A Critical Evaluation Of The Goal Perceptions And Preferences Of Administrators, Board, And Faculty Members Of An Independent System Of Higher Education.

Abstract

This study was a serious attempt to assess the goals of a unique system of independent higher education. The specific focus was to determine whether or not significant differences exist between the goal perceptions and preferences of board members, administrators, and faculty. Goal perceptions emphasize the current is dimension of what an institution's goals are, in contrast to goal preferences which are indicators of what the goals of the institution should be. Twelve colleges of a system owned and operated by The Lutheran Church - Missouri Synod participated in the study. Data were gathered through the use of a five part questionnaire containing fifty-three goal statements. Goals were classified under the broad categories of output and support goals. The questionnaire format and items were based on an original instrument designed by Dr. Edward Gross and Dr. Paul V. Grambsch for their studies of the goals of higher education. An instrument utilized to study the goals of independent higher education in Indiana was an added resource. The questionnaire was distributed to a total population of 630 board, administrators, and faculty members. A response rate of 62.8 percent (395 responses) was achieved. Respondents were requested to rate goals on a five point scale which ranged from of no importance to of absolutely top importance. Two major hypotheses, stated in null form, were tested using appropriate statistical techniques. The hypotheses asserted that no significant differences exist between administrators, faculty, and board members in: (1) their perceptions of institutional goals; (2) their preferences of institutional goals. Perceptions are intended to reflect the present is dimension and preferences the should be dimension of institutional goals. Respondents give highest perceived rankings to goals, emphasizing the preparation of students for churchwork, creating an environment which promotes a Christian lifestyle, and the importance of deepening the theological understanding of students. The highest ranked preferred goals are: creating an environment which promotes a Christian lifestyle, maintaining top quality in all programs, and developing the inner character of students. Goals with major rank differences provide clues to changes in emphasis suggested by respondents. Increased emphasis and importance is suggested for maintaining open communication, rewarding individuals on the basis of contributions to the institution, and insuring good administration. Decreased emphasis is proposed for the preservation of institutional character, promoting loyalty to the Synod, and protecting student freedom. The emphasis on support goals suggests a desire to strengthen institutions and maintain their future viability. A pairwise comparison of board, administrators, and faculty indicates that no significant perceived or preferred differences exist in the student-expressive, student-instrumental, and adaptation goal areas. Statistical procedures employed to test the hypotheses reveal differences, significant at the .05 level, exist between board, administrators, and faculty for the following goal areas: research, direct service, management, motivation, and position. Based on these differences the null hypotheses must be rejected. Respondents rated the influence of sixteen potential decision-makers who might formulate and influence goals. The president of the college, the Board of Control, and the Board of Higher Education are viewed as the primary decision-makers. This study underscores the importance and relevance of the careful assessment and evaluation of the goals of independent higher education.