenda for all board meetings
26.
Plans orientation programs for the new
board members
. I
'I
2
3
4
2. 3
4
2. 3
4
*
I
80
27.
D.
1 2 3
4
1 2 3
4
Develops the overall building plan for the
college
1 2 3
4
30.
Inspects the physical plant facilities
1 2 3
4
31.
Interviews all.possiblestaff
Physical Plant Facilities*
•
28.
29.
E.
Attends local, state, regional and national
meetings with board members dealing with
community junior college matters
Works closely, with the superintendent of
•maintenance and grounds of physical plant
problems
■
members
I
23 4
Public Relations
32.
33.
34.
35.
36.
37.
38.
Acts as the. major publicrelations officer
for the college
Informs the public about the educational
policies of the college
1 2
3. 4
. 1 2 3
4
Speaks often to civic organizations, about
the college
1 2 3
4
Encourages the faculty and administrative
staff to join civic organizations in the
community on special problems
1 2 3
4
Serves as 'a resource person to thecommunity
on special problems
1 2 3
4.
Belongs to civic organizations, such as
Chamber of Commerce, Rotary, etc.
1 2 3
4
Attends alumni meetings
1 2 3
4
81
Instructional Services
39.
Teach a college class
I
2
3
4
40.
Releases' faculty.members
I
2
3
4
41.
Plans orientation programs for new faculty
members
I
2
3
4
42.
Participates in evaluation of faculty
members
I
2
3
4
43.
Interviews all perspective faculty members
I
2
3
4
44.
Discuss with faculty their teaching •
responsibilities
I
2
3
4
Involve faculty members in curriculum
developments
I
2
3
4
46.
Attends faculty meetings
I
2
3
4
47.
Encourages faculty members to use new
teaching methods
I
2
3
4
48.
Evaluates the curriculum
I
2
3
4
49.
Counsels with faculty members about course
content
I
2
3
4
Assist the faculty in developing course
objectives
I
2
3
4
51.
Determine faculty teaching loads
I
2
3
4
52.
Develop faculty in-service programs
I
2
3
4
I
45.
50.
82
APPENDIX D
Deans of Instruction and Presidents of the
Faculty Associations Questionnaire
I.
Section I;
Responsibilities of a Community Junior College
President
The responsibilities of a Community Junior College President have
been clustered into six categories (A-F). Please circle the
number on each item which best represents the importance you place,
upon it as a responsibility of a Community Junior College President.
The scale for each item is as follows:
1
------------------ no importance
2 ----------------------
little importance
3 ----------------------
important
4 ---------------------- very important
A.
Administrative Services
I.
Involve, faculty members in budget preparation
I
2
3
4
2.
Involve administrative staff in budget
preparation
I
2
3
4
Discuss the budget problems with the
administrative staff
I
2
3
4
Discuss the budget problems with the faculty
members at a faculty meeting
I ’2
3
4
Review the final budget preparation with the
administrative staff before it is submitted
to the governing board
I
2
3 ■4
Work closely with the business manager on
all fiscal matters
I
2
3
4
Plan all fund raising campaigns for the
'
■ college
I
2
3
4
Determine college tuition to be charged
I
2
3
4
3.
4.
5.
6.
7.
8.
83
9.
Negotiate directly with the faculty associa­
tion in regard to their annual salary
increment
I
2
3 ■4
Negotiate directly with each administrator
in regard to their annual salary increment
I
2
3
4
11.
Prepares accreditation materials
I
2
3
4
12.
Develops the college faculty handbook
I
2 .3
4
13.
Works on the state level with senators in
regard to legislation dealing with the
community junior colleges
I
2
3
4
.Confers with the Dean of Studehts about
student problems
I
2
3
4.
Recruits prospective college students
I
2
3
4
16. • Meets with the student council to keep them
informed about college developments
I
2
3
4
Encourage students to visit the president's
office
I
2
3
4
18.
Counsel individual students
I
2
3
4
19.
Supervises student discipline cases
I
2
3
4
.20.
Plans the admissions policy
I
2
3
4
21.
Plans the placement service
I
2
3
4
22.
Makes student enrollment projections
I
2
3
4
10.
Student Services
14.
15.
17.
Governing Board
23.
Works closely with board committees
I
2
3
4
24.
Keeps the board president informed about
all important college matters
I
2
3
4
84
25.
Develops the agenda for all board meetings
I
2
3
4
26.
Plans orientation programs for the new
board members
I
2
3
4
Attends local, state, regional and national
meetings with board members dealing with
.community junior college matters
I
2
3
4
Works closely with the superintendent of
maintenance and grounds of physical plant
problems
I
2
3
4
Develops the overall building plan for the
college
I
2
3
4
30.
Inspects the physical plant facilities
I
2
3
4
31.
Interviews all possible staff members
I
2
3
4
Acts as the major public relations officer
for the college
I
2
3
4
Informs the public about the educational
policies of the college
I
2
3
4
Speaks often to civic organizations about
the college
I
2
3
4
Encourages the faculty and administrative
staff to join civic organizations in the
community on special problems
I
2
3
4
Serves as a resource person to the community
on special problems
I
2
3 ,4
Belongs to civic organizations, such as
Chamber of Commerce, Rotary, etc.
I
2
3
4
Attends alumni meetings
I
2
3
4
27.
Physical Plant Facilities
28.
'29.
Public Relations
32.
33.
34.
35.
36.
37.
38.
85
F.
Instructional Services
39.
Teach a college class
I
2
3
4
40.
Releases faculty members
I
2
3
4
41.
Plans orientation programs for new faculty
members
I
2
3
4
Participates in evaluation of faculty
members
I
2
3
4
43.
Interviews all perspective faculty members
I
2
3
4
44.
Discuss with faculty their teaching
responsibilities
I
2
3
4
Involve faculty members in curriculum
developments
I
2
3
4
Attends faculty meetings
I
2
3
4
Encourages faculty members to use naw
teaching methods
I
2
3
4
48.
Evaluates the curriculum
I
2
3
4
49.
Counsels with faculty members about course
content
I
2
3
4
Assist the faculty in developing course
objectives
I
2
3
4
51.
Determine faculty teaching loads
I
2
3
4
52.
Develop faculty in-service programs
I
2
3
4
42.
45.
46.
.
47.
50.
APPENDIX E
Chi Square Tables.for Each. Item
on the Questionnaire
87
Table 17
Responses to Item I
Involve Faculty Members in Budget Preparation
I.
Presidents
2.
Deans of Instruction
3.
Presidents of the Faculty Associations
X2 =
2
3
4
9
43
15
8
' 37
17
7
29
21
Degrees of Freedom =
3.2757797
•
4•
Table 18
Responses to Item 2
Involve Administrative Staff in Budget Preparation
3
4
I.
Presidents
22
45
2.
Deans of Instruction
20
42
3.
Presidents of the Faculty Associations
15
42
X2 =
.72983778
Degrees of Freedom =
2
Table 19
Responses to Item 3
. Discuss the Budget Problems with the Administrative Staff
3 .
4
I.
Presidents
16
51
2.
Deans of Instruction
15
47
3.
Presidents of the Faculty Associations
14
43
X2 =
.0077832565
Degrees of Freedom =
2
88
Table 20
Responses to Item 4
.Discuss the Budget Problems with the Faculty Members
At a Faculty Meeting
I.: Presidents
'2.
Deans of Instruction
3.
Presidents of the Faculty Associations
X2 =
.3
4
. 29
34
9
35
18
10
24
23
4 ■
Degrees o f .Freedom =
9.1005430
- .
2
4
Table 21
Responses to Item 5
Review the Final Budget Preparation With the Administrative Staff
Before It Is Submitted to the Governing Board
2
3
4
I.
Presidents
3
. 14
50
2.
Deans of Instruction
4
15
42
3.
Presidents of the Faculty Associations
2
22
33
X2 =
Degrees of Freedom =
5.6867609
■
4
•
Table 22
Responses to Item 6
Work Closely With the Business•Manager on All Fiscal. Matters
3
4
6
61
I.
Presidents
2.
Deans of Instruction
14
3.
Presidents of the Faculty Associations
17
X2 =
9.0924959
.
Degrees of Freedom =
49 .
39..
2
89
Table 23
Responses to Item 7
Plan All Fund Raising Campaigns for the College
I.
Presidents
2.
Deans of Instruction
3.
Presidents of the Faculty Associations
I
2
3
5
13
34
•I
13
29
3
24
20
4'
14
'
10
Degrees of Freedom =
X2 = 12.496199
17
6
Table 24
. .
Responses to Item 8
■-
Determine College Tuition to be Charged
• I
2
3
4
I.
Presidents
5
11
32
18
2.
Deans of Instruction
2
16
34
10
3.
Presidents of the Faculty Associations
3
18
30
6
2
X^ = 9.1837902
Degrees of Freedom =
6
Table 25
Responses to Item .9
Negotiate Directly With the Faculty Association in Regard
to Their Annual Salary Increment
I
2
3
12
21
22
10
,
4
I.
Presidents
2.
Deans of Instruction
9
16
23
12
3.
Presidents of the Faculty Associations
9
10
. 16
21
X2 = 10.220115
Degrees of Freedom =
6
90
Table 26
Responses Co Item 10
Negotiate Directly With Each Administrator in Regard
to Their Annual Salary Increment
I.
Presidents
2.
Deans of Instruction
3.
Presidents of the Faculty Associations
I
2
6
14
27
19
. 0
11
23
28
8
8
22
18
3'
Degrees of Freedom =
X2 = 11.777805 .
4
6
Table 27 ■
Responses to Item 11
Prepares Accreditation Materials
I
2
3
4
I.
Presidents
4
17
36
10
2.
Deans of Instruction
9
14
29
ii
3.
Presidents of the Faculty Associations
4 '
13
29
9
Degrees of Freedom =
X2 = 3.4575195
6 ■
Table 28
Responses to Item 12
Develops the College Faculty Handbook
2
• 3
4
■ 10 '
23
25
.9
16
20
19 .
8
8
23
21
3
I
I.
Presidents
2.
Deans of Instruction
3.
Presidents of the Faculty Associations
X
= 6.2244778
Degrees of Freedom =
6
91
Table 29
Responses to Item 13
Works on the State Level with Senators in Regard to Legislation
Dealing With the Community Junior Colleges
3
4
I.
Presidents
18
47
2.
Deans of Instruction
11
52
3.
Presidents of the Faculty Associations
16
38
Degrees of Freedom =
X2 = 2.7918568
2
Table 30
Responses to Item 14
Confers With the Dean of Students About Student: Problems
2
3
4
I.
Presidents
2.
Deans of Instruction
14
27
22
3.
Presidents of the Faculty Associations
16
29
10
X2 =
7
29
Degrees of Freedom =
11.988073
4
Table 31
Responses to Item 15
Recruits Prospective College Students
I
2
3
4
I.
Presidents
12
26
24
4
2.
Deans of Instruction
21
32
7
3
3.
Presidents of the Faculty Associations
13
28
12
2
X2 - 13.446119
Degrees of Freedom =
6
92
Table 32
Responses to Item 16
Meets With the Student Council to Keep Them Informed
_____________ About College Developments___________
I.
Presidents
2.
Deans of Instruction
3.
Presidents of the Faculty Associations
X2 =
11.220779
I
2
3
4
5
20
36
6
■ 13
17
27
6
2
14
34
. 5
Degrees of Freedom. =
•
6
Table 33
Responses to Item 17
Encourage Students to Visit the President's Office
2
3
4
I.
Presidents
11
36
19 .
2.
Deans of Instruction
19
24
20
3.
Presidents of the Faculty Associations
18
25
12
Degrees of Freedom =
X2 = 6.5594177
4
Table 34
Responses to Item 18
Counsel Individual Students
I
2
3
I.
Presidents
20
27
20
2.
Deans of Instruction
34
20
9
3.
Presidents of the Faculty Associations
26
17
12
X2 = ■ 9.0286668
Degrees of Freedom =
4
93
Table 35
Responses to Item 19
Supervises Student Discipline Cases
' I
■2
3
I.
Presidents
24
36
7
2.
Deans of Instruction
31
27
4
3.
Presidents of the Faculty Associations
25
19
io
X2 = 7.6856422
Degrees of Freedom = 4
Table 36
Responses to Item 20
'
Plans the Admissions Policy
:
I
2
3
4
9
32
22
4
I.
Presidents
2.
Deans of Instruction
14
32
14 .
3
3.
Presidents of the Faculty Associations
11
27
16
I
X2 =
Degrees of Freedom =
4.1122551
6
Table 37
Responses to Item 21
Plans the Placement Service
:
I
2
3
I.
Presidents .
14
39
14 .
2.
Deans of Instruction
23
31
8
3.
Presidents of the Faculty Associations
16
27
12
X2 " 5.1306906
Degrees of Freedom =
4
94
.Table"38
Responses to Item 22
Makes Student Enrollment Projections
I.
Presidents
2.
Deans of Instruction
3.
Presidents of the Faculty Associations
I
2
3
4
4
19
27
17
10
17
25
11
4
15
28
8
Degrees of Freedom =
X2 = 6.8653898
6
.
Table 39
Responses to Item 23
Works Closely With Board Committees
3
4
I.
Presidents
15
.51
2.
Deans of Instruction
10
53
3.
Presidents of the Faculty Associations
17
37
Degrees of Freedom =
X2 = 4.0088387
2
Table 40
Responses to Item 24
Keeps the Board President Informed About
All Important College Matters
3
4
I.
Presidents
5
62 .
2.
Deans of Instruction
6
57
3.
Presidents of the Faculty Associations
14
41
9.6670237
Degrees of Freedom =
2
95
Table 41
Responses to Item 25
Develops the Agenda for All Board Meetings
2
3
4
I.
Presidents
I
12
54
2.
Deans of Instruction
2
14
47
3.
Presidents of the Faculty Associations
5
22
28
Degrees of Freedom =
X2.= 14.658992 '
4
Table 42
Responses to Item 26
Plans Orientation Programs for the New Board Members
2
3
4.
I.
Presidents
4
24
2.
Deans of Instruction
3
15
44'
3.
Presidents of the Faculty Associations
10
24
21
v2
x = .15.725706
.. 39
Degrees of Freedom =
4
Table 43
Responses to Item 27
Attends Local, State, Regional and National Meetings with Board
Members Dealing With Community Junior College Matters
2
3
4
23
36
I.
Presidents
8 '
2.
Deans of Instruction
4
. 18
4.2
3.
Presidents of the Faculty Associations
4
. 23
27
v2
x . ° 4.5647650 .
.
Degrees of Freedom. =
4
'
96
Table 44
Responses to Item 28
Works Closely With the Superintendent of Maintenance
and Grounds.of Physical Plant Problems
I
2
3
4
I.
Presidents
6
15
28
18
2.
Deans of Instruction
4
21
. 29
9
3.
Presidents of the Faculty Associations
4
19
24
8
Degrees of Freedom =
X2 = 5.8603935
6
Table 45
Responses to Item 29
Develops the Overall Building Plan for the College
2
3
4
I.
Presidents
6
27
34
2.
Deans of Instruction
9
27
26
3.
Presidents of the Faculty Associations
7
29
19
X2 = 3.8248672 ■
Degrees of Freedom =
4
Table 46
Responses to Item 30
Inspects the Physical Plant Facilities
I
2
3
4
I.
Presidents
5.
26
26
10
2.
Deans of Instruction
8
17
30
8
3.
Presidents of the Faculty Associations
5
23
22
5
X2 = 4.5647402
Degrees of Freedom =
6
97
Table 47
Responses to Item 31
Interviews All Possible Staff Members
I.
Presidents
2.
Deans of Instruction
3.
Presidents of the Faculty Associations
I
2
9
29
19
9
12
18
21
11 ;
5
12
24
14
Degrees of Freedom =
X2 = 11.252027
4
3 .
6
Table 48
Responses to Item 32
Acts as the Major Public Relations Officer for the College
I.
Presidents
2.
Deans of Instruction
3.
Presidents of the Faculty Associations
2
x - = 5.2314987
I
2
3
■ .4
5
7
23
32
I
5
23
34
3
7
25
22
Degrees of Freedom =
6
Table 49
Responses to Item 33
Informs the Public About the Educational Policies
of the College
2
3
4. •
I.
Presidents
5
24
38
2.
Deans of Instruction
4
20
38
3.
Presidents of the Faculty Associations
8
26
23
X2 = 6.3761520
Degrees of Freedom =
4
98
Table 50
Responses to Item 34
Speaks Often to Civic Organizations About the College
2
I.
Presidents
2
2.
Deans of Instruction
3.
Presidents of the Faculty Associations
'
4
24
41
2
18
43
4
23
30
.
Degrees of Freedom = 4
X2 = 3.8684187
,
3'
Table 51 •
Responses to Item 35
• .Encourages the Faculty and Administrative: Staff to Join Civic
Organizations in the Community on Special Problems
2
3
4
I.
Presidents
9
34
2.
Deans of Instruction
7
34
24 )
22
3.
Presidents of the Faculty Associations
13
24
20
Degrees of Freedom = 4
X2 = 3.8449030
Table 52 .
Responses to Item 36
Serves as a Resource Person to the Community
on Special Problems
2
3
4
I.
Presidents
7 .
23
27
2.
Deans of Instruction
5
28
30
3.
Presidents of the Faculty Associations
I
32
22
X
2
a 6.6904163
Degrees of Freedom = 4
99
Table 53
Responses to Item 37
.Belong to Civic Organizations, Such As
Chamber of Commerce, Rotary, Etc.
I . ' Presidents
2
3
.4
31
32 '
,
4
2.
Deans of Instruction
6
20
37
3.
Presidents of the Faculty Associations
8
■ 27
22
Degrees of Freedom = 4
X2 = 6.8632212
Table 54
Responses to Item 38
Attends Alumni Meetings
I
2
3
4
I.
Presidents
5
10
29
21
2.
Deans of Instruction
I
7
31
21
3,
Presidents of the Faculty Associations
5
7
25
19
X2 -
Degrees of Freedom = 6
3.8007288
Table 55
Responses to Item 39
Teach a College Class
I
2
3
I.
Presidents
29
22
14
2.
Deans of Instruction
31
22
. 10
3.
Presidents of the Faculty Associations
25
18
14
X2
Degrees of Freedom = 4
1.4761705
100
Table 56
Responses to Item 40
Releases Faculty Members
I
2
3
4
.7
15
22
20
5
31
17
13
28
8
I.
Presidents
2.
Deans of Instruction
8
3.
Presidents of the Faculty Associations
6 .
Degrees of Freedom - 6
X2 = 11.434586
.Table 57
Responses to Item 41
Plans Orientation Programs for New Faculty Members
I.
Presidents
2.
Deans of instruction
3.
Presidents of the Faculty Associations
I
2
3
4
7
26
29
4
13
25
14
11
5
25
23
4 ■'
Degrees of Freedom = . 6
X2 = 13.682484
Table 58
Responses to Item 42
Participates in Evaluation of Faculty Members
3
4
I.
Presidents
16
38
2.
Deans of instruction
11
52
3.
Presidents of the Faculty Associations
18
47
X2 = .2.7918568
Degrees of Freedom = 2
101
r
Table 59
Responses to Item 43
Interviews All Perspective Faculty Members
I
2 '
4
24 .
26 ■ .
11
21
23
■ 6 ..
26
20
I.
Presidents *
7
' 8
2.
Deans of Instruction
8
5
3. .Presidents of the Faculty Associations
3
,
O-
Xr = 3.0431538
.Degrees of Freedom = 6
'
.
Table 60
Responses to Item 44
Discuss With Faculty Their Teaching Responsibilities
’I
2
I.". Presidents
7
28
2;: Deans of Instruction
8
21
23 ■
3.
7
21
.20
Presidents of the Faculty Associations
2
x
4
3 ■
. 22
'9
11 '
9
Degrees of Freedom = 6
= 1.2528658 •
Table 61
Responses to Item 45
■ Involve Faculty Members in Curriculum Developments
"I
2
3
-4
.24
32
23 :
I
2.
Presidents
.xl
Deans of Instruction
6
16
18
3.
Presidents of the Faculty Associations
2
. "4
20
I.
X2 = 14.150691
•••
9 ’
.31
Degrees of :
Freedom = 6' .
102
Table 62
Responses to Item 46
Attends Faculty Meetings
I
2
3
4
I.
Presidents
4
15
22
26
2.
Deans of Instruction
3
17
21
22
3.
Presidents of the Faculty Associations
4
13
26
13
Degrees of Freedom = 6
X2 = 4.8753014
Table 63
Responses to Item 47
Encourages Faculty Members to Use New Teaching Methods
2
3
4
8
27
31
I.
Presidents
2.
Deans of Instruction
12
31 .
20
3.
Presidents of the Faculty Associations
12
28
17
Degrees of !Freedom = 4
X2 = 5.2971973
Table 64
Responses to Item 48
Evaluates the Curriculum
2
3
4
I.
Presidents
18
. 30
18
2.
Deans of Instruction
18
31
14
10
33
14
3. , Presidents of the Faculty Associations
X2 = 3.0420656
Degrees of Freedom = 4
103
Table 65
Responses to Item 49
.Counsels With Faculty Members About Course Content
I
2
3
I.
Presidents
20
30
15
2.
Deans of Instruction
22
30
10
3.
Presidents of the Faculty Associations
21
22 ■'
14
2
x
Degrees of Freedom = 4
= 2.2291822
Table 66
Responses to Item 50
Assist the Faculty in Developing Course Objectives
I
2
3
I.
Presidents
14
37
14
2.
Deans of Instruction
22
29
12
3.
Presidents of the Faculty Associations
22
24
11
2
X
Degrees of Freedom = 4
= 4.8314285
Table 67
Responses to Item 51
■
Determine' Faculty Teaching Loads
I •
I. Presidents
2.
Deans of Instruction
3.
Presidents of the Faculty Associations
X2 » 6.2440090
2
3 . 4
5
19
35
6
11 .
19
24
9.
8
20
21
8
Degrees of Freedom =
6
104
Table 68
Responses to Item 52'
Develop Faculty In-Service Programs'
I.
Presidents
2.
Deans of Instruction
3.
Presidents of the Faculty Associations
X2 = 10.464880
I
2
3
4
4.
16
41
5
10
22
25
6
4
17
27
9
Degrees of Freedom = 6
.
.
LITERATURE CITED
LITERATURE CITED
A Digest' of Reports of the Carnegie Commission on Higher Education.
New York: McGraw-HiH Book Company, 1974.
A Restudy of the Needs of California in Higher Education.
California State Department of Education, 1955.
Sacramento:
Blackwell, Thomas E. College and University Administration.
The Center for Applied Research in Education, 1966.
New York:
Blocker, Clyde E., Robert H. Plummer, and Richard C. Richardson, Jr.
The Two-Year College: A Social Synthesis. New Jersey: PreriticeSall, Inc., 1965.
Brunner, Ken A . . Historical Development of the Junior College Philosophy," Junior College Journal, 40 (April, 1970), 30-32.
Carnegie Commission of Higher Education. The Open Door Colleges:
Policies for Community Colleges. New York: McGraw-Hill Book
Company, 1570.
Chinri, Robert. "The Utility of System Models and Developmental Models ■
for Practitioners," In.the Planning of Change, eds. Warren G.
Berinis, Kenneth D. Bonnet, and Robert Chinn. New York: Holt,
Rinehart, and Winston, Inc., 1961.
Cohen, Arthur M. -, and John E. Roueche. 'Institutional Administrator or
Educational Leader? The Junior College President. Washington,
D. C., Monograph Series: American Association of Junior Colleges,
1969.
Crawford, Ferris. "A Twentieth Century Institution: The Community
College." Paper read at Southwestern College.Agreement Conference,
Battle Creek, Michigan, November 16, 1961.
Deloache, Dan Franklin. "Attitudes and Opinions of Faculty Members and
Junior College Presidents Toward Selected Descriptions of the
Office of College President’s." Unpublished Doctor’s Dissertation,
The University of Oklahoma, 1966.
Dodds, Harold W. The Academic President: Educator or Caretaker?
York: McGraw-Hill Book Company, 1962.
Eells, Walter C. The Junior College. New York:
Company, 1931.
New
Houghton Mifflin •
107
Eisner, Paul A. "The Presidential Prism: Four Views." A paper read
at the Junior College Leadership Program. President's Institute.
■Scottsdale, Arizona (May 6, 1969) , 3-5.
Fields,'Ralph R. The Community College■Movement.
Hill Book Company, 1962. "
~
New York:
McGraw-
Gerber, Daniel R. "William Watts Folwell and the Idea of the Junior
College," Junior College Journal, 41 (March, 1971), 50-53.
Gillie, Angelo C. (ed.) "The Role of the Community College Presidents."
A.Composite of Presentations Made by Four Community College Presi­
dents for the Course Entitled: •The Technical Community College.
The Graduate School of Education, State University of Brunswick,
(September 26, 1967), 1-14.
Gleazer,- Edmund, Jr. (ed.) American Junior Colleges. Washington:
American Council of Education, 1967. ■ '
~
Gleazer, Edmund J. Jr. !!Junior College Explosion," American Education,
V (January, 1969), I.
Gleazer, Edmund J. Jr. This Is the Community College.
Houghton Mifflin Company, 1968.
Boston:
Graham, Robert Gene. "The Junior College President's Job: Analysis of
Perceived Job Ferformance and Possible Influencing Variables."
Unpublished Doctor's Dissertation, The University of Texas, 1965.
Hillway, Tyrus. "What Professors Want in a President," School and
Society., 87 (June 20, 1959), 306-308.
Hobson, James H. "The Junior College President and Finances." (Ed.)
.. Lamar' B. Johnson, The Junior College President. Occasional Report
. 13. The Junior College Leadership Program, School of Education,
The University of California, (May, 1969), 99.
Johnsoni Lamar B. (ed.). The Junior College President. Occasional
Report 13, Junior College Leadership Program, School of Education,
The University of California, (May, 1969), 30.
"Junior College Research Review," American Association of Junior
Colleges, II (June, 1968), I.
.
Landrith, Harold F. Introduction to the Community Junior College.
Danville: The Interstate Printers and Publishers, Inc., 1971.
108
• Medsker, Leland L., Dale Tillery, and Joseph P. Cosand. Breaking the
Access Barriers. New York: McGraw-Hill Book Company, 1971.
Millet, John D. The Academic Community: An Essay on Organization.
New York: McGraw-Hill Book Company, 1962.
~
'
'
Monroe, Charles; Profile, of.the Community College,’A Handbook.
Francisco: Jossey Bass, Inc., 1972.
.Moore, William, Jr. Blind Man on a Freeway.
• Bass, Inc., 1971.
San Francisco:
San
Jossey
Morgan, Don A. "Implications for.the Junior College Leadership Training
Program Drawn from a. Continuing Study of the Two-Year College
Presidents." Paper in partial fulfillment of the requirements.of
Education 4706, Professor. Lamar B'. Johnson, The University of
California, (December, 1968), 10.
Morgan, Don A. "Perspectives of the Community College Presidency."
Occasional Report 14, Junior College Leadership Program, Graduate School of Education, The University of California, (March, 1970),
3,
Morgan, Don A. "The Junior College President: Role and Responsibili­
ties,P (ed.) Lamar B. Johnson, The Junior College President.
Occasional Report 13, Junior College Leadership Program, School of
Education, The University of California, (May, 1969), 20.
National Society, for the Study of Education. "The Public Junior College,"
Fifty-fifth Yearbook of the National Society for the Study of
• Education. Chicago: National Society for the Study of Education,
, 1956..
.
Newburnj H. K. "The Board Meets the President," Junior College Journal.
35. (November, 1964), 14. '
■ 1973 Community'and Junior College Directory.. Washington, D. C.:
American Association of Community Junior Colleges, 1973.
0 1Connell, Thomas E. Community Colleges:
University of Illinois Press, 1968.
A President's View.
Chicago:
"Phenomenon of the. Sixties,". American Education, .V (January, 1969) , 4.
Price,. Hugh. "The Role of. the Administrator, in/Excellent Teaching,"
■ Junior College Journal, 24 (September, 1953), 37.
109
Reynolds, James W. The Junior College.
Research in Education, 1965.
New York:
Center for Applied
Ricciardi, Nicholas. "Vital Junior College Problems in California,"
Junior College Journal, I (October, 1930), 24-26.
Shannon, William G. "The Community College President, A Study of the
Role of President of the Public Community Junior College."
Unpublished Doctor’s Dissertation, The University of Columbia,
1962. •
Stallworth, Herbert F. "The Junior College President, The Curriculum,
and Instruction," (Ed.) Lamar B. Johnson, The Junior College
President. Occasional Report 13, Junior College Leadership
Program, School of Education, The University of California, (May;
1969), 58.
Stamm, Harlan C. "The Role Expectations of Eighteen California
Community Junior College Presidents Comparative to Three Associa­
tive Reference Groups." Unpublished Doctor's Dissertation, The
New Mexico State University, 1968.
The Philosophy of Education of the Joliet Township High School and
Junior College. Illinois: Joliet Board of Education, 1950.
Thornton, James W. The Community Junior College. New York:
Wiley and Sons, Inc., 1972.
Tunnicliffe, G. W . , and J. S. Ingam. "The College President:
He?" Educational Record, II (Spring, 1969), 190.
John
Who Is
MONTANA STATE UNIVERSITY LIBRARIES
3 17 6 2
001
0782