DOCUMENT RESUME HE 007 092 Feltner, Bill D., Ed.ED 115 188. AUTHOR. TITLE INSTITUTION PUB DATE. NOTE. AVAILABLE FROM. DOCUMENT RESUME. HE 007 092. Feltner, Bill D., Ed. College Administration:

ED 115 188

AUTHORTITLEINSTITUTIONPUB DATENOTEAVAILABLE FROM

DOCUMENT RESUME

HE 007 092

Feltner, Bill D., Ed.College Administration: Concepts and Techniques.Georgia Univ., Athens. Inst. of Higher Education.7155p.Institute of Higher Education, University of Georgia,Athens, Georgia 30601 ($1.00)

EDRS PRICE MF-$0.76 HC-$3.32 Plus PostageDESCRIPTORS Administrative Change; *Administrative Organization;

Administrative Principles; Budgeting; CollegeEnvironment; *Colleges; Curriculum Planning;Educational Assessment; Educational Objectives;*Higher Education; *Junior Colleges; *Planning;Recruitment

IDENTIFIERS *United States (Southeast)

ABSTRACTTen colleges participated in a pf6166t to: (1) help

organize and strengthen administrative teams in developing two-yearand four-year colleges throughout the Southeast; (2) to assistadministrative teams in identifying specific roles for each teammember and in developing are understanding of team responsibilities;and (3) to assist administrative teams in developing a rationale thatwill increase efficiency in the functions of planning, policyformation, evaluation, and continuous review of institutional goalsand their implementalon. The ten colleges were selected on the basisof current potential, diversity, and geographic distribution. Thethree papers included in this document serve as a generalintroduction to the project and discuss: (1) the functions ofadministration in terms of leadership, planning, staffing, budgeting,coordinating, communication, and evaluation; (2) necessary changes inresponse to a more pluralistic society of diverse but co-existingcultures, including curriculum planning, recruiting, and admissionsand the composition of the campus community; and (3) what hashappened at South Georgia College during the two years in whichadministrative officers and faculty were involved in the search for amore effective approach to the operation of the college.(Author/KE)

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College Administration:Concepts and Techniques

L.omse0PP::'

Editor, f31110,Fettner

I Institute of

Higher

',Education

University of Georgia

1971

_ar

U S DEPARTMENT OF HEALTH

EDUCATION &WELFARENATIONAL 'NSTITUTE

OF

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COLLEGE ADMINISTRATION: CONCEPTS

AND TECHNIQUES

Bill D. FeltnerEditor

INSTITUTE OF HIGHER EDUCATIONUniversity of GeorgiaAthens, Georgia 30601

1971

ed

Copyright U 1971by

Institute of Higher EducationUniversity of Georgia

TABLE OF CONTENTS

Page

Introduction 1

Functions of Administration 5

Archie R. DykesChancellor, University ofTennessee, Martin, Martin

Tennessee

Higher Education Needs in theSoutheast: Implications for Administration. . 28

James M. GodardDirector, Institute for HigherEducation Opportunity, Southern

Regional Education BoardAtlanta, Ces-rgia

The Administrative Team: Implementationof the Goals and Objectives ofa College

Denton R. CokerPresident, South Georgia College

Douglas, Georgia

35

Colleges Included in the Year-LongSpecial Project 51

1

INTRODUCTION

The Institute of Higher Education at theUniversity of Georgia has devoted a considerable amountof time and resources to assisting colleges located in

Georgia and other Southeastern states. One of the

major efforts of the Institute has been in the field

of administration. The Institute has planned andconducted several conferences and workshops whichfocused on college administration. The interest, coop-eration and comments which we have received from collegepresidents and their administrative staff indicate. thatthese activities have been valuable experiences.

The Institute is currently implementing aproposal which was funded through Title V-E EducationProfessions Development Act. The Special Project,"Administrative Team Leadership for Developing Collegesin the Southeast," provides an opportunity forimproving organization and administration in juniorcolleges and four-year colleges. The administrativeteam concept is the central theme of the year-long

project.

The administrative team as defined in this

project is a group of administrators, consisting of the

chief executive officer (the president) and thoseofficers who report directly to him.

If a college is so organized that fifteen ortwenty personnel report to the president, it is unlike-

ly that they will constitute an effective team. Our

experience indicates that the team effort will be muchmore effective if it is limited to the president and

four or five higher echelon administrators who reportdirectly to him. While administrative titles varyamong institutions, the team should include the chief

executive officer for academic affairs, the chiefexecutive officer for business affairs, the chiefexecutive officer for student affairs, the developmentofficer, and, perhaps, an executive vice-president or

comparable officer.

2

The need for better organization and moreeffective administration of colleges and universitiesto deal with increasingly complex problems of highereducation is currently receiving nationwide attention.This need is particularly acute in the small two-yearand four-year colleges, the majority of which mustcompete with more affluent institutions for fufaculty members, and students. Indeed, more effectiveorganization and management may be critical to theultimate survival of many of these smaller colleges.While all institutions, regardless of size, should beadministered by leaders who strive for maximum effec-tiveness and efficiency, it appears even more crucialto the small college.' Irthe leadership of smallcolleges ignores sound principles of administration,then it appears almost certain that these institutionswill disappear from the American scene of higher educa-tion.

The traditional administrative pattern ofmany small colleges has evolved, almost entirely, aroundthe presidency. Because of insufficient administrativepersonnel, lack of adequately prepared leadership, orfailure on the part of the president to conceptualizenew techniques of administration, colleges have fre-quently failed to meet the challenge of changing condi-tions in higher education. The once prevalent practicecharacterized by the president's attempt to carry thecomplete load of administrative decision making is nolonger possible. Indeed, it is the unwise presidentwho does not understand the proper use of talents andcompetencies of personnel within the institution.

The administrative team approach offers sev-eral advantages: it synthesizes existing structures;it emphasizes individual leadership and contributionsin a common setting; it provides a vehicle for immediatecommunications of decisions as they are made to thoseresponsible for their implementation within the variousdivisions of the institution.

i3

are these:

3

The objectives of the EPDA special project

1. To help organize and strengthen adminis-trative teams in developing two-yearand four-year colleges throughout theSoutheast, especially in Alabama,Georgia, North Carolina, South Carolina,and Tennessee.

2. To assist administrative teams (a)identify specific roles for each teammember, and (b) develop an understand-ing of team responsibilities.

3. To assist administrative teams indeveloping a rationale which willincrease efficiency in the functions ofplanning, policy formulation, evalua-tion, and continuous review of institu-tional goals and their implementation.

The ten colleges which are participating inthe project were selected on the basis of the followingcriteria:

1. Current potential for the developmentof an administrative team. Particularattention was given to the intellec-tual and leadership ability of thepresident.

2. Diversity. Public as well as privatetwo-year and four-year colleges wereincluded.

3. Geographic distribution. Colleges wereselected from six Southeastern states.

4. Developing institution. The collegeswere either receiving Title III fundsor were eligible for such funds.

are these:

4

The -major activities of the year-long project

1. A questionnaire-interview with eachteam member.

2. A three-day conference in August, 1970.

3. A two-day conference in January, 1971.

4. Team intervisitations (at least one foreach team during academic year 1970-71).

5. At least one visit to each team by theproject staff.

6. Preparation and distribution of appro-priate materials by project staff.

7. Three-day conference for participantsin April, 1971.

The first conference of the project was heldat the University of Georgia in August, 1970. Theconference program was designed to provide a generalintroduction to the project and a frame of referencefor the accomplishment of the objectives of the year-long project. The papers contained in this monographrepresent three of the topics presented at that confer-ence.

Bill D. FeltnerProject Director

d

5

FUNCTIONS OF ADMINISTRATION

Archie R. Dykes

In thinking about the functions of adminis-

tration, I decided to arrange my remarks under certain

topical headings which may be roughly equated with the

major functions of administration. However, it should

be recognized that various administrative functions

cannot be pigeonholed into easily defined areas.

Administrative functions must be viewed in their total-

ity, and the administrator must arrange his work and

priorities in such a fashion as to assure that appro-

priate attention is given his various responsibilities.

These responsibilities are rarely, if ever, discrete

entities, clearly identifiable and manageable on a

separate and individual basis.

But with this reservation, I hasten to note

that if my discussion has value, it will lie in help-

ing to see more clearly the real dimensions of the

administrative role and in encouraging administrators

to give the necessary attention to all its parameters.

In this day of cataclysmic events in academe, it is

important that conscious steps be taken to counter the

inevitable distortion and bias in administrative

functions and priorities that develop from the pressure

of events. In taking these steps, it may be well to

note the old adage that it is occasionally necessary to

back away from the trees in order to see the forest.

Leadership

There is a tendency today for those who write

about administration to make a distinction between the

administrator's leadership functions and his purely

managerial role.1 They say those activities primarilyconcerned with keeping the organization moving in its

customary direction and in its customary fashion--that

is, those activities primarily concerned with maintain-

ing the organization--are administration, while those

6

primarily aimed at changing the organization's goalsor procedures-constitute leadership.

Unquestionably, every administrator has twoimmediate and continuous problems. First is theproblem of simply keeping the organization functioning,of keeping it operating with some degree of rationalityand efficiency. In the large, complex, bureaucraticorganization, this is no small task. The dysfunctionalqualities of today's large bureaucratic organizations,the psychological and social demands placed on thosewho work in them, and the undesirable effects onindividual creativity and behavior are well known. Inthis context, organizational

management, insofar asthis is perceived as keeping the organization func-tioning with a reasonable degree of efficiency, becomesan exceedingly difficult task of utmost importance.

The second administrative or leadershipproblem is that of establishing organizational goalsand objectives and of moving the organization towardthem. This problem is twofold--that of formulatingthe goals and, secondly, that of improving or alteringin some important way the organization in order toachieve the goals more efficiently.

While this conceptual dichotomy of adminis-tration has value from an analytical standpoint, itsapplication to the actual performance of administrativetasks tends to distort the reality of administrationand can be seriously misleading. Leadership cannot,ipso facto, be separated from the performance ofmanagerial functions, since the style and quality ofthe administrator's daily performance may in itselfconstitute leadership. Conversely, an administratorwho simply "tends the machinery," who performs thetasks of his office without examining whether or notthey should be performed in the particular fashion, orfor that matter performed at all, who sees no signif-icance in his work beyond that of day-to-day operation,and who does not understand that continual examinationof administrative processes and procedures is nr-ces-

7

sary, is not likely to be providing leadership. Yet,

administrative responsibilities primarily concernedwith maintaining and operating the organization doprovide opportunities for leadership, and the adminis-trator should be alert to their possibilities.

Although I argue that the performance ofwhat are often perceived as managerial tasks providesopportunity for leadership to be exercised, it shouldnevertheless be made clear that the major functions ofleadership are initiating organizational change andgoal setting.

Lipham defines leadership as "the initiationof a new structure or procedure for accomplishing anorganization's goals and objectives or for changing anorganization's goals and objectives.i2 Clearly, such

a perception of administrative leadership has direct

relevance to academia today. A bland uniformity,growing out of a monolithic status system, increasinglycharacterizes American higher education--all our insti-tutions are alike or struggling assiduously to become

alike. At a time when there is an urgent need forinnovation, the leading American universities seem tobe, as David Riesman has noted, "directionless . . . as

far as major innovations are concerned."3 Selznickmaintains that the function of leadership is to definethe goals of the organization and then "design anenterprise distinctively adapted to these ends and tosee that the design becomes a living reality."4 He

goes on to say there are four major requirements which

must be met if leadership is to be effective:

(1) There must be a clear definition ofinstitutional missions and role.

(2) There must be a clear embodiment ofinstitutional purpose.

(3) There must be effective defense ofinstitutional integrity.

8

(4) There must be effective ordering ofinternal conflict.5

It seems quite clear that the highest leader-ship responsibility, the first dimension of adminis-tration, is that of goal formulation and the develop-ment and implementation of appropriate administrativeand governing arrangements which will be the means ofgoal achievement. This does not imply, however, thatthe president or his administrative staff unilaterallydetermines the mission or goals of a college or univer-sity. It does mean that the administrator, if he is tomeet his leadershfp responsibilities, must play aprimary role in articulating its values, defining itsgoals, and marshalling its will toward their achieve-ment. In some cases, he may be the initiator ofdialogue about institutional goals and purposes; inothers, he may simply need to aid or stimulate dia-logue, perhaps assure participation by appropriategroups, or create conditions in which productivediscussion can occur. In any event, there must bebroad participation in the goal developing process ofall the constituencies concerned. The method ofcreation is almost as important as the result.

The role described here is that of an activ-ist administrator. It presupposes strong, directionalinfluences, growing out of both a well thought outpersonal philosophy of education and convictionsregarding the nature a 1 responsibilities of his insti-tution. Although the statement was made in lessturbulent times, I share the view "of former CornellUniversity President James Perkins that "the role of a

university president as a bashful educational leaderis mostly nonsense and greatly exaggerated."

The importance of defining goals and ofsetting institutional directions was dramatically

12

9

stated by former Chancellor Samuel P. Capen of the

University of Buffalo:

He (the president) buries himself in the

grand plan of his institution's future

. . . . Except for the elaboration and thefurtherance of the grand plan, there is no

need of a president.7

Clearly, the first responsibility of theadministrator is the creation of a set of goals and

purposes for the institution objectives which are

broad in concept yet specific in implications. What

should a college do or not do--and why?

But in addition to the profoundly importantleadership function of,goal setting and the moving of

the institution toward these goals, or what Chancellor

Capen calls the "grand plan," there are other tasks

which require attention. It is through these tasks,

frequently managerial in character, that the goals of

an institution are achieved or not achieved. Conse-

quently, it is essential that the conduct of these

administrative affairs be consistent with and support-

ive of the institution's goals and that they be per-

formed in a thoroughly competent fashion.

Planning

Closely allied to goal establishment is the

process of systematically planning the long-range

development of an institution. Too often, there is a

disjuncture between plans, if in fact there is

planning, and the stated goals of an institution.

Complicating the problem is the tendency to state the

institutional mission and goals in such esoteric and

abstract terms that it is difficult, if not impossible,

to relate concrete plans to the goals of the insti-

tution. However, there is growing recognition of the

need not only for establishing more precise, more

meaningful institutional goals, but for the planning

3

10

necessary to make the goals a reality. As one writerhas said:

Since no educational institution canpossibly do everything that there is tobe done--be "all things to all people,"as the saying goes--it has an obligationboth to itself and its contributors to

develop carefully its notion of itself, todecide what part it is to play in the totaleducational effort of the nation, region,and state, what quality and variety ofeducational programs it is to sponsor, andwhich among its existing activities itwill augment, diminish, or do away withentirely. Every institution faces con-straints upon its development, and it isbetter off imposing its own decisionsabout how to develop within those con-straints than letting external agenciesand forces determine its future.

The need for planning in institutions ofhigher learning seems self-evident. Most colleges anduniversities are reasonably large enterprises requiringlarge commitments of resources over an extended period.The requirements of economy and efficiency, if nothingelse, dictate that planning be undertaken. Yet judg-ing from personal experience, few institutions havedeveloped a comprehensive development plan and evenfewer have established systematic procedures to assurea c)ntinuous assessment of their development and itscongruence with their stated goals and purposes. Inmany cases, planning is limited to some anticipationof physical plant needs, usually based on certainenrollment projections, and perhaps a campus masterplan which shows the proposed location of new buildingsfor a few years in the future.

For institutions seeking to develop a compre-hensive plan of development, there are a few guidelineswhich might be useful.

I d

11

First, responsibility for planning should bespecifically assigned to some staff members or someoffice, and it should be made clear that the responsi-bility is an important priority. Planning is not one

of those administrative responsibilities that pressesfor attention; by its nature it can be easily delayed.

Cons( ntly, without a deliberate, conscious decisionto p1 the planning responsibility among importantadministrative concerns, appropriate attention will notbe given to it. One way to make the commitment clearis to assign responsibility and then make sure planningbecomes a continuous process, receiving the sameattention as other major functions of administration.One of the recommendations of the Fitzhugh Commission,which has just completed the immense study of the needfor reorganization of the Pentagon, provided for thecreation of a planning program which would tell themilitary and the Secretary of Defense "where we need tobe 10-15 years in the future." Colleges need to lookto the future also, and this recommendation is just asapplicable to us.

Second, appropriate persons should beinvolved in the planning process. It is essential thatall segments of the campus community be involved.Although they cannot be expected to shoulder majorresponsibility for the actual work of planning, facultyand students can contribute significantly by weighingalternatives and by bringing creativity and imaginationto the deliberations and discussions. Moreover, theyfrequently see planning, especially that involvingphysical facilities and programs, from a consumer'spoint of view, and hence their perspective on issuesand problems is different from that of the administratoror the professional planner.

If plans are to be understood and implementedwith maximum success, it is essential that a represen-tative cross section of the campus have a hand in theplanning. It is axiomatic that faculties and studentbodies are more amenable to campus development whenthey know their point of view has had consideration.

12

Recent, well-publicized instances of faculty and stu-dent resistance to plans for new buildings or otherimportant campus changes accentuate the importance offaculty and student involvement.

Third, plans should be based, insofar aspossible, on accurate data. That this should be arequirement in campus planning seems so obvious thatit is almost redundant to mention. Yet, there areinstitutions which become deeply involved in elaborateplans for the future without adequate data and infor-mation, sometimes even about the present.

Fourth, there must be systematic and contin-uous evaluation of established plans and no reluctanceto make changes and adjustments when warranted. Alllong-range plans, whether in curriculum, physical plant,or campus development, should be carefully and formallyexamined at least annually. In this examination, dataabout new circumstances and new developments should bebrought to bear so that new decisions might rest on themost current factual information. It is essentialthat there be periodic checkpoints when all plans forthe future are subjected to rigorous examination inlight of the latest circumstances and developments.

Finally, implied in all these suggestionsabout planning is the strong, active role of theadministrator. Active administrative leadership isessential if effective planning is to occur. Unlessthe administration recognizes the essentiality ofplanning for the orderly development of the institu-tion, makes proper administrative arrangement for it,and then vigorously pursues the work necessary, effec-tive planning will not be done. The impetus, thesupport, and the follow-through for plannning must comefrom the administration.

One of the difficulties with planning in acollege or university is that participants may not takesuch activity seriously unless visible and meaningfulresults are present. Planning must not be purely

10

13

staff exercise. It must be undertaken seriously andconscientiously and "payoffs" must be real to the

p_iLticipants.

Staffing.

Over the long run, the quality of personnelsecured to carry on the functions of the institutionand the way the staff works together will determineits success or failure. Consequently, it is essentialthat the administrative responsibility for staffing bedischarged competently and effectively. No college or

university is any better than the people who constituteits faculty and staff.

There are a number of important concerns

which require attention. First, of course, is the

problem of recruitment. This is not simply a matter offinding qualified persons in sufficient numbers tostaff adequately an institution's program. Of equal

importance is selecting persons whose personal andprofessional qualities are supportive of the goals and

purposes of the institution. Clearly, the kind of

faculty member best suited for work in a communitycollege probably would not possess the interests,inclinations, and professional orientation sought by alarge graduate education and research-oriented univer-sity. In our own college, we seek faculty members whoare inclined toward teaching and who enjoy close,

personal relationships with undergraduate students.Prospective faculty with a strong drive toward research,graduate education, and disciplinary status and pres-tige, insofar as we can determine such matters, are notviewed as desirable faculty for our institution. Their

goals and the goals of our campus are incompatible.

Before an institution can conduct a reallyeffective recruiting program, questions such as the

If

14

following must be asked and answered:

What are the goals and objectives of theinstitution?

What is the basic character of the insti-tution?

What professional training is required ofpeople to fill the respective tasks best?

What kind of diversity should be sought tosecure cross-fertilization of divergentpoints of view?

What characteristics are essential toinsure compatibility, cooperation, andcommunication among the staff?

What kind of staff is presently with thecollege in terms of cultural background,the institutions from which membersreceived educational training, geographicdistribution, race, religion, and so forth?

Answers to questions such as these providebroad guidelines for staff recruitment and constitutea rationale for decisions which must be made in theactual selection process. After answering such ques-tions satisfactorily, the college or university thenhas a plan for staff recruitment. Put succinctly, theinstitution then knows what it is searching for andwhere it probably should search.

Of course, these statements about staffrecruitment and selection assume the availability ofchoices and options. Unfortunately, this is sometimesnot the case, especially for those of us in the South.Consequently, one might well argue that the securingof financial support necessary to provide competitivesalary schedules is the major concern in staff recruit-ment.

15

Another important administrative concern isthat of staff development. Because the present periodis one of unparalleled growth and expansion in allfields of knowledge, it is more essential than everthat staff members be provided opportunity to keepabreast of developments in their discipline or subjectmatter field. Not only does this include the timehonored practice of participation in the affairs of theappropriate professional and scholarly groups, but itmeans also that the institution itself must assume alarger role in providing for its staff continuous edu-cational opportunities. This role may include activ-ities ranging from the development and support ofappropriate seminars and workshops on campus to sabbat-ical leaves for additional study and research.

In addition to keeping abreast in a disci-pline or field of specialization, the pervasivechanges occurring today in higher education make itimperative, if the staff member is to be truly effec-tive, that opportunities be provided for examinationand analysis of matters of current concern on campuseseverywhere. Although there is on every campus muchinformal discussion and exchange of ideas about eventsand movements in higher education, efforts could prof-itably be made to provide formal discussion of today'sissues and problems. Surely, any faculty member wouldbe more effective as a teacher and as a member of theacademic community with improved understanding of whatis presently transpiring in the academic world.

Finally, no discussion of staffing would becomplete without some attention to staff evaluation.Undoubtedly, evaluation is among the most neglectedareas in higher education. However, few matters, if

any, are more critical to the effective functioning ofthe academic enterprises and to the achievement of theobjectives for which the institution exists.

There are some positive steps which can betaken to improve the evaluation process. The firststep is simply to decide that there will be a formal

16

system of evaluation and that this will include certainpredetermined processes and procedures. While allinstitutions have some form of evaluation which is usedto determine salaries and promotions, more often thannot, procedures used in evaluation have not beenarrived at through any deliberate, conscious process.As a result, decisions about performance are made on ahighly subjective, sometimes biased basis, and nearlyalways with inadequate information. Therefore, thedevelopment of a formal system of evaluation and theassessment of staff performance on a rational, logicalbasis is itself a step forward.

As a second step, criteria to be used inevaluation must be determined. Unless there is aconscious decision regarding the factors to be used inevaluation, appropriate criteria will not be developedor applied equitably. At our college, we are nowinvolved in a thorough examination of our entire pro-cess of staff evaluation. In this examination, we areasking each departmental faculty to make recommenda-tions about the criteria they feel should be used inevaluating them. These recommendations will then goto the deans of the various schools for further studyand discussion and, ultimately, to the vice chancellorfor academic affairs. There they will be furtherscrutinized and appropriate adjustments made, if thatseems necessary. Once a firm decision has been maderegarding the criteria, they will be widely publicizedover the campus so that every faculty member will knowwhat the institution's expectations are and on whatbasis his work is being assessed.

Finally, in any evaluation process, it isimportant that appropriate persons be involved. Infor-mation is needed from diverse sources, and withincertain reasonable limits, the more different sourcesof information one has the more valid the evaluation islikely to be. Consequently, we hope that there will besome systematic way for the involvement of students (ason most campuses, their present involvement is highlyunsystematic and negative in character since their in-put into decisions about staff usually takes the form

17

of criticisms or problems with individual facultymembers), appropriate involvement of the staff member'scolleagues, assessment by the departmental chairman,the dean of the school, and finally the vice chancellor

for academic affairs. Moreover, there should be someopportunity for each staff member to have a personaldiscussion about his work with his departmental chair-man at least once a year.

Now, one word of caution. Decisions about

salary and promotion must ultimately rest with appro-priate administrative authority, whether that authorityhappens to be the departmental chairman, the dean, thevice chancellor, or all of them together. Of course,

it is important that information be gathered from manysources, as indicated previously, and that this infor-

mation be carefully weighted in the decision-making

process. But the final decision must rest with the

administration. Any other arrangements will erodeessential administrative authority and influence anddiffuse directional and unifying influence to such anextent that mobilization of staff effort toward the

attainment of institutional goals and purposes will be

exceedingly difficult, if not impossible.

Budgeting

Because of legal and other requirements, thebudgeting process varies from state to state. However,

there are some principles and procedures which havegeneral applicability.

In general, it should always be kept in mindthat the budget is a primary instrument of fiscalcontrol, but more than that, it is a mechanism forachieving the goals and purposes of the institution.Decisions to allocate funds for some purposes and with-hold them from others should ideally reflect institu-tional goals and objectives and the priorities attached

to them. The allocation and expenditure of funds,better than any other facet of the institution's

18

operation, reveals what an institution's real objec-tives are and the degree of commitment to them. It isthe essence of decision making to choose from alter-natives and to allocate resources for their accom-plishmeRt,.,

It is desirable to seek wide participationin the budget-making process. While some administra-tive officer must have responsibility for developingthe budget, it is important that appropriate personsfrom the university community participate. Within thelimits of available time, the more persons who canparticipate meaningfully, the greater the understandingof the budget and the greater the support of the deci-sions reached regarding allocation of funds. Moreimportantly, input from many sources helps assure thatfinal decisions are the best ones.

A college or university budget should be sostructured that the current year's operations, althoughof primary current concern, appear in a context thatreflects previous history and projects into the futurethree or four years. Ideally, the annual operatingbudget should be but one step in a preconceived ladderof resource allocation which moves the institution to-ward its goals and purposes. It is impossible to allo-cate resources in the optimal way without looking tothe future, for it is only in so doing that it can bedetermined what that way is.

A budgeting process which forces scrutiny ofongoing activities is also desirable. Conventionalbudgeting usually proceeds on the assumption thatexisting programs will be maintained. Consequently,the basic question considered by decision makers ismerely the amount of increment to be granted. The bud-geting process ought to be organized in such a way thatthe question can be raised of whether, in fact, a givenprogram should be continued. It may be that variousunits should be called upon at periodic intervals tojustify their reason for being. For example, in thenew program budgeting systems, attention is focused on

19

alternative ways of achieving stated purposes with acomparison of resources required by the previous means.In some cases, program budgeting seeks to provide incen-tives so that centers of campus decision making,whether at the departmental level, the college level,or wherever, will seriously evaluate the variousoptions open to them.

Existing programs are sometimes regarded bythose who participate in them as ends in themselves;thus programs within a college often expect that theynot only are permanent, but also that they will begranted the same level of financial support as everyother program regardless of the degree of their rele-vance to institutional goals. The budgeting processshould provide for examination of such programs interms of their contribution to the college's goals andpurposes. Such an examination would force an institu-tion to ask and answer such questions as: Are weprimarily an undergraduate or graduate institution?To what extent is service to the community our respon-sibility? What is the proper ratio of teaching toresearch for faculty members? To what extent are thereoverlapping programs and activities? Are we primarilyconcerned with the terminal student or with those whowill continue their education in a baccalaureate-degree-granting institution? And so on.

Coordinating

In any enterprise requiring the efforts oftwo or more persons, coordination becomes a matter ofconcern. Its primary goal is to secure maximum appli-cation of an organization's human resources toward theachievement of organizational goals. In the largeorganization or in the small organization with a highlyspecialized work force, such as an educational insti-tution, effective coordination becomes more difficultbut also more essential for goal achievement.

23

20

The responsibility of the administrator forcoordination is twofold: First, he must develop, °J.see that there is developed, appropriate mechanisms,arrangements, processes, and procedures for securingcoordination. Second, he must see that the mechanismswork. This means he must be sensitive to any dys-functions which may arise in the coordinating machineryand be sure that as his institution changes, thecoordinating arrangements change in pace. The adminis-trator's responsibility for coordination may be comparedto that of a musical conductor; he harmonizes andsynchronizes and, when necessary, changes the arrange-ments.

If an organization is to be efficient, thatis utilize maximally the resources available to it inthe achievement of its objectives, there are severalconsiderations which must be given attention in thedevelopment of a coordinating structure.

First, there is the matter of control. Themoment that the number of staff in an organizationexceeds one, the issue of control must be raised. Thisis an especially troublesome problem in an academicinstitution because autonomy and interdependence are sohighly prized and so essential to the work of theacademic man. Nevertheless, it is clear that somedegree of control is necessary to assure achievementof an institution's purposes and to guard against dis-placement of the institution's goals by the personalgoals of the individual faculty member. One couldargue that some of the more egregious problems whichtoday characterize higher education are attributableto inadequate provisions for control through coordi-nating arrangements.

For example, in many of the large univer-sities, such matters as salaries and promotions inrank have been almost completely delegated to theindividual department. Consequently, the degree towhich behavior and performance of the individual fac-ulty member are considered appropriate and, hence,

2'11

21

rewardable is determined at that level. The difficultyin this arrangement is that the values at play inevaluation at the departmental level are usually disci-plinary oriented and frequently biased in favor ofdisciplinary and professional goals vis-a-vis the goalsof the institution. And since the reward system iscontrolled at this level, faculty members are rewardednot on the basis of the extent to which they serve thegoals of the institution but rather on the extent towhich they advance professionally and meet the expec-tations of their disciplinary group. One major resultof this disciplinary oriented reward system is ageneral decline of faculty interest in the institution.As Clark Kerr noted, the faculty members' "concernwith the general welfare of the university is erodedand they become tenants rather than owners. If9

This displacement of goals accounts for thepresent perversion of the purposes of the universityand the substitution for them of their goals of ques-tionable value. It has, in my opinion, contributedimmensely to the decline of teaching and to the neglectof the undergraduate student. Consequently, despitedeclarations of concern for teaching that frequentlyemanate from faculty, individually and collectively,the real values of the professoriate focus not onteaching but on the status, prestige, and overridingconcern for professional advancement which can best beachieved through research and publication.

But while expressing concern for appropriatecontrol, it is necessary simultaneously, to foster thefreedom necessary for initiative, creativity, andimagination. These characteristics--the life blood ofany organization, especially a college or university- -can be compromised by the requirements of coordination.

Coordinative arrangements in academic organi-zations must be flexible, open, and responsive to theneeds of all segments of the institution. The trappingsof hierarchical, authority-based, monastic forms ofcontrol, so common in the industrial and business world,

22

run counter to the needs of the academic institution.Coordination in the academic world rests instead on therecognition of common goals and on broad participationin decision making. Coordination, in the'se circum-stances, is not so much imposed by authority but ratherresults from recognition of the fact of mutual inter-dependence. The leadership qualities of an adminis-trator, in large measure, are determined by the degreeto which he is able to set into motion those activitiesand create those attitudes and frame of mind necessaryfor such circumstances to become a reality. As othershave written, "An institution cannot be well governedunless each of its components clearly recognizes itsobligations as well as its rights in the promotion ofthe common end."1°

The more specific responsibilities of anadministrator in coordination involve such matters asdeveloping appropriate mechanisms for participation byall segments of the academic community in decisionmaking, development of an administrative structure thatassures integration of the various facets of the insti-tution's operation into a meaningful whole, formulationof job descriptions that not only define areas ofresponsibility and limits of authority but also expec-tations, development of a communications pattern thatwill assure appropriate flow of information throughoutthe institution, and finally appropriate monitoring ofcoordinating activities and staff to assure properperformance of responsibilities.

Communication

As Chester Barnard noted more than threedecades ago, coordination and collaboration in any humanenterprise is possible only when communication is effec-tive.1 The development and fostering of an adequatecommunication system is one of the great problems con-fronting an administrator. The ability of organizationsto operate efficiently in goal achievement perhapsdepends as much upon the adequacy of communication as

23

upon the adequacy of resources within the organization.Since administrators largely control an institution'sformal system of communication and can influence incritical ways the informal system, the adequacy ofcommunication rests largely on their shoulders.

There are many ways through which communi-cation in an academic institution may be achieved.However, before effective communication will occur, itsimportance must be recognized. Too often it is assumedthat communications are adequate when, in fact, alarge information vacuum exists. Undoubtedly many ofthe problems of today's large, complex universitiesstem from inadequate informational and communicationsystems.

In any organization, including the academicorganization, there is a certain amount of serialcommunication; that is, one person communicates amessage to a second person, the second person communi-cates to a third, and so on. The originator andultimate recipients of the communication are separatedby "middle men." Sometimes such communications takethe form of formal messages being passed down throughthe organizational structure; sometimes they flow up-wards; and sometimes, as in the case of rumors, theydo not follow the formal structures at all but flowout in all directions along informal communicationssystems.

This kind of transmission of information isobviously an essential, inevitable form of communicationin organizations. It is also obvious that it isespecially subject to errors and distortions in theprocess of transmission. Moreover, in addition toinadvertent distortion or error, there is the problemof deliberate alternation of information as it travelsfrom person to person or level to level. Sometimes,administrative officials at lower levels distortmessages going up in order to give their superiorsmessages that will please them and also to present theirown performances in the best light. In the same

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24

fashion, messages going downward are often altered forvarious reasons. Sometimes those at lower levels .

change the messages to assert their own authority orto make it more favorable to them. In other cases,messages are altered by intermediate level officialsbecause they know the alterations will make them moreacceptable to those to whom they are directed.

While formal lines of organization are morevisible, it is important to remember that it is throughinformal, word-of-mouth networks that much diffusionof infr-mation occurs. Some research suggests thatforma: Ines of communication often only serve toconfirm information already spread through informalchannels. Administrators can do more then passivelyaccept the fact that the grapevine exists. They canencourage informal communication across hierarchicallevels by providing activities and arrangements whichbring people from various departments and segments ofcampus life together. Faculty coffees and other socialactivities are examples. Moreover, there are alwaysinformal opinion leaders and unoffical informationspreaders who can be utilized in the communicationsystem.

In summary, it is clear that effective commu-nication is essential for the well-being of any orga-nization. Yet, in all organizations, there are forcesat work which tend to distort communication and hinderthe flow of information. It is essential, therefore,that effective communication and the means of achievingit be a continuing concern of the administrator.

Evaluation

Having said all these things about the variousfunctions of administration, there is yet anotherimportant function to be considered. The evaluativefunction is one of the most important aspects ofadministration, since it represents an assessment ofprogress toward institutional goals and a general

25

review of how the institution itself, including itsadministration, is getting along.

All aspects of a college's program shouldreceive continuing and comprehensive review. Such areview is a disciplining and controlling influence inthe affairs of the institution, and failure to mounta systematic program of review and analysis may resultin inefficiency and perversion of institutional goals.

Finally, I want to emphasize again the strongrole I believe administrators should fill in the con-temporary academic institution. This conception ofadministration will be unacceptable to those who takean extreme position on faculty authority and control.My attitude, however, seems to me to be consistent withthe statement on the government of colleges and univer-sities recently issued by the American Association ofUniversity Professors, the American Council on Educa-tion, and the Association of Governing Boards of Univer-sities and Colleges. What this statement says concern-ing the president could be said essentially of otherprincipal academic administrative officers. The rele-vant sentences are these:

The president, as the chief executiveofficer of an institution of higher educa-tion, is measured largely by his capacityfor institutional leadership. He sharesresponsibility for the definition and attain-ment of goals, for administrative action,and for operating the communications systemwhich links the components of the academiccommunity . . . . As the chief planningofficer of an institution, the presidenthas a special obligation to innovate andinitiate. The degree to which a presidentcan envision new horizons for his institu-tion and can persuade others to see themand to work toward them, will often consti-tute the chief measure of his administra-tion.

26

Without strong administrative leadership,the mobilization of the collective efforts of thevarious segments of the institution toward the attain-ment of institutional goals is impossible. And with-out this unvarying effort toward unification, a univer-sity falls into aimlessness, drift, disunity, anddisarray.

FOOTNOTES

1See, for example, Philip Selznick, Leadership in

Administration: A Sociological Interpreta-tion. (Evanston, Ill.: Rowe, Peterson, &Company, 1957).

2 James M. Lipham, "Leadership and Administration," inDaniel E. Griffith (ed.) Behavioral Scienceand Educational Administration, the Sixty-Third Yearbook of the National Society forthe Study of Education, Part II. (Chicago:University of Chicago Press, 1964), p. 122.

3David Riesman, Constraint and Variety in AmericanEducation. (Garden City, N. Y.: Doubleday,1958), p. 64.

4Se4nick, 22. cit., p. 28.

5lbid., pp. 62-63.

6James A. Perkins, The University of Transition.

(Princeton, N. J.: Princeton UniversityPress, 1966), p. 81.

7Samuel P. Capen, The Management of Universities.

(Buffalo: Stewart and Foster, 1953), p. 70.

8Frank B. Dilley, "Program Budgeting in the University,"

The Educational Record, Vol. 47, No. 4, Fall1966, pp. 475-476.

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27

9Clark Kerr, The Uses of the University. (Cambridge,

Mass.: The Harvard University Press, 1963),

p. 59.

10Robert M. Maclver, Academic Freedom in Our Time.(New York: Columbia University Press, 1955),p. 73.

11Chester I. Barnard, The Functions of the Executive.(Cambridge, Mass.: The Harvard UniversityPress, 1938), p. 91.

12AAUP Bulletin, Winter, 1966 (52), p?. 375-379.

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28

HIGHER EDUCATION IN THE SOUTHEAST:IMPLICATIONS FOR ADMINISTRATION

James M. Godard

Higher education is only slowly recognizingthe fact that the structure of society is undergoing arapid change. It seems as if students are more awareof this than administrators and faculty. Much of thecampus unrest may be related to this student conscious-ness, accompanied by bewilderment as to the directionin which the change process is moving. Equilibrium isnot likely to be restored until the image of the newsociety becomes clearer, and clarification may requiremany years to develop. To some of us involved inexpanding opportunity to all people, it is obvious weare inevitably moving into a pluralistic society, asociety of many cultures.

The figure of speech once used to describethe United States as a "melting pot" into which peopleof diverse cultures were merging into a single cultureis no longer valid. It is doubtful that it ever was.The polka is still danced in Slavic sections ofChicago on Friday and Saturday nights. There is aLutheran College in Michigan to which members of FinnishAmericans go because it has maintained elements of theirculture. Black people do not wish to be melted into apale gray. The Indian is proud of his heritage and hasno desire to have it fade into oblivion. In the pasttwo decades we have seen higher education graduallyrecognize the significance of non-western cultures.Literature is no longer restricted to Greek-Roman-European-American sources but is known as an expressionof all peoples. The fine arts, history, socialstudies--almost all disciplines--have slowly yielded toa changing concept of "liberal education," but they havedone so under pressure and without realizing what theimplications are for the structure of society.

The only answer some of us see is a trulypluralistic society in which diverse cultures co-exist

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with mutual respect. The day is past when culturesmay live in relative isolation. The time of man'sdispersal across the planet is over, and he is "con-verging upon himself." Either the masses of mankindyield to a common human culture, which is unlikely andis probably undesirable--or co-existence under condi-tions of respect must emerge as the dominating quality.

If higher education is to facilitate move-ment into a compatible social order, there will have tobe some major changes in institutional stance andaction. There must be a new philosophy of higher edu-cation which recognizes pluralism. This new philosophywill be reflected in curriculum planning, in recruitingand admission of students, and in increasing diversityin the composition of the campus community. There willbe changes in patterns of governance and in relevanceto society, both to the broad community and to thespecific community in which the college or universityis located. The compositions of the board of trusteeswill be more diversified. There will be more "input"into the central administration from faculty, fromstudents, and from the community. Administrativemachinery for rapid change will replace the cumbersomeand slow-moving academic machinery of the past. Therewill be a new idea of the public responsibility andaccountability born by independent colleges and univer-sities.

Actually many changes are now taking place-although slowly and attended by confusion and a vaguesense of ultimate direction. Colleges once governedby church bodies are becoming less restricted and moreecumenical. Faculty and students are participatingmore in decision making processes. Student demands for"relevance" are given serious consideration. But thesechanges have, for the most part, been token and aresult of expediency. We are still looking for theframe of reference within which the new form of univer-sity administration will emerge.

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A second change which affects administrationis the growth in the number of students enteringcolleges from backgrounds described as culturally dis-advantaged. This change calls for

(1) new admissions standards and proce-dures

(2) expanded financial aid programs

(3) new forms of counseling services

(4) intensive curriculum review andchange

(5) new criteria for graduation at alllevels, from associate degrees tograduate and professional degrees

(6) increased cooperation between insti-tutions of higher learning to expandopportunity for students.

Even the colleges regarded as very selectivehave realized highly advantaged students should workside by side with students less advantaged, for prepa-ration for a diversified society calls for a diver-sified student body. But the administrative machineryfor accomplishing this change is unknown--and earlyexperiments in admitting a limited number of "highrisk" students often have not been truly successful inspite of large amounts of funding. The lack of successmay well be due in part to changing admission policieswithout changing the basic philosophy of the institu-tion as an educational unit in society.

A third factor of concern to administratorsis the elimination of the .storic dualism which for acentury characterized higher education in the South.The term now being used is a "unitary system"--butneither the federal government nor educators havedefined what that term means.

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There are now qualities of a unitary systemwhich we may determine. Certainly it means no racialdiscrimination. But does it mean that percentages orquotas of racial mixture must be achieved by eachinstitution? Does it mean loss of historic identity?Within the framework of a pluralistic society, one mayconceive of the removal of restrictive discriminationoccurring without a repudiation of past identity.Notre Dame employs faculty and admits students withoutreligious tests, but it still cherishes the religiousvalues out of which it grew. What steps must a blackcollege take to do likewise--or a traditionally whitecollege? What administrative changes must occur? Howmay culturally different colleges cooperate in thehigher education enterprise in such manner that theycomplement each other and contribute to the achievementof a pluralistic society which is free within thecontext of respect for cultural identity?

These factors present numerous problems forwhich practical solutions must be sought by highereducation institutions. For example, Texas SouthernUniversity is working on an administrative problemwhich should concern all universities. How can aninstitution set up a central counseling service to dealwith disadvantaged students in terms of all of theirneeds? The disadvantaged student is frequently lostattempting to find his way through the maze of bureau-cratic administration. He is new; he does not knowthe campus. He does not understand the administrativestructure and function of each division. One officedeals with his financial needs, another with health, athird with housing, another with instructional programs,and possibly another with his social life. He maynever find the resources of the university which areactually there and through which he might solve hisproblems. Therefore, Texas Southern University isstriving to organize a central counseling service withaccess to all other administrative units servingstudents. But can this result be achieved whilerespecting the autonomy of these administrative units?

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If Texas Southern finds an answer, we shall all beinterested.

Fisk University has tackled another adminis-trative problem of equal complexity. Fisk relates toits community by striving to serve the community needs.Faculty and students often volunteer for communitywork, and the University is concerned about the neigh-borhood in which it exists. At the same time, itwishes to serve the Nashville people who come to itfor instruction. What are the manpower needs in thearea? How can internships be established with localindustries, businesses, and professions? If Fiskwishes to serve high school graduates of the area, howdoes it relate its admissions practices to Nashvillestudents? Also there is the entire area of financialsupport. Support from the local community is certainlyrelated to the institution's services to the community.Fisk is endeavoring to establish an administrativeunit which coordinates the institution's many concernswith its city.

Xavier University has a Commission on Gover-nance which, over a period of years, has been suggest-ing ways in which the university may move into newpatterns of decision making under a lay board oftrustees with faculty and student participation. Manyother colleges are involved in similar studies.

The Institute of Higher Educational Oppor-tunity of SREB has worked intensively with twelvecolleges on problems growing out of the relevance ofcurricula to the reality of new opportunities for blackstudents in American society. We have found merit inthe recommendation of the writers of New Careers andCurriculum Change--that an institution desiring to moveeffectively in this direction should establish a specialstudent-faculty task force for the purpose. The taskforce does not invalidate the normal faculty machinery;it speeds up the process and provides for frank reviewof the realities. Experience with this techniquesuggests that in any situation which requires acceler-

33

ation of the change process consideration should begiven to this method.

For the small college new patterns of inter-institutional cooperation are emerging which suggestmethods for the futd're. For example, the joint depart-ment of Sociology operated by Livingstone and CatawbaColleges has succeeded. The snags were not in majoradministrative issues but were major problems neglectedin the early stages of planning--such as establishinga common calendar, especially for holidays. Bethune-Cookman College and Stetson University have offeredjoint courses in Sociology--with similar results; littleproblems are the "big" ones, which once identifiedmay be solved. These and other illustrations might belisted. Such arrangements serve the following pur-poses: they expand opportunity for students, theyestablish a variety of courses without extra cost tothe institution, and they provide for diversity ofcultural contact and association without destroying thetraditional stance of the separate institutions.

One approach to problem solving which hasbeen successfully tried by Miami-Dade Junior Collegeis the use of an ombudsman. This person, responsibleonly to the president, but acceptable to other adminis-trative offices and trusted by students and faculty,accomplished goals which the traditional administrativemachinery would never have attained.

Only a few institutions seem to use thebudget-making process as a form of continuing reviewof the purposes and priorities of the institution. Yetthis is exactly what making a budget is, or should be.How else can rational decisions about use of funds bemade? It is a slow process and at certain points fac-ulty and students must participate. This method bringsthe realities to the fore, provides a basis of under-standing in the university community, and may lead tointellectual honesty. Many colleges have internalchaos at the management level because budget-making is

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limited to the central administration, and often neverused as a basis for day-to-day operation.

I had a refreshing experience a few monthsago. I was to spend a half day with the president ofa medium-sized university--a new president. When thecall to make the appointment was made, the presidentindicated he would have to check with his major asso-ciates about a time, for he had adopted a team proce-dure for decision making. The visit bore out thetruth of his statement, and he was trying to have hisassociates use the same method within their own partic-ular areas of responsibility. The team approach lendsitself to a more satisfactory solving of the problemsfacing administrators today. It is difficult to seehow either a president or an institution can survivein any other way in these times.

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THE ADMINISTRATIVE TEAM: IMPLEMENTATION OF THEGOALS AND OBJECTIVES OF A COLLEGE

Denton R. Coker

The primary objective of this paper is todescribe what has happened at South Georgia Collegeduring the two years in which the administrativeofficers and faculty were involved in the search fora more effective approach to the operation of thecollege. It is not intended to be a scholarly researchpaper on the theory of college administration, althoughthe adopting of the procedures presented involvedextensive examination of the literature in the field.Furthermore, this paper is not designed to present amodel administrative structure for all colleges toemulate. It is hoped that some of the ideas presentedmay be of help to other college leaders strugglingwith similar problems.

For whatever achievements have been made,the faculty and staff of South Georgia College aredeeply indebted to the staff members of the Instituteof Higher Education of the University of Georgia fortheir leadership in the Administrative Team Workshopsand in providing outstanding consultants to assist infaculty workshops and the solutions of administrativeproblems. We are also indebted to the leaders of anational consortium of junior colleges referred to asGT-70 (Greater Teaching for the 70's) who through theinstruction of representative members of the facultyin "The Systems Approach to Teaching" and the adminis-trative officers in "Management by Objectives" providedus with invaluable guidance and have been the chiefcatalysts during this period of transition.

To set this report in context it is impor-tant to know that South Georgia College is the oldeststate-supported junior college in the UniversitySystem of Georgia, founded in 1906 as the. EleventhDistrict A & M School and given junior college status

36

in 1927. It is located in Coffee County (population22,836), in the City of Douglas (population 10,266) andoccupies 25 buildings on a campus of 215 acres. In the

Fall of 1969 it had a student enrollment of 1149, mostof whom intend to transfer to senior colleges aftergraduation. The College has had only four presidents.The first two served more than 50 years. The combinedyears of service of the present academic dean, comp-troller, and dean of students totals 50 years withnone of the three having served fewer than 10 years.One faculty member has completed 45 years of teachingat the college, several faculty and staff members haveserved more than 20 years, and many others have longtenure.

In reviewing the past two years we can nowidentify logical steps that seem to us to be essentialin the development of an effective approach to theoperation of the college but which in the beginningwere only vaguely, if at all, visible.

The Formation of a Philosophy of Administration ThatProvides for the Most Effective Functioning of EachAdministrative Officer

Several fortuitous circumstances contributedto the adoption of a democratic or team approach asthe most effective one for the administrative councilat South Georgia Co)1 lege.

A new president was appointed in July of 1968who brought with him a commitment to democratic prin-ciples, a strong orientation to group dynamics, and anacceptance of a concept of leadership defined by OrdwayTead in The Art of Leadership as "The activity ofinfluencing people to cooperate toward some goal whichthey come to find desirable."

The administrative council composed of thepresident, the academic dean, the comptroller, the dean

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of students, the director of public information, thelibrarian, and the director of development partici-pated in the Administrative Team Conferences sponsoredby the Institute of Higher Education of the Universityof Georgia. In these conferences conscious attentionwas focused on identifying the philosophy and methodstoward which we would work.

All the members of the administrative councilhad inclinations toward the team approach, and byconsensus we began discussing the implications of thisconcept of administration for us rather than whetherwe would adopt it. We are continuing to explore waysto better function as a team or group. The statementby Franklyn S. Haiman on "Principles at Work in theMature Group" is a good example of the goals towardwhich we are working. These principles as stated byHaiman are

(1) A mature group has a clear understand-ing of its purposes or goals.

(2) A mature group is able to look aheadand plan ahead.

(3) A mature group is able to initiateand carry on effective logicalproblem-solving.

(4) A mature group has achieved an appro-priate balance between establishedways of working together and readinessto change its procedural patterns.

(5) A mature group provides for the diffu-sion and sharing of leadership respon-sibilities.

(6) A mature group has a high degree ofcohesiveness or solidarity but not tothe point of exclusiveness or to thepoint of stifling individuality.

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(7) A mature group makes intelligent useof the differing abilities of itsmembers.

(8) A mature group provides an atmosphereof psychological freedom for theexpression of all feelings and pointsof view.

(9) A mature group is not over-dominatedby its leader or by any of its members.

(10) A mature group has achieved a healthybalance between cooperative andcompetitive behavior on the part ofits members.

(11) A mature group strikes an appropriatebalance between emotionality andrationality.

(12) A mature group can readily change andadapt itself to the needs of differingsituations.

(13) A mature group recognizes the valueand the limitations of democraticprocedures.

(14) A mature group has achieved a highdegree of effective intercommunicationamong its members.1

It is very clear to us that the point ofbeginning must be with the commitment of the presidentand the other chief administrative officers.to a

democratic philosophy or concept of administration.

39

The Identification of Responsibilities and Relation-ships

To be effective as a team we soon discoveredit was very necessary for each person on the team tohave a clearer professional identification than he hadpreviously. To be sure, we were appointed to specificpositions with titles and general job descriptions, butthis took on new meaning, and we began what has turnedout to be a more extensive task than we imagined--therewriting of all our job descriptions.

The following, though not necessarily anappropriate job description for comptrollers at allinstitutions, illustrates the various duties and respon-sibilities which we developed for the position at ourcollege.

The Comptroller is the chief business officerof the college and is directly responsible to thePresident. He is appointed by the Board of Regentsupon recommendation of the president. He assists thePresident in conducting the business affairs necessaryto the operation of the institution in fulfilling itspurpose.

In fulfilling his responsibilities he directlyor by delegation

1. Aids in budget preparation and budgetcontrol

(a) Analyzes and consolidates budgetrequests.

(b) Prepares budget after approval bythe president.

(c) provides periodic budget statusreports to budget unit heads.

(d) Processes budget amendment requests.

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404

2. Supervises collection, accounting anddisbursement of all institutionalfunds

(a) Maintains a cashiering system.(b) Maintains an accounting system in

accordance with policies of theBoard of Regents.

(c) Disburses funds upon properauthorization.

3. Supervises the operations of AuxiliaryEnterprises

(a) Supervises food services, book-store and post office operations.

(b) Supervises the financial operationof student housing and healthservices.

4. Supervises operation and maintenanceof physical plant facilities

(a) Supervises maintenance and repairsof campus facilities.

(b) Provides for necessary utilitieson campus.

(c) Implements campus development.

5. Supervises campus safety and security

(a) Maintains a campus security force.(b) Conducts a fire and safety hazard

program.

6. Supervises all purchasing, inventoriesand storage of supplies and equipment

(a) Supervises system for requisi-tioning and purchasing of suppliesand equipment in accordance withstate purchasing regulations.

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(b) Provides for storage of suppliesand equipment.

(c) Maintains inventory records ofequipment.

7. Supervises personnel services for allemployees

(a) Provides a system for hiring andtermination of employment of non-academic employees.

(b) Maintains records of fringe bene-fits on all employees.

(c) Supervises in-service training ofnon-academic personnel.

(d) Provides an up-to-date personnelmanual for non-academic personnel.

(e) Maintains personal file on eachemployee's record of employment.

Furthermore, it became essential for us todevelop a new organizational chart in order to clarifyour channels of communication and action. All of thesethings had been done before, but we found that it isone thing to do them for show and another to do themas a guide for accomplishing our work.

We know this is an essential step in develop-ing an effective operational procedure for the College,and it is quite different when approached as a teamrather than as an individual.

The Development of Group Operational Guidelines

Very early we learned that much of the workof the college is accomplished in groups; therefore,it was insufficient to define the responsibilities andrelationships of the individual administrative offices.This thrust us into the task of studying and redesign-ing the structure, responsibilities and relationshipsof the college councils and committees (See Figure 1).

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CHANNELS OF COMMUNICATION FOR COLLEGE COUNCILS AND

COMMITTEES

BOAR;.\\OF

REGENTS

CHANCELLORAND

STAFF

PRESIDENTANDSTAFF

DISCIPLINE STUDENTCOUNCIL

ADM INISTRATIV

COUNCIL

PUBLIC

RELATIONSAND

SPECIALEVENTS

ATHLETICS

ADMISSIONSAND

REGISTRATION

C

0

M FACULTYI COUNCILT

T

FACULTYAFFAIRS

LIBRARY

STUDENTAFFAIRS ACADEMIC

AFFAIRS

CURRICULUMAND

INSTRUCTION

FIGURE I.

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This was not an easy task, but a tentativedesign was adopted by the faculty; it will be subjectto continuous revision. A concomitant value derivedfrom this was increased student involvement in collegegovernance; in the new design, provision was made forstudents to serve nn almost all college committees.

The results of our work are easy to report,but the processes are not when there is a commitmentto democratic action. Time for study, discussion,and decision making must be proviued.

Nevertheless, we now know this time isessential if the objective of effective college opera-tion is to be achieved.

The Clarification of the Philosophy and Objectives ofthe College 46

Each step in our search for a more effectiveorganization led to another. As more effective opera-tional procedures developed we were confronted withthe realization that our earlier attempts to define theoverall objectives of the college were not satisfactory.Therefore, we chose a faculty committee which began thevery difficult work of rewriting the philosophy andobjectives of the college. This was probably the mostextensive task undertaken involving more people, moreresearch, and more time than the others.

We began this project with the understandingthat the objectives would have to be stated in such amanner that our achievements could be measured. Theexperience of the faculty members who had had an intro-duction to the "Systems Approach To Teaching" in theGT-70 Workshop proved invaluable.

This defining has not yet been completed, andthe example presented is to be submitted to the facultyfor further revision during the 1970-71 academic year.

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When it is completed, it will serve as the basis forevaluating, revising, rejecting, and designing neweducational programs, courses, and instructionalprocedures at South Georgia College.

Philosophy

As a junior college within the UniversitySystem of Georgia, South Georgia College recognizesthat a democratic society requires an educated andresponsible citizenry.

This presupposition is based on the firmlyheld convictions:

That a democratic society is composed ofindividuals each of whom is of supremedignity and worth.

That as a public institution South GeorgiaCollege has a solemn obligation to nurturevigorously those ideals and qualities ofresponsibility, initiative, and leadershipwhich are vital to the American way of life.

As a community of learners, South GeorgiaCollege is committed to providing a teaching-learningenvironment in which each of her students is given theopportunity to develop morally, intellectually,emotionally, and physically to his maximum potential.

In support of this commitment South GeorgiaCollege encourages all the members of the communityof learners:

To engage in the study of man and his world.

To think clearly and creatively.

To demonstrate understanding as well asknowledge.

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To use this understanding and knowledgeas the basis for responsible living.

Objectives

In accord with the preceding statement ofphilosophy the objectives of South Georgia College arelisted below. They are stated in terms of expectedperformance levels for graduating students and serveas the basis on which educational programs, coursesof instruction, teaching methods, learning resources,and evaluation procedures are developed.

Each member of the community of learners

(1) Who completes a college transferprogram will achieve successfully inthe senior institution to which he isadmitted.

(2) Who completes a career program willperform successfully in a job in thefield of his preparation.

(3) Who completes work in continuingeducation or non-credit courses willbe aware of ways by which his voca-tional skills and/or personal lifehave been improved.

(4) Who is graduated from South GeorgiaCollege will read, write, and speakclearly and correctly when measuredaccording to national norms forcollege sophomores.

(5) Will demonstrate his understanding ofand appreciation for his culturalheritage.

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(6) Will demonstrate a knowledge andunderstanding of contemporary worldproblems and an awareness of hisresponsibility to work to the solu-tion of them.

(7) Will be encouraged to develop a con-structive system of values and willindicate a sense of self-disciplineand responsibility in campus andcommunity living.

(8) Will manifest an understanding of theessentials of physical growth anddevelopment by maintaining good healthstandards and continuing a programof physical activity.

(9) Will acquire the necessary understand-ings and skill and will demonstratethe ability to perform independentstudy, to gather data from a libraryand other information sources, tothink critically, to solve problems,and to express his conclusions inacceptable ways.

(10) Will indicate a knowledge and under-standing of democratic principlesand processes and will use thisknowledge and understanding as a par-ticipant in the governance of thecollege, the community, the state,and the nation.

The schematic illustrated in Figure 2 showshow the philosophy and objectives of the college maybe implemented.

VOCATIONALS' AND

-a PERSONALIMPROVEMENT

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SOUTH GEORGIA COLLEGE

"A COLLEGE FOR ALL THE PEOPLE"

EMPLOYMENTA

CONTINUED STUDYIN SENIOR COLLEGEOR UNIVERSITY ATTHE JUNIOR LEVEL

A

TECHNICAL

OR

EDUCATIONAL

PROGRAMS FORCONTINUING OCCUPATIONAL FRESHMEN AND

EDUCATION SOPHOMORESEDUCATION PROGRAMS IN ALL MAJOR

AREASPROGRAMS

FOR ALL COMMON COLLEGE ACADEMIC STANDARDS

INTERESTEDCOLLEGE

CITIZENS PREP. ANDACADEMIC

AT ALL SKILLS

PROGRAMSEDUCATIONAL

LEVELS

r

ADMISSIONS BYINTEREST ONLY

GUIDANCE AND COUNSELING PROGRAMS

ADMISSIONS REQUIREMENTS: HIGH SCHOOLDIPLOMA OR EQUIVALENT

FIGURE 2.

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The Adoption of the Goal-Setting Procedure

All that we had accomplished to this pointwas essential but preliminary. We had set the stagefor the important job of getting the work done. Thedirection for this procedure was determined by a GT-70Workshop in which the administrative council wasintroduced to the "Management by Objectives"2 approach.

In the Spring of 1970 we began adaptingthese new procedures to our situation. Before this iscompleted it will require the training of every facultyand staff member at South Georgia College.

At this point the administrative councilmembers have been prepared and reengaged in carryingout the procedure. Presently the division chairmen arelearning the approach.

The essential steps to be followed inaccomplishing our work are as follows:

1. Preparation of goals by each facultyand staff member using the followingcategories:

(a) Routine (regular, normal, recurringtask),

(h) Problem-solving (decision making,requiring problem-solving tech-niques, interruptions of theregular activities),

(c) Creative or Innovative (improve-ment, new ideas, differentapproaches),

(d) Personal (plans for self-improve-ment).

2. Review of the goals by the supervisor.

r -1

49

3. Agreement on the goals by the individ-ual faculty or staff member and his

supervisor.

4. Review of the progress toward achievingthe goals by the faculty or staffmember and his supervisor at appointedt mes.

5. Evaluation of the results on the dateestablished by the faculty or staffmember and his supervisor as theestimated date of completion.

In establishing the goals we have developedthe following criteria to be used in determiningwhether the goals are satisfactory:

1. Specific

2. Measurable

3. Attainable

4. Worthy

5. Related to the philosophy and objec-tives of the College

6. Related to the job description of thefaculty or staff member.

7. Challenging

Conclusion

This is an unfinished report. It probably

never will be finished. Everything which we have begun

must be subjected to rigorous criticism and then be

revised. Our next task in the near future will be to

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50

establish the means of evaluating both the objectivesand procedures. Although we cannot verify the resultsat this time, we believe we are a much stronger collegefaculty and staff than we were two years ago. Thesearch and struggle to find more effective ways forthe operation of the college have in themselves beenworth the effort.

FOOTNOTES

1Franklyn S. Haiman, Group Leadership and Democratic

Action. (Boston: Houghton Mifflin Company,1959), pp. 103-104.

2George S. Odiorne, Management Objectives. (NewYork: Pitman Publishing Corporation, 1965).

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Colleges Included in the Year-LongSpecial Project

Cumberland College - Lebanon, Tennessee

Fayetteville State University - Fayetteville, NorthCarolina

Georgia Southwestern College - Americus, Georgia

Hiwassee College - Madisonville, Tennessee

Lander College - Greenwood, South Carolina

Mars Hill College - Mars Hill, North Carolina

Pembroke State University - Pembroke, North Carolina

Saint Joseph College - Jensen Beach, Florida

Savannah State College - Savannah, Georgia

Stillman College - Tuscaloosa, Alabama