A Comparison of Structures and Procedures in Three Adult Education Institutions: Implications for Training.

Abstract

The purpose of this study was to analyze three different forms of Adult Education organizational structures and their functions as they are perceived by those authorities charged with administrative and decision making responsibilities. The study focused on the following specific questions: (1)What are some of the similarities and differences among the organizational structures of the institutions investigated? (2)What is the relationship between the information provided in the published data and the perceptions of the directors/deans in the specific institutions investigated in the study? (3)What are the implications of the data regarding the organizational differences as perceived by the administrators with respect to: (1)the background of the directors in relation to educational preparation and experience, and (2)their perceptions of the nature of the training required? The sample was drawn from the directors/deans of the public school, community college, YMCA, and YWCA adult education programs, the governing boards of each institution, and the chief administrator of each institution. A comprehensive review of the literature regarding organizational structures and administration of adult education programs was conducted and the findings summarized. Each admininistrator was asked to provide in-house documentation containing the policies, procedures, goals, and objectives of their respective institutions. Each member of the sample received a written questionnaire and was also interviewed. The information gathered from the literature review, in-house documentation, and interviews was summarized, compared, and evaluated descriptively. It was apparent that the deans/directors in all four institutions were limited in their knowledge and underst and ing of the organization and its functions. The data indicated agreement in the following areas: (a)the needs of the students were being met, (b)the sources of monies for tax supported organizations (community school and community college), (c)the types of adult education programs offered. There was general agreement among the participants regarding the goals for the community school and community college; however, the statements of goals for the YMCA and YWCA were written in such broad terms that specific comparison between the information provided by the respondents and the written data was not possible. and , there was agreement among the community college respondents regarding the use of a needs assessment and client interest in determining program needs and the individual response for determining course offerings. Confusion was apparent in the following areas: (a)the voluntary organizations regarding the sources and ranking of their financial sources; the confusion was even more evident in the other monetary matters, specifically in the area of budget and salary formulation; (b)disagreement in the community determination; (c)disagreement over program development responsibility; (d)indecision in the community school, YMCA, and YWCA with respect to the individual responsible for determining course offerings; (e)lack of clarity in connection with the chain of comm and ; and (f)confusion in the areas of salary determination, evaluation responsibility, program determination, and responsibility for hiring, firing, promoting and reassigning of personnel. Reference to a classical training model yielded the following components: courses in sociology of organizations with emphasis on structures, goals, organizational change, and method for the study of organizations; fundamental research techniques with emphasis on interpretation, research designs and statistical method; courses in administration. These components were congruent with the outcome of this study with some substantive modifications. The suggested training program would also involve a teaching requirement with adults and an internship for individuals desiring to become an adult education administrator.