Role Expectations For Chief Administrators Of Community Services Programs In Selected Community Colleges In The United States

Author : Ronald Earl Kaiser
Publisher :
ISBN 13 :
Total Pages : 216 pages
Book Rating : 4.:/5 (11 download)

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Download or read book Selected Characteristics of Chief Community College Administrators with Regard to Their Behavior Toward Secondary Vocational Education written by Ronald Earl Kaiser and published by . This book was released on 1971 with total page 216 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of the study was to analyze selected characteristics of a sample of chief administrators in community or junior colleges in the nation to determine their attitudes toward secondary vocational education. Samples of chief administrators in public post-secondary institutions which offered shared-time vocational education programs for secondary (high school) students on a part-time basis, as well as a sample of chief administrators in institutions not offering such programs, were included in the study. The president or chief administrator, considered to be an arm of the college Board, was envisioned to be a major initiator of innovation or "change-agent" at the institution. The attitude of the chief administrator toward secondary vocational education was presumed to be a significant factor in adoption or non-adoption of such shared-time programs. The thesis embodied in the study proposed that where it is possible and feasible to provide secondary vocational education programs through the "area vocational center" concept by the community or junior college serving an area, such arrangements would lead to optimum career development for secondary vocational education students. Procedures The data for the study were obtained through the use of a survey questionnaire administered to chief administrators in selected institutions in the nation. The questionnaire was administered to 300 community or junior college presidents in both "offering" and "non-offering" public institutions which do offer post-secondary occupational or vocational education. The F test statistic was used in statistically analyzing the data collected. Secondary data relative to: (1) the administrators' willingness to respond to secondary vocational education at the college and (2) the situational factors bearing on program adoption and operation are displayed. Conclusions In light of the statistical analysis of the study data, the null hypothesis under study--that there is no difference in the favorable attitude toward secondary vocational education between chief administrators of community or junior colleges offering shared-time vocational programs and those not offering such programs--is retained at the .05 probability level. Attitude differentials were evident but were judged not to be of significance. Retention of the null hypothesis suggests examination of factors other than administrative attitude as being of critical importance to the acceptance and operation of shared-time programs. Shared-time vocational programs between high schools and community or junior colleges is a relatively new innovation and represents a concept gaining in favor nation-wide. A number of states are enacting permissive legislation to provide for coordinate functioning between educational agencies and fiscal appropriations to support such cooperative effort. Recommendations It is recommended that further research be directed toward a more critical analysis of discreet differences in attitudes of administrators of post-secondary shared-time programs and administrators not engaged in the shared-time program concept. Further investigation is required to determine other critical factors influencing adoption of the concept. It is recommended that the study be used as a base for development of legislation to allow and support coordination and cooperation of educational agencies to meet the demand for secondary level occupational preparation and vocational education. It is also recommended that the study be used to establish a rationale for educational programs designed to increase the level of understanding and acceptance of shared-time vocational education programs by chief administrators.