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Enhancing the Student Success Agenda in Achieving the Dream Colleges with Faculty Collective Bargaining
No full textImplementing student success strategies requires institutions to develop programs and activities that support purposeful engagement between faculty and students. According to Tinto and Pusser (2006), institutional actions for student success include advising, academic support, exceptional institutional climate, feedback, involvement, pedagogies of engagement, and learning communities, and faculty play an important role in all of these areas. However, at colleges where faculty compensation, workload, and involvement in day-to-day institutional affairs are negotiated through collective bargaining processes, student success is typically not the main thrust of the negotiation conversation. In some cases, provisions of collective bargaining agreements on issues such as workload and promotion processes can even impede progress on the student success agenda.
This research investigated whether and how colleges that are engaged in the Achieving the Dream initiative and how unionized faculty have included student success agenda in their faculty collective bargaining processes, and to what extent involvement, participation, and commitment to the Achieving the Dream initiatives by unionized faculty have been adversely impacted by unionization and the collective bargaining process.
Despite the many challenges that can be associated with the presence of a collective bargaining system, the case study colleges have found ways to address the student success agenda by working around their collective bargaining processes. The common shared value and goal of student success among faculty and administration are resulting in positive impact in the bargaining process. Institutional changes to facilitate student success have been initiated outside the collective bargaining process, but where they impact traditional bargaining issues such as faculty workload and interaction with students; they have been incorporated into contracts as an addendum to existing contracts or introduced in the next bargaining cycle. However, despite all this collegiality and cooperation to improve student success, the administration and faculty at all three case study institutions have made no attempt and saw no compelling reason to include student success as an agenda item in their collective bargaining process.Enhancing the Student Success Agenda in Achieving the Dream Colleges
with Faculty Collective Bargaining
By
Ashok K. Agrawal
A Thesis Submitted to the Graduate Faculty
of
University of Maryland University College
in Partial Fulfillment
of the Requirements for the Degree of
Doctor of Management in Community College Policy and Administration
Advisory Committee
Dr. Charlene Nunley, Ph.D.
Dr. Ronald Head, Ph.D.
April 2014
ENHANCING THE STUDENT SUCCESS AGENDA IN
ACHIEVING THE DREAM COLLEGES WITH FACULTY COLLECTIVE BARGAINING
ABSTRACT
Implementing student success strategies requires institutions to develop programs and activities that support purposeful engagement between faculty and students. According to Tinto and Pusser (2006), institutional actions for student success include advising, academic support, exceptional institutional climate, feedback, involvement, pedagogies of engagement, and learning communities, and faculty play an important role in all of these areas. However, at colleges where faculty compensation, workload, and involvement in day-to-day institutional affairs are negotiated through collective bargaining processes, student success is typically not the main thrust of the negotiation conversation. In some cases, provisions of collective bargaining agreements on issues such as workload and promotion processes can even impede progress on the student success agenda.
This research investigated whether and how colleges that are engaged in the Achieving the Dream initiative and how unionized faculty have included student success agenda in their faculty collective bargaining processes, and to what extent involvement, participation, and commitment to the Achieving the Dream initiatives by unionized faculty have been adversely impacted by unionization and the collective bargaining process.
Despite the many challenges that can be associated with the presence of a collective bargaining system, the case study colleges have found ways to address the student success agenda by working around their collective bargaining processes. The common shared value and goal of student success among faculty and administration are resulting in positive impact in the bargaining process. Institutional changes to facilitate student success have been initiated outside the collective bargaining process, but where they impact traditional bargaining issues such as ENHANCING THE STUDENT SUCCESS AGENDA IN
ACHIEVING THE DREAM COLLEGES WITH FACULTY COLLECTIVE BARGAINING
faculty workload and interaction with students; they have been incorporated into contracts as an addendum to existing contracts or introduced in the next bargaining cycle. However, despite all this collegiality and cooperation to improve student success, the administration and faculty at all three case study institutions have made no attempt and saw no compelling reason to include student success as an agenda item in their collective bargaining process.
Keywords: Community college, faculty unions, student success, collective bargaining,
collegial decision-making, Achieving the Dreamii
© Copyright by
Ashok K. Agrawal
2014
ENHANCING THE STUDENT SUCCESS AGENDA IN
ACHIEVING THE DREAM COLLEGES WITH FACULTY COLLECTIVE BARGAINING
iii
DEDICATION
To my parents.
My parents, the late Mr. Bhagwat Das Agrawal and Mrs. Ketki Devi Agrawal, did not receive high school diplomas, but they nevertheless instilled in my siblings and me the value of learning and education. They supported my ambition to study abroad despite their anxiety from separation and the pressures from our community. They taught me what true, unconditional, parental love is about. They taught me a deep value for fairness and for love of all humankind. My dad always recited his belief in the importance to ―Live and Let Live,‖ and my mother taught me to ―Treat Others Like You Would Like to be Treated.‖ I hope I have been able to live by their lessons.
ENHANCING THE STUDENT SUCCESS AGENDA IN
ACHIEVING THE DREAM COLLEGES WITH FACULTY COLLECTIVE BARGAINING
iv
ACKNOWLEDGMENTS
I would never have been able to pursue this dream without the encouragement and support of my wife, Peggy, and our two sons, Christopher and Nicholas. A journey that began in the early 1980s is finally coming close to fruition largely because of their love and trust in my ability to finish the job. Yes, now I will be able to cross off one more item on my bucket list.
I want to thank Dr. Thomas Z. Jones, Dr. Martha K. Shouldis, and Dr. Marcia F. Pfeiffer, my friends, colleagues and supervisors over the last 35 years of my academic life, for continuously encouraging me to pursue a doctorate degree, and along the way for being my professional mentors from whom I learned a lot about what it means to be a college administrator.
I want to thank my two dissertation advisors. Dr. Charlene Nunley, thank you for accepting me in the program and providing me valuable guidance along the way. Thank you for all the moments you reminded us that this was a journey and it would be difficult at times but immensely satisfying when it was completed. I also want to thank Dr. Ronald Head for guiding, helping, questioning, and advising me for the last three years through this journey. Drs. Nunley and Head, your constant encouragement helped me keep pushing. Thank you both!
I would like to acknowledge the administrators and the faculty of the three institutions who agreed to participate in this study. Without their support, this study would not have been complete. I would also like to thank our classmates in the DMCC program for their encouragement and support that we all shared along the way. The editorial assistance of Dr. Gabriella Oldham, Dr. Kimberly Ruth Allen, and Christopher K. Agrawal, and technical assistance in qualitative research analysis by Dr. Mika Yoder Yamishita are greatly appreciated. ENHANCING THE STUDENT SUCCESS AGENDA IN
ACHIEVING THE DREAM COLLEGES WITH FACULTY COLLECTIVE BARGAINING
v
Table of Contents
Chapter Page
1 INTRODUCTION ........................................................................................................ 1
Background of Study .................................................................................................... 1
Problem Statement ........................................................................................................ 4
Statement of Purpose .................................................................................................... 5
Research Questions ....................................................................................................... 6
Significance of the Topic .............................................................................................. 7
Definition of Key Terms ............................................................................................... 10
Dissertation Organization ............................................................................................. 12
2 LITERATURE REVIEW ............................................................................................. 14
Collective Bargaining and Faculty Unions at U.S. Colleges and Universities ............. 15
Advantages and Disadvantages of Faculty Unions ................................................. 16
Models of Faculty Governance and Collective Bargaining .......................................... 17
The Achieving the Dream Initiative and Student Success ............................................ 19
Faculty Role in Student Success in a Unionized Environment ..................................... 21
Faculty Workload.................................................................................................... 22
Collaborative Leadership ........................................................................................ 22
Leadership Traits and Management Styles for Inclusive Decision Making ................. 23
Theory X and Theory Y .......................................................................................... 24
Shared Governance and Decision Making at Community Colleges ............................. 25
Summary ....................................................................................................................... 27
3 CONCEPTUAL MODEL ............................................................................................. 29
Assumptions .................................................................................................................. 31
Assumption 1 .......................................................................................................... 31
Assumption 2 .......................................................................................................... 34
Assumption 3 .......................................................................................................... 36
Creating a Student-Centered Collaborative Bargaining Environment.......................... 41
Model-Influenced Hypotheses ...................................................................................... 45
Hypothesis 1............................................................................................................ 45
Hypothesis 2............................................................................................................ 46
Hypothesis 3............................................................................................................ 46
Summary ....................................................................................................................... 50
ENHANCING THE STUDENT SUCCESS AGENDA IN
ACHIEVING THE DREAM COLLEGES WITH FACULTY COLLECTIVE BARGAINING
vi
Chapter Page
4 RESEARCH METHODOLOGY.................................................................................. 51
Research Purpose .......................................................................................................... 52
Research Procedure ....................................................................................................... 53
Literature Review.......................................................................................................... 53
Expert Review Process ................................................................................................. 55
Rationale for Expert Selection ................................................................................ 55
Research Design and Rationale .................................................................................... 56
Case Study Method ................................................................................................. 56
Qualitative Methods ................................................................................................ 58
Validity and Reliability ........................................................................................... 58
Research Plan and Phases ............................................................................................. 62
Research Plan: Phase I ............................................................................................ 64
Number of cases ................................................................................................ 64
Criteria for electing the case study institutions ................................................. 65
Data collection strategies .................................................................................. 66
Interview participants........................................................................................ 67
Timeline for the study ....................................................................................... 67
The interview questions .................................................................................... 68
Research Plan: Phase II ........................................................................................... 69
Validation of interview questions through pilot-testing ................................... 69
Data collection .................................................................................................. 70
Interview schedule ............................................................................................ 70
Interview participants........................................................................................ 70
Research question data collection ..................................................................... 71
Document analysis ............................................................................................ 71
Fieldwork best practices ................................................................................... 73
Interview notes and data storage ....................................................................... 73
Research Plan: Phase III ......................................................................................... 73
Data analysis and interview coding process ..................................................... 73
Report design .................................................................................................... 75
Methodological Assumptions and Key Limitations ..................................................... 75
Summary ....................................................................................................................... 76
5 ANALYSIS AND FINDINGS ..................................................................................... 77
Expert Opinion .............................................................................................................. 77
Expert Review Summary .............................................................................................. 83
Incorporation of Expert Review Suggestions ............................................................... 84
ENHANCING THE STUDENT SUCCESS AGENDA IN
ACHIEVING THE DREAM COLLEGES WITH FACULTY COLLECTIVE BARGAINING
vii
Chapter Page
5 Findings........................................................................................................................ 85
(cont) Institution 1 Case Study .......................................................................................... 86
History and current status of collective bargaining .......................................... 87
Institution‘s involvement in Achieving the Dream and faculty engagement in student success prior to and since the engagement in the Achieving the Dream initiative..................................................................................... 88
The tenor of faculty and administration relations ............................................. 89
Influence of the Achieving the Dream initiative on collective bargaining ....... 89
Institution 2 Case Study .......................................................................................... 89
History and current status of collective bargaining .......................................... 90
Institution‘s involvement in Achieving the Dream and faculty engagement in student success prior to and since the engagement in the Achieving the Dream initiative..................................................................................... 91
The tenor of faculty and administration relations ............................................. 91
Influence of the Achieving the Dream initiative on collective bargaining ....... 92
Institution 3 Case Study .......................................................................................... 92
History and current status of collective bargaining .......................................... 92
Institution‘s involvement in Achieving the Dream and faculty engagement in student success prior to and since the engagement in the Achieving the Dream initiative..................................................................................... 93
The tenor of faculty and administration relations ............................................. 94
Influence of the Achieving the Dream initiative on collective bargaining ....... 94
Cross-Institutional Analysis .......................................................................................... 95
Collective Bargaining History Prior to the Achieving the Dream Initiative .......... 98
Faculty Engagement in the Student Success Agenda .............................................101
Engagement in the Achieving the Dream Initiative ................................................102
Collective Bargaining Agreement Since the Achieving the Dream Initiative ........103
Findings on the Research Questions .............................................................................104
Summary .......................................................................................................................107
6 IMPLICATIONS AND RECOMMENDATIONS .......................................................110
Summary of Findings ....................................................................................................111
Conceptual Model Revision ..........................................................................................113
Limitations of the Study................................................................................................115
Future Research Agenda ...............................................................................................115
Recommendations .........................................................................................................117
Guidance for Foundations and Civic Leaders .........................................................117
Guidance for Administrators and Faculty ...............................................................118
Conclusions ...................................................................................................................119 ENHANCING THE STUDENT SUCCESS AGENDA IN
ACHIEVING THE DREAM COLLEGES WITH FACULTY COLLECTIVE BARGAINING
viii
REFERENCE ................................................................................................................120
APPENDICES
A Credentials of Experts Selected for Review Process ....................................................130
B Expert Evaluation Form Template ................................................................................131
C Interview Schedule........................................................................................................132
D Institutional Characteristics ..........................................................................................133
E Research Questions and Related Interview...................................................................134
F Link Between Descriptive and Base Codes, Interview Questions (Topics), and Research Questions .......................................................................................................136
ENHANCING THE STUDENT SUCCESS AGENDA IN
ACHIEVING THE DREAM COLLEGES WITH FACULTY COLLECTIVE BARGAINING
ix
LIST OF TABLES
Table
1 Institutional Profile ....................................................................................................... 96
2 Institutional Characteristics .......................................................................................... 97 ENHANCING THE STUDENT SUCCESS AGENDA IN
ACHIEVING THE DREAM COLLEGES WITH FACULTY COLLECTIVE BARGAINING
x
LIST OF FIGURES
Figure
1 Labor/management issues negotiated at traditional collective bargaining agents ........ 39
2 Winners and lose
Community college funding: A model for implementing new sources of revenue
No full textDeclining state funding and local property tax revenue are forcing community colleges to rely excessively on tuition and fee increases to balance their budgets. Community colleges are easy targets for reductions in state appropriations, given their access to other sources of revenue, which include property taxes and revenue from tuition and fees. State legislatures, in particular, are more likely to reduce appropriations during an economic downturn, just as community colleges need more revenue to accommodate rising enrollments, not less. To make matters worse, property tax revenues also decline during a recession as economic contraction can cause the local tax base to shrink, resulting in a lower tax levy. The present study develops a model for two-year colleges that will provide a framework for identifying and implementing alternative sources of revenue to supplement existing, traditional sources that are no longer sufficient or reliable to meet funding needs. This model identifies alternative sources of revenue that provide the best fit with the institutions’ goals, mission, strengths, and challenges, embracing four central features common to America’s community colleges: 1) community college funding issues, 2) alternative funding opportunities, 3) leadership styles and organizational culture, and 4) strategic planning.Community College Funding Model for New Sources of Revenue
1
Abstract
Title of Dissertation Community College Funding: A Model for Implementing New Sources of Revenue
Stephen Miller, Doctor of Management in Community College Policy and Administration, 2013
Dissertation Directed by Dr. Mary Ellen Duncan, Ph.D.
University of Maryland University College
Dr. Michael Evanchik, Ph.D.
University of Maryland University College
Declining state funding and local property tax revenue are forcing community colleges to rely excessively on tuition and fee increases to balance their budgets. Community colleges are easy targets for reductions in state appropriations, given their access to other sources of revenue, which include property taxes and revenue from tuition and fees. State legislatures, in particular, are more likely to reduce appropriations during an economic downturn, just as community colleges need more revenue to accommodate rising enrollments, not less. To make matters worse, property tax revenues also decline during a recession as economic contraction can cause the local tax base to shrink, resulting in a lower tax levy. The present study develops a model for two-year colleges that will provide a framework for identifying and implementing alternative sources of revenue to supplement existing, traditional sources that are no longer sufficient or reliable to meet funding needs. This model identifies alternative sources of revenue that provide the best fit with the institutions’ goals, mission, strengths, and challenges, embracing four central features common to America’s community colleges: 1) community college funding issues, 2) alternative funding opportunities, 3) leadership styles and organizational culture, and 4) strategic planning.
Community College Funding Model for New Sources of Revenue
2
Community College Funding: A Model for
Implementing New Sources of Revenue
By
Stephen Michael Miller
Dissertation Submitted to the Faculty of the Graduate School of the
University of Maryland University College, in Partial Fulfillment
of the Requirements for the Degree of
Doctor of Management in
Community College Policy and Administration
2013
Advisory Committee
Dr. Mary Ellen Duncan, Chair
Dr. Michael Evanchik Community College Funding Model for New Sources of Revenue
3
Dedication
I am dedicating this dissertation to all of my family and friends who encouraged me and supported me during my long educational journey.
Community College Funding Model for New Sources of Revenue
4
Acknowledgements
I want to thank everyone who made it possible for me to participate in this excellent program. A special thanks to Drs. Paul Szuch and Betty Reynard for recommending me for this program and providing guidance and feedback along the way. I also want to thank the very dedicated faculty in this program: Drs. Mary Ellen Duncan, Michael Evanchik, Ronald Head, Ralph Junhke, Patricia Keir, James Tschechtelin, and Alice Villadsen for sharing their wisdom and knowledge and challenging me to learn so much about leadership of community colleges.
Community College Funding Model for New Sources of Revenue
5
TABLE OF CONTENTS
Abstract…………………………………………………………………………………………....1
Title Page………………………………………………………………………………………….2
Dedication…………………………………………………………………………………………3
Acknowledgements………………………………………………………………………………..4
Table of Contents………………………………………………………………………………….5
List of Tables……………………………………………………………………………………..10
List of Figures………………………………………………………………………………….…11
Chapter One: Introduction……………………………………………………………………….12
Statement of Problem………………………………………………………………………….12
Statement of Purpose………………………………………………………………………….18
Theoretical Base……………………………………………………………………………….22
Leadership Styles………………………………………………………………………….22
Organizational Culture…………………………………………………………………….23
Strategic Planning…………………………………………………………………………24
Summary…………………………………………………………………………………..26
Research Questions…………………………………………………………………………...27
Definitions…………………………………………………………………………………….27
Significance…………………………………………………………………………………...29
Summary…………………………………………………………………………………..30
Chapter Two: Literature Review………………………………………………………………...32
Overview……………………………………………………………………………………...32
Community College Funding Issues………………………………………………………….32
Revenue Mix………………………………………………………………………………33
Rising Enrollments and Declining State Appropriations…………………………………35
Political Influence…………………………………………………………………………37
Comprehensive Mission…………………………………………………………………..39
Rising Costs……………………………………………………………………………….41
Private v. Public Good…………………………………………………………………….42
Impact of Funding Cuts on At-Risk Students…………………………………………….43 Community College Funding Model for New Sources of Revenue
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Summary……………………………………………………………………………….………...46
Alternative and Innovative Funding Issues………………………………………………..….47
Entrepreneurial Business Practices………………………………………………….…….47
Economic Development…………………………………………………………………...48
Strategic Partnerships……………………………………………………………………...49
Research Incubators……………………………………………………………………….50
Fundraising………………………………………………………………………………..51
For-Profit Colleges………………………………………………………………………...53
Distance Education………………………………………………………………………..55
Economic Modeling……………………………………………………………………….56
Four-Year Baccalaureate………………………………………………………………….57
Noncredit and Workforce Education……………………………………………….……..58
Summary………………………………………………………………………….……….60
Leadership Styles and Organizational Culture………………………………….……………61
Summary……………………………………………………………………….………….68
Strategic Planning…………………………………………………………………………….68
Summary…………………………………………………………………………………..72
Chapter Three – Conceptual Model……………………………………………………………...74
Thesis…………………………………………………………………………………………74
Assumptions…………………………………………………………………………………..75
Conceptual Model – Process………………………………………………………………….82
Proposition 1………………………………………………………………………………83
Conceptual Model – Community College Funding Issues.…………………………………..84
Funding Mix………………………………………………………………………………84
Political Environment…………………………………………………………….……….86
Affordability and Student Debt……………………………………………………………87
Competition from For-Profit Colleges…………………………………………………….88
Proposition 2……………………………………………………………………………....89
Conceptual Model – Alternative and Innovative Funding……………………………………90
Strategic Partnerships……………………………………………………………………...91 Community College Funding Model for New Sources of Revenue
7
Fund Raising and Grant Writing…………………………………………………………..94
Distance Education………………………………………………………………………..96
Economic Modeling……………………………………………………………………...100
Retention…………………………………………………………………………………100
Noncredit and Workforce Education…………………………………………………….103
Proposition 3……………………………………………………………………………..105
Conceptual Model – Leadership and Organizational Culture……………………………….106
Change Leadership……………………………………………………………………….106
Entrepreneurialism……………………………………………………………………….108
Moral and Ethical Leadership……………………………………………………………111
Organizational Culture…………………………………………………………………...113
Proposition 4……………………………………………………………………………..115
Conceptual Model – Strategic Planning…………………………………………………….115
Sustainability and Organizational performance………………………………………….116
Environmental Scanning…………………………………………………………………119
Proposition 5……………………………………………………………………………..122
Conclusion…………………………………………………………………………………..122
Chapter Four – Methodology…………………………………………………………………...124
The Importance and Need for the Study…………………………………………………….125
Research Design……………………………………………………………………………..126
Search Criteria………………………………………………………………………………127
Rationale for Inclusion of Empirical Scholarly Research Studies…………………………..135
Discussion of Scholarly Research…………………………………………………………...136
Review by Expert Panel……………………………………………………………………..142
Expert Panel…………………………………………………………………………………142
Panel Expert #1…………………………………………………………………………..142
Panel Expert #2…………………………………………………………………………..143
Panel Expert #3…………………………………………………………………………..144
Panel Expert #4…………………………………………………………………………..144
Discussion…………………………………………………………………………………...145
Chapter Five: Literature Analysis Findings…………………………………………………….146 Community College Funding Model for New Sources of Revenue
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Introduction………………………………………………………………………………….146
Expert Panel Survey and Analysis of Feedback…………………………………………….147
Relevance and Contribution to the Practice of Management………………………………..148
Scholarly References………………………………………………………………………..152
Scope of Research…………………………………………………………………………...152
Conceptual Framework……………………………………………………………………...153
Quality of Writing…………………………………………………………………………...154
Researcher Response to Expert Review…………………………………………………….154
Literature Review Analysis………………………………………………………………….158
Research Question One …………………………………………………………………..158
Conclusion……………………………………………………………………………….160
Research Question Two………………………………………………………………….161
Conclusion……………………………………………………………………………….167
Research Question Three………………………………………………………………...168
Leadership Styles……………………………………………………………………..168
Organizational Culture………………………………………………………………..170
Strategic Planning…………………………………………………………………….172
Conclusion……………………………………………………………………………….176
Chapter Six: Conclusions and Implications…………………………………………………….177
Introduction………………………………………………………………………………….177
Community College Funding: A Model for Implementing New Sources of Revenue……...177 Major Themes of the Community College Funding Model…………………………………….179
Community College Funding Issues………………………………………………………...180
Alternative and Innovative Funding………………………………………………………...183
Leadership Styles and Organizational Culture……………………………………………...186
Strategic Planning…………………………………………………………………………...190
Implications for Management Practice for Community College Leaders…………………..193
Funding…………………………………………………………………………………..194
Access……………………………………………………………………………………194
Resources………………………………………………………………………………...195
Mission…………………………………………………………………………………...197 Community College Funding Model for New Sources of Revenue
9
Areas for Further Research………………………………………………………………….198
Student Retention………………………………………………………………………...198
Distance Learning………………………………………………………………………..199
Performance Funding…………………………………………………………………….201
Community College Baccalaureate Programs…………………………………………...202
Conclusion…………………………………………………………………………………..203
Reference List…………………………………………………………………………………..206
Community College Funding Model for New Sources of Revenue
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List of Tables
Table 4.1: Keywords Search: Community College Funding…………………………………...127
Table 4.2: Keywords Search: Community College Alternative Funding Sources……………..128
Table 4.3: Keywords Search: Community College Leadership and Organizational Culture1…129
Table 4.4: Keywords Search: Community College Strategic Planning………………………...129
Table 4.5: Subject Matter Experts and Research Themes……………………………………...130
Table 4.6: Key Journals and Citation Years……………………………………………………134
Table 5.1: Reviewer Panel Survey Results……………………………………………………..148
Table 6.1: Model Themes and Benefits – Community College Funding Model…………….....179
Table 6.2: Model Elements and Purpose – Community College Funding Issues………………180
Table 6.3: Model Elements and Purpose – Alternative and Innovative Funding………………183
Table 6.4: Model elements and Purpose – Leadership Styles and Organizational Culture…….187
Table 6.5: Model Elements and Purpose – Strategic Planning…………………………………191
Community College Funding Model for New Sources of Revenue
11
List of Figures
Figure 3.1: Conceptual Model – Community College Funding: A Model for Implementing
New Sources of Revenue……………………………………………………………………..81
Figure 3.2: Conceptual Model – Process………………………………………………………...82
Community College Funding Model for New Sources of Revenue
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Chapter One – Introduction
Statement of Problem:
America’s community colleges are facing an unprecedented funding crisis as declining state and local tax revenue threaten to severely curtail college programs and student support services (AACC, 2009; Archibald & Feldman, 2008; Baum, Little, & Payea, 2011; Blose, 2010; Boyd, Williams, & Pennington, 2009; Bradley, 2010; Douglass, 2010; Doyle & Delaney, 2011; Gonzalez, 2010; McClendon, Hearn, & Mokher, 2009; Romano, 2011; Sullivan, 2010a; Sullivan, 2010b; Zeiss, 2010). To survive, community colleges must increase tuition and fees, often at rates significantly higher than inflation, to compensate for declining state appropriations and property tax revenue (Beene, 2010). Compounding the problem is the cyclical nature of the economy, where periods of prosperity give way to recession, disrupting program development and continuity as colleges are forced to slash spending every four or five years, just as they rebound from cuts made during previous downturns (Doyle & Delaney, 2009). Importantly, community colleges also experience surging enrollment during recessions, as students return to school when they find they are unable to find jobs or afford the more expensive tuition charged by four year colleges (Orr, 2010). The additional tuition revenue received due to rising enrollment can serve as a cushion for declining state and local revenues, but as community colleges face capacity issues and higher operating costs, the additional revenue is often not enough to cover the additional operating costs (Sheldon, 2003). All of these issues have left community colleges financially vulnerable and desperate for new sources of revenue.
Community colleges have become a significant fixture in America’s system of higher education. Enrollments in community colleges have grown from about one million students in Community College Funding Model for New Sources of Revenue
13
1965 to well over 6.5 million students today (Adams, 2011; Baum et al., 2011; Tollefson, 2009). Nearly half of all undergraduate students attend a two-year institution today, compared to approximately 25 percent in 1965. There are many reasons why students turn to community colleges for their higher education needs. Connell (2008) observed that tuition and fees average only about one-third of that charged at America’s four-year institutions. Baum et al. (2011) found that the average tuition and fees for a full-time student attending a public two-year college was 7,605 charged to in-state students and 27,293 while students attending private for-profit colleges were charged an average of 13,935 per year.
Affordability is not the only reason that students are drawn to two-year institutions. The community college tradition of an open door policy has led to a history of accommodation and responsiveness to the needs of the community and its multiple stakeholders (Cejda & Leist, 2006). Not only do community colleges provide a segue between high schools and four-year colleges and universities by offering academic transfer courses, they also provide training to 60 percent of graduating nurses, and 80 percent of firefighters, law enforcement officers, and emergency medical technicians (Connell, 2008). Over 40 percent of community colleges offer academic and workforce education programs online, catering to the growing number of nontraditional students who are unable to attend classes in person, due to work and family obligations. (Vignare, 2009). Yet, as the cost of providing more services to more students has increased, the amount of funding from sources two-year colleges have traditionally relied on has decreased (Zeiss, 2010). Community College Funding Model for New Sources of Revenue
14
At no time in the history of America’s two year institutions has there been a greater crisis in funding than at the present (Adams, 2011; FICO, 2013; Romano, 2011). Community colleges receive over half of their funding from state appropriations and local property taxes (Miller & Holt, 2005; Romano, 2011). However, as states are forced to divide less tax revenue among more constituencies expecting state support, community college funding ends up on the chopping block as legislators assume that tuition revenue will make up the shortfall (Doyle & Delaney, 2009). The situation is even more egregious where property tax revenue is concerned. Given the decline in property values associated with the recent housing market collapse, tax coffers have diminished significantly (Beene, 2010). Nevertheless, community colleges have been forced to cut costs and raise tuition and fees to make up for lost revenue from state and local sources. Sheldon (2003) argues against relying too heavily on raising tuition and fees to compensate for declining revenues elsewhere. Not only does higher tuition force students to drop out, many who do are among the historically underrepresented in higher education, including African American and Hispanic students (Dowd, 2003; Dowd & Grant, 2006; Sheldon, 2003).
The recent economic downturn, regarded by many as the worst recession since the Great Depression, has exacerbated funding problems for community colleges all across the nation (Budd, 2011; Doyle & Delaney, 2011; Fernandez, 2011; Joch, 2011). Texas, for example, having faced a 25 billion budget shortfall going into the 2012/2013 biennium, had to implement substantial funding cuts during the final year of the 2010/2011 biennium for nearly all state agencies to balance the budget (Susan Combs, 2011). State funding for community colleges in Texas fell nearly 3.2 billion in 2010/2011 to 2.7 billion in 2012/2013, even as student contact hours were expected to climb 20 percent (THECB, 2012). Community College Funding Model for New Sources of Revenue
15
Even after enduring years of state funding cuts, community college leaders in Texas and across the nation expect to see further cuts in state appropriations in the years ahead.
Most community colleges are raising tuition and fees charged to students to make up for lost funds from other sources (Lipka, 2013; Violino, 2012; Weerts & Ronca, 2012). A report published by the College Board (2008) indicated that state appropriations, which provided half the funding for community colleges in 1981, declined to 38 percent in 2008. Most of this decrease was offset by increases in tuition revenue, which rose from 25 percent of funding in 1981 to 37 in percent 2008. Even more troubling, tuition and fees for two-year and four-year institutions have risen 440 percent during the same time period, exceeding the rate of inflation by a factor of four (Cronin and Horton, 2009). Community colleges have averaged between 3 and 3.5 percent annual increases in inflation-adjusted dollars each year since 1980 (Baum et al., 2011).
Higher tuition and fees have made college less affordable, forcing more students to rely on school loans to pay for their education. A recent report from the New York Federal Reserve suggests that total student debt is close to reaching 1 trillion (Federal Reserve of New York, 2013). Findings in this report note that:
Total debt at the end of 2012 was 22,700 in 2008 versus only 26,600 (Institute for College Access and Success, 2012). Nelson (2009) also found an alarming increase in nonfederal private loans, generally considered less desirable than federal loans and more expensive to the student. Reliance on nonfederal private loans more than tripled from seven percent of student loan borrowers in 1998 to 23 percent in 2008.
As tuitions rise and student debt increases, many are concerned that higher education may become the next bubble to burst, where students accumulate more debt than they could ever conceivably pay off, their prospects for earning more money after graduation, notwithstanding (Cronin & Horton, 2009). In addition to the above findings, the Federal Reserve Report noted a connection between studen
Pick up the pace: An examination of elements essential to increasing efficacy and student learning potential in accelerated college courses
No full textAccelerated courses are a growing trend in higher education and help educational institutions meet the needs of adult students who are faced with competing interests of work, family, and social obligations when they choose to return to earn a college degree or credential. Accelerated courses involve less time in classrooms and fewer instructor-led contact hours, yet students are expected to achieve the same learning outcomes as those participating in traditional semester-length courses. Because of their deviation from the traditional model of course delivery in higher education, the academic integrity of accelerated courses is often scrutinized. Using a Systematic Review of relevant literature, the goal of this research was to determine if accelerated coursework is an effective delivery model of college-level curricula and what aspects of accelerated courses, if any, can be identified as positive or negative influences on learning in accelerated coursework. The research will be used to inform a best practice model for institutions delivering accelerated courses.ABSTRACT
Title of Dissertation:
PICK UP THE PACE: AN EXAMINATION OF ELEMENTS ESSENTIAL TO INCREASING EFFICACY AND STUDENT LEARNING POTENTIAL IN ACCELERATED COLLEGE COURSES
Anne Elizabeth DesRosiers Killen, Doctor of Management, 2014
Dissertation Directed By:
Program Directors and Collegiate Faculty, Dr. Patricia Keir and Dr. Ronald B. Head, University of Maryland Doctor of Management in Community College Policy and Administration
Accelerated courses are a growing trend in higher education and help educational institutions meet the needs of adult students who are faced with competing interests of work, family, and social obligations when they choose to return to earn a college degree or credential. Accelerated courses involve less time in classrooms and fewer instructor-led contact hours, yet students are expected to achieve the same learning outcomes as those participating in traditional semester-length courses. Because of their deviation from the traditional model of course delivery in higher education, the academic integrity of accelerated courses is often scrutinized. Using a Systematic Review of relevant literature, the goal of this research was to determine if accelerated coursework is an effective delivery model of college-level curricula and what aspects of accelerated courses, if any, can be identified as positive or negative influences on learning in accelerated coursework. The research will be used to inform a best practice model for institutions delivering accelerated courses. Keywords: accelerated course, higher education, adult education, accelerated program, adult student, adult learner, andragogy, academic integrity, self-directed learner, rigor, credit hour equivalent, time-on-task, curriculum delivery models, learning styles.PICK UP THE PACE: AN EXAMINATION OF ELEMENTS ESSENTIAL TO INCREASING EFFICACY AND STUDENT LEARNING POTENTIAL IN ACCELERATED COLLEGE COURSES By Anne E. Killen Dissertation submitted to the Faculty of the Graduate School of the University of Maryland University College, in partial fulfillment of the requirements for the degree of Doctor of Management 2014 Advisory Committee:
Dr. Patricia Keir
Dr. Ronald B. Headii
©Copyright by Anne E. Killen
2014i
Dedication This dissertation is dedicated to my family who have supported me throughout my education, career, and lifetime. My husband Patrick and my beloved children Mary Katherine and Daniel have stood by my side, providing encouragement every step of the way; even at times I thought this was impossible, they knew I would succeed. My parents Daniel and Marylou taught me the value of hard work and have provided a lifetime of unconditional love. I am very fortunate and thankful to have you in my life. Lastly, I dedicate this dissertation to the memory of my dear sweet grandmother Arlene, who taught me that the most precious moments in life are often the most simple and fleeting, so we must take time to enjoy them. ii
Acknowledgments The doctoral education process in not an easy road and one I did not travel alone. I would like to thank my advisors, Dr. Patricia Keir and Dr. Ron Head, for their amazing guidance, patience, and encouragement. Pat and Ron, your ongoing enthusiasm and support made all the difference, thank you. I would be extremely remiss if I did not take the time to mention my cohort who are an amazing group of people. Dwayne, Monique, Holly, Sheila, Suzanne, and Jocelyn, each of you has my gratitude for the support and friendship you have provided along the way. I have learned so much from each of you and will sincerely miss our time together in Maryland. Thank you to Troy Cusson for your amazing graphic design work on my conceptual model and patience throughout my numerous revisions. Somehow Troy was able to take my rough, boring, and flat model, and make it “pop.” Lastly, thank you to my professional network, cheerleaders, and friends at Keuka College and the Center for Professional Studies: each of you has provided the support, guidance, assistance, and nudge I have needed throughout this process. Ovid was correct, “Perfer et obdura, dolor hic tibi proderit olim.”iii
Table of Contents Chapter 1 INTRODUCTION ........................................................................................................ 1 Statement of the Problem.............................................................................................. 3 Statement of the Purpose .............................................................................................. 4 Context and Background Related to the Problem......................................................... 5 Student Population.................................................................................................. 5 Institutional Response to Student Need .................................................................. 6 Criticism of Accelerated Education........................................................................ 7 Assessment of Accelerated Learning...................................................................... 8 Theoretical Base............................................................................................................ 9 Adult Education or Adult Learning Theory............................................................ 9 Management Theory and Implications ......................................................................... 11 Stakeholder Theory................................................................................................. 12 The System of Profound Knowledge...................................................................... 13 Systems Thinking.................................................................................................... 14 Research Questions....................................................................................................... 15 Definition of Terms....................................................................................................... 16 Assumptions and Significance of the Research............................................................ 18 Assumptions............................................................................................................ 18 Institutional Perspective.......................................................................................... 19 Adult Students and Enrollment Decisions .............................................................. 20 Conclusion .................................................................................................................... 21 2 LITERATURE REVIEW............................................................................................... 2 Purpose......................................................................................................................... 22 Identified Themes for Review ...................................................................................... 23 Educational and Managerial Theories .......................................................................... 24 Theories of Adult Learning..................................................................................... 24 Theories of Management ........................................................................................ 28 Effectiveness and Efficiency................................................................................... 32 Benefits for Students and Institutions........................................................................... 34 Achievement of Learning ....................................................................................... 36 Elements of Success...................................................................................................... 44 Concerns in Relation to Accelerated Coursework ........................................................ 55 Summary of Articles and Relevant Findings ................................................................ 61 3 CONCEPTUAL MODEL............................................................................................. 63 Introduction to Conceptual Model ................................................................................ 63 Basic Logic Model for Accelerated Courses Offered................................................... 63 Course Outcomes in Accelerated and Traditional Programs........................................ 65 Continual Course Assessment and Revision Cycle ...................................................... 66iv
Chapter 3 A Focus on Quality in Coursework .............................................................................. 68 (cont) Assessment Modification Cycle ................................................................................... 69 Accelerated Course Design, Constituencies, and the Impact on Learning................... 72 Discussion of Representative Model ............................................................................ 76 4 METHODOLOGY ....................................................................................................... 79 Research Process........................................................................................................... 81 Research Questions....................................................................................................... 81 Searching Literature...................................................................................................... 82 Protocol Review............................................................................................................ 82 Searching for Literature ................................................................................................ 84 Practical Screening of Literature .................................................................................. 87 Expert Panel Review.....................................................................................................112 Expert Reviewer One..............................................................................................113 Expert Reviewer Two .............................................................................................113 Expert Reviewer Three ...........................................................................................114 Expert Reviewer Four .............................................................................................114 Panel Process ..........................................................................................................115 Conclusion ....................................................................................................................115 5 ANALYSIS AND DISCUSSION.................................................................................116 Analysis of the Expert Review Panel Feedback ...........................................................116 Summary of Quantitative Feedback Received from Expert Panel ...............................117 Summary of Evaluation Form Feedback by Question..................................................119 Question 1. Significance of topic............................................................................119 Question 2. Potential to contribute to management practice ..................................119 Question 2. Rigor of argument and problem statement ..........................................120 Question 4. Organization of topic or approach.......................................................120 Question 5. Quality of references ...........................................................................120 Question 6. Validity of assumptions.......................................................................121 Question 7. Quality of research ..............................................................................121 Question 8. Thoroughness of presentation..............................................................122 Question 9. Writing quality.....................................................................................122 Analysis of Qualitative Feedback Received from Expert Panel...................................122 Misunderstanding of the Systemic Literature Review............................................123 Defending Accelerated Education ..........................................................................124 Assessment in Accelerated Coursework.................................................................125 Analysis of Literature Review Findings .......................................................................126 Findings from Literature .........................................................................................126 Theoretical foundation for adult students and program management ..............126 Managerial challenge ........................................................................................127 Student and institutional benefits......................................................................128v
Chapter 5 Demonstrating learning challenges...................................................................129 (cont) Interconnection of literature..............................................................................130 Analysis of Research Questions....................................................................................131 Question One ..........................................................................................................131 Question Two..........................................................................................................131 Students.............................................................................................................132 Instruction and curriculum................................................................................133 Institutional oversight .......................................................................................134 Question Three........................................................................................................135 Question Four..........................................................................................................135 Summary/Conclusions ..................................................................................................136 6 IMPLICATIONS FOR HIGHER EDUCATION.........................................................138 Implementation of Accelerated Courses.......................................................................138 Product Model...............................................................................................................139 Areas of Future Research..............................................................................................140 The Credit Hour ......................................................................................................144 Earning College Credit ...........................................................................................145 Distance Education .................................................................................................146 Other Areas of Research .........................................................................................147 Implications of Accelerated Courses and Conclusions.................................................148 REFERENCES .............................................................................................................150 APPENDICES A Permission Letter ..........................................................................................................160 B Sample Mail Sent to Expert Review Panel Requesting Permission .............................161 C Feedback Received from Expert Panel Members.........................................................162vi
LIST OF TABLES Table 1 Time-on-Task Model for Traditional, Compressed, and Accelerated Courses Equaling Three College Credits.................................................................................... 2 2 Four Orientations to Learning....................................................................................... 10 3 Main Topics of Literature Review and Relationship to Research Questions ............... 24 4 Planning Instruction for Adult Students ....................................................................... 47 5 Research Topics as Identified by Initial Literature Review.......................................... 83 6 Databases Included in the UMUC Library ................................................................... 85 7 Search Within UMUC Library OneSearch ................................................................... 86 8 Search Within ProQuest Dissertations and Theses....................................................... 88 9 Summary of Evidence of Selected Literature ............................................................... 90 10 Summary of Likert Ratings from Expert Panel Evaluation Forms...............................118 11 Recommendations and Considerations for Accelerated Coursework...........................141vii
LIST OF FIGURES Figure 1 The PDCA cycle ........................................................................................................... 14 2 Effectiveness and Efficiency Framework in education ................................................ 33 3 Basic logic model for offering an accelerated course................................................... 64 4 The cyclical nature of institutional effectiveness.......................................................... 71 5 Cognitive load theory.................................................................................................... 73 6 A model demonstrating essential elements of accelerated courses .............................. 77 7 Correlation of S, C, O signifiers with conceptual model, as seen in Table 11 .............1401
CHAPTER 1: INTRODUCTION
Vision without systems thinking, ends up painting lovely pictures of the future with no deep understanding of the forces that must be mastered to move from here to there. (Senge, 1990, p. 12) Accelerated courses in higher education involve less time in classrooms and fewer instructor-led contact hours, yet students are expected to achieve the same learning outcomes as those participating in traditional semester-length courses. Through a systematic review of relevant literature, the goal of this research was to determine if accelerated coursework is an effective delivery method for adult students and what aspects of accelerated courses, if any, can be identified as positive or negative influences on learning. These findings will help to inform a best practice model, as well as offer conclusions and recommendations for higher education professionals responsible for delivering and maintaining quality academics in accelerated courses.Traditional college courses are commonly delivered in a 15-week semester, a well-known and accepted course delivery model based on the Carnegie Unit (Shedd, 2003). The Department of Education (2010) supports the Carnegie Unit model in its definition of a college credit hour which focuses on instructor-led activities and time-on-task, specifically not less than one hour of classroom or direct faculty instruction and a minimum of two hours of out of class work for each week for approximately fifteen weeks for one semester…or the equivalent amount of work over a different amount of time. (Section 600.2 Definitions)
Accelerated courses differ from traditional and compressed or intensive courses, which meet the instructional contact hours as defined by the Carnegie Unit and the Department of Education. While traditional courses provide a focus on instructor-led contact hours, an accelerated course provides significantly less instructor-student time in the classroom(see Table 1). Because of2
reduced instructor-led time, accelerated courses have been a challenge for educators and accreditors to assess and identify as rigorous college courses. However, despite these institutional challenges to substantiate the credit-hour equivalency in accelerated courses, they continue to be a popular model for adult students pursuing higher education. Table 1 Time-on-task Model for Traditional, Compressed, and Accelerated Courses Equaling Three College Credits
Number of Weeks in Course
Number of Hours in Class per Week
Total Number of Hours in Class for Course
Traditional Course Delivery Model
15
3
45
Compressed Course Delivery Model
9
5
45
Accelerated Course Delivery Model
5
4
20
Wlodkowski (2003) wrote, “accelerated learning courses and programs are one of the fastest-growing transformations in higher education” (p. 5) be
Diversity management programs in U.S. organizations: An examination of organizational and cultural factors affecting their implementation
No full textThis evidence-based research synthesis seeks to close the gap in the current
literature concerning the theory and practice of diversity management program
implementation.
A conceptual model was developed to identify organizational and cultural factors
influencing the implementation of diversity management programs. An evidence-based
research synthesis with a realist approach (Pawson, 2001) was utilized to critically analyze
selected articles for this study. The study found four organizational and cultural factors that
have an impact on the implementation of diversity management programs: organizational
founder and leader influence; mission and values of the organization; degree of
inclusiveness in an organization’s culture; and organizational policies and procedures.
It was found that leaders have the most significant impact as they establish the
identity of the organization, set forth strategic goals of the organization, and determine
which organizational initiatives are supported with resources. It was also found that since
the mission statement provides the core reason for organizational existence, diversity
management needs to be included in the mission statement if the organization is seeking to
encourage diversity in its workplace. It was discovered that inclusive organizational culture
is necessary for successful implementation of diversity management programs, and that supportive diversity policies and procedures are the mechanisms that instill and enforce
diversity in the organizational culture. While each factor has an influence on
implementation, all organizational and cultural factors must be considered together for
successful implementation of diversity management programs.Diversity management programs in U.S. organizations: An examination of
organizational and cultural factors affecting their implementation
Submitted by:
Vanessa L. Stewart, MBA, SPHR
Submitted to:
Dr. Thomas J. Mierzwa
Dr. Kimberly Kelley
University of Maryland University College
September 4, 2013
ii
DIVERSITY MANAGEMENT PROGRAMS IN U.S. ORGANIZATIONS: AN
EXAMINATION OF ORGANIZATIONAL AND CULTURAL FACTORS
AFFECTING THEIR IMPLEMENTATION
ABSTRACT
Vanessa L. Stewart, MBA, SPHR
University of Maryland University College
This evidence-based research synthesis seeks to close the gap in the current
literature concerning the theory and practice of diversity management program
implementation.
A conceptual model was developed to identify organizational and cultural factors
influencing the implementation of diversity management programs. An evidence-based
research synthesis with a realist approach (Pawson, 2001) was utilized to critically analyze
selected articles for this study. The study found four organizational and cultural factors that
have an impact on the implementation of diversity management programs: organizational
founder and leader influence; mission and values of the organization; degree of
inclusiveness in an organization’s culture; and organizational policies and procedures.
It was found that leaders have the most significant impact as they establish the
identity of the organization, set forth strategic goals of the organization, and determine
which organizational initiatives are supported with resources. It was also found that since
the mission statement provides the core reason for organizational existence, diversity
management needs to be included in the mission statement if the organization is seeking to
encourage diversity in its workplace. It was discovered that inclusive organizational culture
is necessary for successful implementation of diversity management programs, and that
iii
supportive diversity policies and procedures are the mechanisms that instill and enforce
diversity in the organizational culture. While each factor has an influence on
implementation, all organizational and cultural factors must be considered together for
successful implementation of diversity management programs.
Keywords: diversity, implementation, United States, organizational culture,
workplace, work environment, and cultural competence
iv
ACKNOWLEDGEMENTS
Many people have contributed to my development during the dissertation process.
I would like to thank all of these individuals for being instrumental in my life.
I sincerely thank my committee members, Dr. Thomas J. Mierzwa and Dr.
Kimberly Kelley, for the knowledge, wisdom, and support they provided me. They have
been a great source of strength during my graduate studies at the University of Maryland
University College.
I wish to thank Dr. John Sherlock and Dr. Claudine SchWeber for providing their
wisdom, guidance, and support early in the dissertation process. I am also thankful to
several subject matter experts who took the time to review my work and provide feedback.
Their input was invaluable to my research.
I express my deepest gratitude for my parents and friends. To my parents, Dr.
Charlie E. Stewart and Mrs. Mary P. Stewart, thank you for your unconditional love,
support, and always believing in me in every endeavor that I pursue. For my friends, thank
you for your support and encouragement—this has allowed me to pursue my dreams.
I am grateful for each of you, and I am confident that our relationship will continue
to grow and become stronger.
I dedicate this dissertation to the memory of my beloved sisters, Angela S. Davis
and Cathy R. Stewart. Though they are no longer on this earth, they are forever in my
heart. I continue to be inspired by their hard work, dedication, wisdom, and loving hearts.
Although Angela’s doctoral pursuit was cut short because of her untimely death, I hope
v
that I can bring some solace to her spirit by following in her footsteps and reaching a goal
she would have achieved.
vi
Table of Contents
Abstract . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .ii
Acknowledgements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iv
List of Tables . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .x
List of Figures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .xi
List of Appendices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .xii
Chapter I: Introduction
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1
Emergence of Diversity Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5
Diversity Management and Challenges to Implementation . . . . . . . . . . . . . . . . . . . 7
Diversity Management in the Context of Organizational Culture . . . . . . . . . . . . . .10
Diversity Trends . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Problem Statement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12
Purpose . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Research Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Significance of Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15
Scope of Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16
Dissertation Chapters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17
Chapter II: Literature Review and Propositions
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20
Leadership and Program Implementation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Implementation through Mission and Values . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Employee Demographics and Implementation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Degree of Diversity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28
National Culture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
vii
Cultural Intelligence and Implementation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .36
Organizational Culture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
Organizational Culture and Diversity Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
Exclusive Organizational Culture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
Inclusive Organizational Culture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .50
Organizational Culture Change . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .55
Organizational Policies and Procedures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
Summary of Propositions and Literature Supporting Propositions . . . . . . . . . . . . . . . . . . .67
Chapter III: Conceptual Framework
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .69
Founders and Leaders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
Mission and Values . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .70
Degree of Diversity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .70
Level of Cultural Intelligence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70
Exclusive Organizational Culture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
Inclusive Organizational Culture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .71
Organizational Culture Change . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .71
Organizational Policies and Procedures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
Hypotheses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .73
Chapter IV: Methodology
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .74
Evidence-Based Research Synthesis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .74
Realist Review Approach . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75
Identification of Research Articles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
Inclusion/Exclusion Criteria . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78
viii
Literature Assessment Tool . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .80
Threats to Validity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .84
Subject Matter Experts’ Input . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86
Chapter V: Findings
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .87
Results . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .87
Findings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .89
Leadership Influence and Implementation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89
Mission and Values Influence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .92
Organizational Policies and Procedures Influence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93
Organizational Culture Influence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95
Cultural Intelligence Influence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98
Evidence Supporting Hypotheses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99
Evidence Informing Research Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100
Summary of Findings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102
Challenges and Limitations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .104
Chapter VI: Implications for Management
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .106
Implications for Management Theory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .106
Developing Approaches to Create an Inclusive Organizational Culture . . . . . . . . . . . . . .107
Implications for Management Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107
Ensuring Supportive Behaviors of Founders and Leaders . . . . . . . . . . . . . . . . . . . . . . . . 107
Valuing Diversity with Visible Language in Mission Statements . . . . . . . . . . . . . . . . . . 108
Replacing Outdated Organizational Policies and Procedures . . . . . . . . . . . . . . . . . . . . . .108
ix
Developing Inclusive Organizational Cultures before
Implementing Diversity Initiatives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109
Examining Workforces for Homogenous Versus Heterogeneous Culture . . . . . . . . . . . . 109
Implications for Future Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111
The Influence of Cultural Intelligence Levels . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .111
Leaders’ Motivations and Levels of Support . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111
The Influence of Subgroups . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112
Organizational Size and Type . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112
The Role of Limited Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .113
Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .113
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .115
Appendix . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .127
x
List of Tables
Table 1 Approaches to Managing Workforce Diversity . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Table 2 Supportive Behaviors of Inclusive Organizational Culture . . . . . . . . . . . . . . . . . 54
Table 3 Summary of Propositions and Literature Sources . . . . . . . . . . . . . . . . . . . . . . . . 67
Table 4 Keyword Combinations used for Literature Review . . . . . . . . . . . . . . . . . . . . . . 78
Table 5 Inclusion Criteria . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79
Table 6 Exclusion Criteria . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79
Table 7 Questions from Rumrill Tool . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82
Table 8 Articles Used in Data Sample and Ratings on Pittaway and Rumrill Tools . . . . . 83
Table 9 Results Concerning Factors Identified in Conceptual Framework . . . . . . . . . . . . 88
Table 10 Steps for Successful Implementation of Diversity Management Programs. . . . . . 110
xi
List of Figures
Figure 1 Conceptual Framework: Implementation Factors in Diversity
Management Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
Figure 2 General Research Methodology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
Figure 3 Summary of Results . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87
xii
List of Appendices
Appendix A Quality Assessment Criteria . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127
Appendix B Critique Scale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129
Appendix C Subject Matter Experts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132
1
Chapter I: Introduction
Background
As a result of societal changes in the United States (Judy & D’Amico, 1999),
including employment laws, globalization, outsourcing, off-shoring, and mergers and
acquisitions, more individuals of diverse characteristics have entered the workforce of
organizations in the United States (Barak, 2000; Lockwood, 2005; Ollapally & Bhatnagar,
2009; Society for Human Resource Management (SHRM), 2008). The change in
workforce demographics began during the 1960s with the passage of the Civil Rights Act
and related laws, which outlawed employment discrimination as it relates to sex, race,
color, religion, pregnancy, national origin, age, and disability (Barak). In the 1970s and
1980s, diverse individuals continued to enter the workforce, with an increase of
immigrants, primarily from Asia and Latin America; in the 1990s, half of the increase
experienced in the workforce was attributed to immigration (p. 49). Barak’s (2000)
research predicted that there would continue to be increased diversity in the workforce over
the next decade, to include immigrants, minorities, women, and older adults; such
individuals are expected to remain in the workforce longer than in previous times (p. 49).
Diversity management has become prevalent in organizational business strategies,
due to globalization (Barak, 2005, p. 2). The global economy has created working
relationships across national boundaries (Ollapally & Bhatnagar, 2009, p. 565). Employees
in today’s large organizations are working with individuals from different countries and
cultures (Barak, 2005, p. 2). Such organizations “must be able to utilize the diversity of
their human resources to become truly global,” which requires that they capitalize on their
“human talent” despite the national culture or cultural background of their employees (p.
2
3). Globalization has also created opportunities such as mergers and acquisitions (Marín &
Navarro, 2010, p. 64) and strategic alliances such as offshoring (Barak, 2005, p. 3).
In an effort to manage such a diverse workforce, U.S. organizations have evolved
their approaches for managing the workforce from the 1960s to the present time. Carr-
Ruffino (1999) described the initial stage of this evolution as one utilizing a “melting pot”
approach, which sought to integrate diverse employees into the organizational culture
(Lockwood, 2005). Stevens and Ogunji (2010) observed that the “melting pot” approach
implied that all individuals “should become culturally indistinguishable from everyone else
in order to be appropriately assimilated” “within the organizations” where they worked (p.
72). They argued that this approach limited “organizational performance” and hindered an
organization from gaining competitive advantage (p. 72). The approach limited diverse
employees of organizations from fully participating in the organization because the
employees were discouraged from displaying their unique characteristics within the
workplace (p. 72). Organizations transitioned away from this approach because minorities
did not assimilate into the organizations as anticipated (Carr-Ruffino).
A subsequent approach employed was legal compliance, such as Title VII of the
Civil Rights Act of 1964 and the Age Discrimination in Employment Act of 1967
(Lockwood, 2005). As a result of these laws, organizations began implementing
affirmative action to establish objectives to boost the number of underrepresented
individuals in the protected classes per an individual’s desire to work and their ability to
meet job qualifications (SHRM, 2008). While the legal compliance approach assisted in
reducing litigation and allowed organizations to meet affirmative action goals, it did not
assist with the actual management or promotion of workforce diversity (Carr-Ruffino,
1999).
3
The current approach being implemented by U.S. organizations utilizes diversity
management initiatives as a business strategy to allow organizations to capitalize on the
benefits of a diverse workforce. Lockwood (2005) observed that organizations are now
managing diversity by incorporating global cultures and showing that they value corporate
diversity. Diversity management programs vary by organizatio
The Dynamic Nonprofit Human Services Employee: Creating engagement and inspiration in an ever-changing environment
No full textEmployees who have chosen careers with non-profit human services organizations expecting intrinsic satisfaction often find that the same care and commitment espoused in mission statements is not reflected internally as a commitment to employee satisfaction. This has been referred to as the Nonprofit Paradox (La Piana, 2010; Landsberg, 2004).These frontline workers, professionals and executives are at risk of becoming disillusioned by increasing demands for compliance, internal and external disparities in salaries, unpaid work hours in professional positions and difficulties in achieving outcomes. Flat funding and/or reductions in government contracts as well as increasing service demands have added to the sustainability pressures faced by human services organizations. Further, the demands for top management to address accountability to funders and regulatory agencies increasingly shifts focus and resources away from employee satisfaction to meeting deadlines, outcomes and budget.
However, the nonprofit sector may be overlooking important non-monetary satisfiers and motivators that can be used to invigorate the human services workforce. The purpose of this study is to examine best practices and identify promising opportunities for staffing human services organizations in order to develop strategies that promote and sustain an enthusiastic commitment to the organization and its mission.Running Head: THE DYNAMIC NONPROFIT HUMAN SERVICES EMPLOYEE 1
The Dynamic Nonprofit Human Services Employee:
Creating Engagement and Inspiration in an Ever-Changing Environment
Melinda Weisberg
A Thesis Submitted to the Graduate Faculty
of
University of Maryland University College
In Partial Fulfillment of
The Requirements for the Degree of
Doctor of Management
Dr. Eric Dent
Dr. Deborah Wharff
December 24, 2013
THE DYNAMIC NONPROFIT HUMAN SERVICES EMPLOYEE 2
Abstract
Employees who have chosen careers with non-profit human services organizations expecting intrinsic satisfaction often find that the same care and commitment espoused in mission statements is not reflected internally as a commitment to employee satisfaction. This has been referred to as the Nonprofit Paradox (La Piana, 2010; Landsberg, 2004).These frontline workers, professionals and executives are at risk of becoming disillusioned by increasing demands for compliance, internal and external disparities in salaries, unpaid work hours in professional positions and difficulties in achieving outcomes. Flat funding and/or reductions in government contracts as well as increasing service demands have added to the sustainability pressures faced by human services organizations. Further, the demands for top management to address accountability to funders and regulatory agencies increasingly shifts focus and resources away from employee satisfaction to meeting deadlines, outcomes and budget.
However, the nonprofit sector may be overlooking important non-monetary satisfiers and motivators that can be used to invigorate the human services workforce. The purpose of this study is to examine best practices and identify promising opportunities for staffing human services organizations in order to develop strategies that promote and sustain an enthusiastic commitment to the organization and its mission.
Keywords: Appreciative Inquiry, employee motivation, Herzberg, two-factor theory, human resource management, job satisfaction, nonprofit management.
THE DYNAMIC NONPROFIT HUMAN SERVICES EMPLOYEE 3
Acknowledgements “When we are no longer able to change a situation, we are challenged to change ourselves.” -Victor Frankl
A little over three years ago, I began my trek toward attaining a doctorate in management at the University of Maryland University College (UMUC). I was driven by my frustration with the growing challenges facing the nonprofit sector, as well as by my hope that this journey would reveal answers that I could use as a professional practitioner to help change the paradigm. I plunged forward not yet realizing that the real change would be - me.
I’ve had some moments of pure joy on the road from practitioner to scholar, but often the pebbles on the path felt more like boulders as I rambled and stumbled along my way. In the end, I can only share a bit of the credit for completing this expedition. Indeed, it is the people who encouraged, nudged and, every once in a while, even shoved me down the path to success whom I credit with the completion of this final dissertation.
First and foremost, it’s about my family whose confidence in me never wavered. Thank you Larry Weisberg, aka, “Mr. Larry” for your ever steady patience, support and always open arms when I needed them. We began our own journey together with the blessing, “…from those to whom much is given, much is expected.” Those words kept me strong through the tough times. My dear Amy, thank you for all the long distance phone calls and the short distance embraces that lifted my spirits…not to mention the many wonderful meals you cooked for us! And to my beloved “fairy godmother” Susan “Suzie” Kerr, I love you and could never have done this without your unwavering belief in me. Oh and of course, we can’t forget that Chuckles, Bartlet and Mosey kept us smiling through it all. I would also like to take a moment and send a THE DYNAMIC NONPROFIT HUMAN SERVICES EMPLOYEE 4
wink and a smile toward heaven to my father, Ralph McCaslin - you never had the opportunity to finish grade school, but I think you knew that this day would come.
Fall cohort 2010 – heads up! I left you for a semester but you never left me. Thanks especially to Sandy, Don and Anne for making even the challenging times fun.
The doctoral path to success depends greatly upon the program leaders – the professors. I especially appreciate those who stretched their hands out above and beyond to pull me forward: Dr. Nick Allen, who inspired me fresh out of the gate, Dr. Clarence Mann who urged me to think and act through a global lens and Dr. Deborah Wharff, who I always knew was just an email away if I ever needed guidance. I also thank the professors not directly affiliated with UMUC who served as preliminary reviewers for my work: Dr. Phil Mirvis, Dr. Erik Winslow and Dr. Tim Wolfred. Your recommendations and affirmations fortified my determination and stimulated me to go deeper into my scholarship.
Finally, as the saying goes, last but farthest from the least, the gratitude that I have for my dissertation chair, Dr. Eric Dent, is boundless. Eric, without you I could never have achieved the understanding and appreciation of what it means to be a scholar. Your spiritual center gave me refreshment when I needed it most and your positive attitude never failed to inspire me. I thank you from the bottom of my heart for your knowledge and your faith in me.
THE DYNAMIC NONPROFIT HUMAN SERVICES EMPLOYEE 5
Table of Contents
Abstract .................................................................................................................................... 2
Acknowledgement ..................................................................................................................... 3
Table of Contents ....................................................................................................................... 5
List of Tables ........................................................................................................................... 10
List of Figures .......................................................................................................................... 11
Chapter 1: The Nonprofit Human Services Workforce: Challenge and Opportunity ................. 12
Meaning or Money?: Nonprofit Workforce Recruitment and Retention ................................. 15
Promising Opportunities ........................................................................................................ 17
Herzberg’s Two-Factor Theory .............................................................................................. 18
Problem Statement ................................................................................................................ 19
Purpose Statement ................................................................................................................. 20
Research Questions ............................................................................................................... 20
Propositions .......................................................................................................................... 20
Opportunities Leading to Employee Engagement in Nonprofit Human Services
Organizations ........................................................................................................................ 21
Human resources management (HRM) ............................................................................... 21
Decision-making, planning and policy development ........................................................... 22
Creativity, innovation, and employee voice ........................................................................ 24
Definitions ............................................................................................................................ 24
Limitations of the Study ........................................................................................................ 25
Significance of the Study ....................................................................................................... 26
Dissertation Organization ...................................................................................................... 28 THE DYNAMIC NONPROFIT HUMAN SERVICES EMPLOYEE 6
Chapter 2: Systematic Literature Review ........................................................................... …....29
A Snapshot of the Nonprofit Human Services Sector ............................................................. 30
Two-Factor Job Enrichment Theory ...................................................................................... 37
Promising Practices Related to Nonprofit Human Services Employee
Satisfaction ........ ……………………………………………………........................................45
Human resource management (HRM) ................ ………………………………..….………46
Ethical policy development ................................................................................................ 48
Development of managers and leaders ................................................................................. 52
Mission-based culture ......................................................................................................... 53
Workplace environment ..................................................................................................... 58
Creativity and innovation ................................................................................................... 60
Collaborative network ..................................................................................................... 62
Employee voice .................. ……………………………………………….…………………66
Appreciative Inquiry ........................................................................................................ 68
Summary ............................................................................................................................... 73
Chapter 3: Introducing the Conceptual Framework ……………………………….…………….75
A Reprise of Chapters 1 and 2 ............................................................................................... 75
Revisiting the Problem and Purpose ...................................................................................... 77
Human Services on the Frontline: An Overview ..................................................................... 77
Theoretical Background: Two-Factor Theory ........ ……………………….……………….….78
Promising Practices ............................................................................................................... 80
Introduction to the Conceptual Framework .........……………….……………………..………83
Building the Model ........ ……………………………………………………………………....85 THE DYNAMIC NONPROFIT HUMAN SERVICES EMPLOYEE 7
Summary ............................................................................................................................... 89
Chapter 4: Methodology ........................................................................................................... 90
Evidence-Based Research....................................................................................................... 90
Examining Evidence through Systematic Review ................................................................... 93
Discovery and Inclusion .................................................................................................. …...93
Subject Matter Experts (SME) ......... …………………………………......……………………96
Use of SME Feedback .................................................................................................... …...99
Summary.........…………………………………………………………….………….………103
Chapter 5: Analysis and Discussion ……………………………………….……….…………..104
A Review of the Purpose of the Study ......... …………………………………….….………..104
Research Question Discussions ........ ……………………………………………..………….104
Research question one ................................................................................................ …...104
Finding 1 ................................................................................................................. …...104
Analysis .............. ………………………………………….……………………..………104
Finding 2 .............. ……………………………………………...…………….……….….106
Analysis .................................................................................................................. …...106
Finding 3 .............. ………………………………………….…………………….………107
Analysis .............. ……………………………………………………………….………..108
Research question two ...... ……………………….……………………………….………...109
Finding 4 .............. …………………………………….………………………….………109
Analysis .............. ……………………………………………………………….………..109
Research question three ...... ………………………………………………………………...110
Finding 5 ....................................................................................................................... 110 THE DYNAMIC NONPROFIT HUMAN SERVICES EMPLOYEE 8
Analysis ........................................................................................................................ 111
Finding 6 .............. ……………………………………………………………….…….…111
Analysis .............. ………………………………………………………………….……..112
Finding 7 .............. ………………………………………………………………..………112
Analysis .............. ………………………………………………………………………...112
Conclusions............................. ……………………………………………….………………114
Alternative Perspectives ..................... ……………………………………………………….116
Two-factor theory .... ………………………………………………………………………116
Compliance ... ……………………………………………………………………..………116
Appreciative Inquiry ........ …………………………………………………………………117
Workplace commitment........……………………………………………………...………117
Summary ............................................................................................................................. 117
Chapter 6: Conclusions .......................................................................................................... 119
Overall Conclusions ............................................................................................................ 120
Implications for Management ............................................................................................... 121
Encourage employee voice and engagement ..... ……………………….….……………….121
Implement flexible workplace policies and develop strategic recruitment
strategies ......…………………………………………………………………….….………123
Invest in leadership and supervisor training ..... ……………………….…………….……..124
Place a strategic focus on mission, ethics, and employee satisfaction ...... …………………125
Utilize the skills of outside consultants ...... ……………………………….……….……….125
Foster and reward innovation...... ………………………………………….….……………126 THE DYNAMIC NONPROFIT HUMAN SERVICES EMPLOYEE 9
Challenges and possibilities ........................................................................................ …...127
The role of leadership ................................................................................................. …...128
Implications of Trends................................................................................................... …...129
Styles of interacting: Socio-cultural Shifts .................................................................. …...130
Social compact: legislation ......................................................................................... …...131
Resource base ........................................... ……………………………………….………...132
Globalization ................................................................. ………..………….……………133
Technology and virtual interaction...................................... ………….………….………134
Limitations of the Study ................................................................................................ …...135
Areas for Future Research .........…………………………………………..…….……………135
Summary ....................................................................................................................... …...136
References ...........……………………………………………….…………….……….……….138
Appendix A: Subject Matter Expert Invitation Letter and Feedback ........ …...………….…….157
Appendix B: Systematic Literature Review Summary ........... ……………….….……..………170
THE DYNAMIC NONPROFIT HUMAN SERVICES EMPLOYEE 10
List of Tables
Table 1. Hierarchy of Evidence to Determine Internal Validity................................................. 93
Table 2. Key Words and Qualifiers ................................................................................... …...95
Table 3. Subject Matter Expert Panel ................................................................................ …...97
Table 4. SME Feedback Summary and Related Revisions ........................ ………..………….100
THE DYNAMIC NONPROFIT HUMAN SERVICES EMPLOYEE 11
List of Figures
Figure 1. Relationships between Herzberg et al. (1959) two-factor theory and job
Satisfaction ................................ ………………………….…………………………19
Figure 2. Hygiene and motivators: Herzberg’s two-factor theory ...... …………………….…...38
Figure 3. Research questions and related literature review themes ...... ……………….……….76
Figure 4. Factors affecting job attributes as reported in 12 investigations by F. Herzberg (Herzberg et al., 1959). Adapted from Herzberg (2003, p. 90) ……………….…79
Figure 5. Examples of job enhancement practices related to Herzberg’s (2003) hygiene and motivator factors .............................................................................................. …...81
Figure 6. Conceptual model relating the implementation of employee voice in the development of positive hygiene and motivator factors to increase job satisfaction and commitment of the nonprofit human services employee .................................... 84
Figure 7. Hygiene and motivator interventions leading to satisfaction of the nonprofit human services employee ............................................................................................ …...85
Figure 8. Employee voice enables worker engagement in interventions ...... ………………..…87
Figure 9. The engagement of employees in the creation and application of interventions to improve hygiene and motivators in the workplace results in increased job satisfaction of the nonprofit human services employee ...................................... 88
Figure 10. Four elements of EBMgt. Briner, Denyer and Rousseau (2009, p. 4) ...................... 91
Figure 11. The UMUC process for development of the Doctor of Management dissertation using an evidence-based research methodology .......................................................... 92
Figure 12. Questions used to evaluate literature for inclusion in Chapter 2 literature review .... 96
Figure 13. The three major realms of the social process triangle framework and the dynamics within each realm that frame the Chapter 6 trend analysis ................................ 130
THE DYNAMIC NONPROFIT HUMAN SERVICES EMPLOYEE 12
Chapter 1: The Nonprofit Human Services Workforce - Challenge and Opportunity
“The range of essential nonprofit contributions to our communities – from healing the sick to showcasing artistic expression – depends on the vitality of the workforce”
-Peters, Fernandopulle, Masaoka, Chan, & Wolfred (2002, p. 22)
These contributions were highlighted in a study by The Annie E. Casey Foundation (2003) that referred to the estimated three million “frontline” human services workers, those providing direct services to individuals, as the “heart and soul” of the nonprofit sector. The study stressed the impact that these employees have on our most vulnerable citizens and the services provided to meet their needs. The U.S. nonprofit workforce that comprises the “third sector” of employment is enormous in scale (Salamon, Sokolwski, & Geller, 2012). Data gathered from the 2010 U.S. Census (Salamon, Sokolwski, & Geller, 2012) ranked the sector the third largest, following manufacturing and retail trade.
These nonprofit organizations are operating in an environment of increasing uncertainty as the needs for services increase and the changing demographics of the workforce indicate an impending deficit of workers. A deficiency of skilled health care workers (Altstadt, 2010), which account for close to 60% of the jobs in the U.S. nonprofit sector (Salamon et al., 2012), is placing the delivery of health care services at risk. The growing numbers
UMUC - European Division - Mason G Daly - Christmas Party 1966 - Remarks
No full textEurope;Hoffmann, RosemaryChristmas Party 1966 -remarks
This is the time for good cheer and for remarkably good looking women to look out of place in the office setting. Just look at all that color, and all those exposed knees, and for that matter well-turned thighs. The chaotic committee which so willingly brought this party into being told me a few minutes ago that tradition extends to a few words from the director. I growled an objection and was told to cut playing Scrooge all year round and see if I fitted the Santa roll just a little. At best it will be half Scrooge, half Santa, but it will be short.
Let's just see what this year has been:
This was the year Vida Bandis came gradually unscrewed.
This was the year the division was deGaulled , deUmphreyed , deHunted , and deBlanced, but never deMoralized.
This was the year deJudy tried to manage us like a city.
This was the year we thought of requiring all free-loaders to take at least six semester hours in marriage and the family.
This was the year the admissions office seriously set about changing sex. Conditions being what they have become in that room at the end of the third floor, we are considering a complete shift to male employees, and very old women.
This was the year the cleaning team dusted twice. Next year the vacuum the rugs. The year after that they have promised Otto Schoettner they will wax the floors.
This was the year Weston and Fischer climbed up on the same mean ole horse and acquired intimate bruises and fractures. The horse's name was Big Booby.
I feel sure I'll be forgiven for saying that we had a pair of Big Boobies.
This was the year Grace went in for skiing, believing as she does in child development.
This was the year Mrs. Reed mellowed, almost alarmingly, and traveled with her usual precision from the Outer Orkneys to Hong Kong.
This was the year Hank Vollmer, Pierre Corre, Rose Beyer, Dot Ferjo, Hans Dufke, Bob Speckhard, and Jim Raciti gained weight. Daly, Jivani, Mack, Gieser, and Ed Hayes stayed the same. Heuschkel and Stelter went down only temporarily. And we've quite forgotten what Bachman ever looked like.
This was the year of the frogs. And next year in the Comptroller's shop now promises to have a very long pregnancy. They keep telling Walt he should have fallen out of bed one more time.
This was the year the attic was transformed into faculty cell blocks, the switchboard into an out-patient ward, and the whole place into an OB-GYN clinic.
This was the year the language office looked more like a print shop than the print shop did. Never in human history have so many language teachers received so many syllabi, or as Barnes said, syllabuses.
This was the year Paul Caisse began ironing his lone curly hair.
This was the year Carl Bock gave up his status-symbol Cadillac just in time. He's now a Mercedes man who drives a VW.
And this was the year the Comptroller's office turned into beer hall, wine probe cellar, generally turned into Mack's baccanale suite. Here it is again, all decked out for the blast of the year. We are all gathered here for a time of good cheer and of very few words from the director
UMUC - European Division - Mason G Daly - Brewster Searing Chamberlin Jr. - July 20 1966
No full textEurope;Hoffmann, RosemaryJuly 20, 1966
Brewster Searing CHAMBERLIN, Jr., personnel -man extraordinary, with more Jersey City and New York in his English than low Deutsch in his German , has an insatiable appetite for way-out cinema, far-out literature, higher learning, and the good life.
Although he claims to be going back to College Park to get his doctorate, it may be that he is going back to sort out the Great Society and our great Supreme Court which are about to lock up that great literary figure Alan Ginsberg.
Brewster, we think, is going back to picket this injustice, and perhaps ultimately to pick up the Ginsberg tradition of lively literature. The Great Society, we have no doubt, will be broadened and beefed up by the bristling determination of this remarkable young administrator and scholar.
We have known Brewster for five years now. We knew him when he hardly had a flat to live in, a decent suit of I clothes to be interviewed in, when he didn't have a Volkswagen to wreck, when he didn't have a decently groomed mustache, when he didn't have that unscholarly administrative paunch to cinch up.
We can illustrate Brewster's condition when first he came to us by noting that he naively filled out his application with the statement that he could not consider working for less than $50 a week. You may be sure we got him for less than that. The early years of his file show two things: rough times and pre-personnel-office times. There are endless requests for advances, outright loans, all sorts of irregularities no longer even considered in the personnel section of this bureaucracy. And then, of course, there are those accident and court files and unhappy letters to and from insurance companies. It has been a colorful association, ours with Brewster.
He became the unquestioned core of the hard-core of colorful characters and embibers in our midst, as this picture so clearly shows. It has been a useful and successful association, ours with Brewster. He won that well deserved degree -won it the hard way, proving to all of us that a hard day at this office, even for a hard-core man, leaves enough energy and guts to grind away at a degree four nights a week, leaving Friday for happy-hour, Saturday for a good movie, and Sunday to pull himself together and get reacquainted with his pretty wife.
It will be a promising association, that other part of Maryland's with Brewster. Those of us who served as character and confidence references to the graduate school knew of what we spoke when we said he will make it to his credit, our credit , the credit of this university , and to the credit of that great society back there, with or without Ginsberg on the loose.
We have here a set of books to give Brewster: they acknowledge his bilingual abilities, his scholarship, and his interest in history and the lively arts
UMUC - European Division - Mason G Daly - Blunt Items and Gentle Bravery - High School Graduation Speech 1967 - Madrid, Spain
No full textEurope;Hoffmann, RosemaryHigh School Graduation Speech 1967 Madrid Spain
Dr. Mason G. Daly Director, European Division University of Maryland
BLUNT ITEMS AND GENTLE BRAVERY
I will start by admitting that I represent all the adults here today who are just a little reluctant to grant that you are once and for all, for better or for worse, at the close of adolescence. In actual fact, we know that most of you left adolescence behind several years ago; most of us are startled at how early you seem to gain a real semblance of maturity, even if we hate to admit it publicly. I'll admit that I have a nine year old teen-aged daughter right now on my hands. If present trends can’t be headed off, the whole countdown of what is pre-teen and teen-age and adolescent and grown up will have to be changed. Whatever the countdown should be, however, we adults today insist that we confer upon you, here and now, a kind of adult-hood when we confer that diploma. A kind of intellectual as well as chronological maturity has been arrived at, and reluctantly but inevitably we adults have to recognize it; it can't be postponed one day more. In a sense, then, this speech from me is our last gasp of delay -and, well, you can't expect us to give it up, can you?
Let’s be blunt, then, in this last gasp from this adult representing these adults. Blunt item: Not a single one of you paid your own freight, but don't let these adults tell you you are in debt to us. But then, why should you? Society, the Air Force, your parents, invest in many things, and one thing in which they never over-invest is intellectual training. If you are in debt to society, and to the Air Force and to these parents, this is one debt that is already paid off -not always by each individual, but by this generation, by this whole class.
Another blunt item: that sheepskin won’t get or hold a job for you, my young friends. It doesn't guarantee personal profit to you. It isn't the sheepskin it used to be when your dad or mother graduated, when I got it. Although it probably stands for better education than many of ours did, it has in this society been downgraded in its assurances of success. Even while it became enriched and became more available to more of your fellow citizens, it became less an end in itself -in fact became no end at all compared to what it once was. But this is not to be regretted or despaired over. A college diploma is no more unattainable to the average American citizen with reasonable intelligence and reasonable ambition than the high school diploma was to my generation of Americans. That diploma, while it isn't much of an end in itself anymore, is a far more certain stepping stone.
Blunt item: you have finished this phase of your education in a time of wild uncertainty, and a lot of world despair, but you have no right to withdraw from the mess we are in. Anyone, this week especially, or just about any week, can find reasons to be cynical and disgusted-and some of your generation are determined to get away out of it all. You can play it cool, but you have no right to abdicate hope at this time. You are of the at-least-partially-educated brood of the most powerful nation on earth. You are citizens of a country that is fat while much of the world is lean or hungry or starving. Sure, there will be times when you will want to say -"Let someone else make the hard decisions, let someone else fight in Vietnam or fight not to fight in Vietnam. Just let me have a little corner in suburbia and the golf course." Whole nations live and die without having any opportunity to be decisive upon the history of our time when it is written. Whole generations live and die without being anything to the course of history. Not so with America; not so with your generation. It is this America and it is your generation, however you live or die, which will determine human history on this tormented globe. There may be suburban homes and golf courses, but there will be no abdication.
Blunt item: you are approaching the age of full citizenship, with that diploma tucked under your arm, at a time when the greatest strain on our society is being washed in public -with the whole world looking on, and you have to help wash it. It took us a long time to realize that you don't keep a man in the ditch without staying down there in the ditch with him. We learned it the hard way; and although much ugliness is still before us, the back of segregation is broken and a whole new era is before you new citizens of America. You have had a chance, in the education you have already had -an education denied millions of Americans your age, both black and white to pick up a few ideas about the dignity and the freedom of the individual, about his right to be different, about his right to be wrong, about his right to be black, about his rights under the law. You are going to have the agony of living with underdeveloped citizens who will have the same franchise you have, until we all together, but you especially, get them ready for the full citizenship they just now are gaining. It isn't going to be an easy time. It isn't going to be heaven. But it is not going to be the hell that one-tenth of our population has known in the recent past.
Blunt item: President Johnson is always talking about the Great Society we are forging, but even if the term is only a catchword you had better realize what our Great Society is to you, to this class. In that Society our deep racial tensions are on the surface now and being dealt with. That Society, great or not, is also going to be made up (while you are young and productive and taxpaying) of millions of elderly citizens. Now, these elderly citizens, without your concern, are not likely to have golden years at the end, but rather will have barren, horrible years. I will become , my young friends , and so will your parents become, among your greatest responsibilities and your greatest, most tormenting problem as we age and age and populate the nation with a staggering percentage of old, rather useless, but altogether human and deserving beings . And, you know, you will live to be still older citizens than your parents and I can ever dream of being The Society, great or not , is one that will have violence and crime in its midst so long as you and I permit so much of its citizenry to be underprivileged and undereducated. Two and a half million crimes are committed in our fat and frustrating land each year. The Society, great as it may become, is riddled with anxiety about job displacement, resulting from automation: Half, perhaps two thirds of you will start out in jobs, even spend half your working lifetime in jobs, which will altogether disappear from human endeavor I before you finish this life. All of you are apt to spend more time as retired people than you ever spend as workers. But the awful anxiety which pervades the Society you are entering is that you will spend more working years as unemployed or unemployable than you spend as workers. The Society, great or not, is one that will have produced more than seven and one-half million dropouts from high school in the 1960's, thus marring our society and our future in a dreadful and wasteful way. And don't be too proud that you were smart enough, or prodded along enough, to stay on to the finish. Some pride is warranted, yes; but you have not experienced the hopelessness, boredom, and despair that others your age have lived in this Society. You have had your break; now see to it that this dreadful waste does not increase in the 70’s; see to it that it is eliminated.
Our Society does have real promise, through you, of becoming more than a political slogan, does have a chance of becoming the Great Society.
My last gasp before your adulthood is conferred must include other blunt items.
Another: You must not let us become "space happy" and "earth sad." We may have orbited men for days and days in space and had them taking space walks. We may have an enormous stake in the vast adventures of outer space. But I should not have to remind you that the most important space in the world is within the three pounds of the human brain. It is in that "inner space" that much of man's salvation will have to be worked out. There is so much that is unexplored in the nature of man and what it is in that skull of his that has caused generations and milleniums to be blighted because he has not learned how to live peacefully on this earth and how to enjoy the life he has . Our nation, you, must not, therefore, lose the sense of perspective over the exotic vistas of the stars. There are three billion of us spinning on this planet, and spawning on this planet at a rate that will surely destroy us in a few more gene rations unless we get things sorted out in that brain, in those instincts we have. There is no “salvation" for us on the moon or on Venus or Mars. We must work out our salvation here on earth -through this most fantastic of instruments the human mind.
Blunt item: You will have to learn to live with the many fears that plague mankind, and those many fears are by no means imaginary. We have many times already in your short lives seen how slim the thread is that holds that nuclear sword of Damocles. We have seen, in your short lives, hundreds of millions of people in the emerging nations tremble in fear toward a tomorrow as bleak with misery as their today or as their yesterday. Their fears are our fears. Their misery is our misery. It is not generosity which tells us that we must help these peoples conquer poverty, illiteracy, disease, and malnutrition. It is selfishness, for if we do not, mankind will fall prey to chaos and all hope for all of us will be lost. We must above all help to instill hope, and the record is already clear that it is the younger generation of America, with its Peace Corps and its vast energies and generous spirit, which best transmits the hope there is. And the best hope of all comes with our realization that we can do all of this for others, must do all of this, even while we set our own house in order, even while we do what has to be done for the forgotten man who lives in fear and hopelessness in our own country .
Last blunt item: This world has gotten far beyond being taken for granted, and so every belief, every dogma, every "truth" is up for re-examination. Every few years we abandon the world we knew, we move into a new age with new dreads and new hopes. No man with a decent mind, with one of those diplomas, can ever stop saying in this world, "show me," "how do you know?" "have you tried it?" "have you seen it happen?" "what makes it impossible?" You young graduates have always been audacious enough (sometimes rudely) to challenge your parents and their beliefs and their ways of living, and although you have come away bruised from some of these encounters, you almost instinctively took delight in questionining and arguing, you almost instinctively knew that you would catch up with this older generation and l eave us behind. Too bad you didn't sometimes handle that impulse more kindly, but thank goodness for the impulse. The audacious challenge of each generation, of the new graduates with their fresh intellects, will always be at the heart of human progress.
We know that science once declared that no object heavier than air could ever be air-borne. Fortunately, the Wright brothers said "show us!" We know that objects like the Dead Sea scrolls must be translated and dated in time, even if the scriptures and the faith of centuries are damaged. We know that "truths" are too often "half truths" or "untruths." We know that this world insists that we speculate and explore into the unknown.
We know of a Tennessee high school teacher who, in this century, was brave enough to insist that Darwin had a theory that must be given attention, especially in a classroom of youngsters who cried, "show me!"
We know that we must one day, somehow, check Einstein’s "twin paradox" which hypothesizes that a twin brother who takes off on a long space journey in which he travels at a sizeable fraction of the speed of light would return to find his earth-bound twin brother either older than he or little more than a dim recollection in the memory of his descendants.
"Show me" how we know this. "Show me" that the earth is flat, that man can't fly, that the sound barrier is unbreakable, that Einstein is right.
"Show me" that we can't overcome the sins of our fathers who brought slavery to our shores. "Show me" that my nation must remain a spectacle before the world, systematically insulting the sensibilities of the colored tenth of its population.
The "show me" attitudes of you .graduates of today has admissions deans across our lands admitting that the freshman of ten years ago would fail miserably in competition with the class of 1967.
Blunt, but wonderful item, isn't it, that you have the right and the responsibility and the instinct to challenge all that the world knows and stands for.
To live with this right, my young friends, is very high adventure, a cause for great bravery. I want to ask for GENTLE BRAVERY -not just bravery. Gentle bravery.
Brave enough to seek all answers and know you will never find them all. Gentle enough to insist on the search without arrogance.
Brave enough to speak up in dissent, to rebel. Gentle enough to know that persuasion has very little to do with long hair and disassociation drugs.
Brave enough to face the unknown. Gentle enough to strive patiently for enlightenment.
Brave enough to shatter civilization with atomic thoughts shatter creeds with new revelations. Gentle enough to live with any fellow man
UMUC - European Division - Mason G Daly - Jeff BARNES and Bill CLUTTER - September 7 1965
No full textEurope;Hoffmann, RosemaryTonight is a HAPPENING. This will be the more or less controlled part of the happening.
We will now convene to speak of ducks and rats and booze and Bill & Jack.
In Shakespeare's Tempest:
A rotten carcass of a boat, not rigged
Nor tackle, sail nor mast, the very rats
Instinctively have quit it.
The instincts and condition of these two men are far too complicated to equate with those of rats, for they are complicated men ......
They are complicated men, and sensitive. They are not rats. They are LAME DUCKS. In the dim past of the Anglo-Saxon world "lame ducks" were referred to in the stock exchanges of England, a reference to those who defaulted. By 1863 Americans were referring to "lame duck" congressmen and congresses. Elections had taken place, defeated and displaced and departing encumbents were hanging around, WAITING FOR PORT CALLS. In 1934 the constitution of the United States was actually amended to get these lame ducks more hurriedly out of their misery. So far as I know the phrase "lame duck" lay unused until the month of August 1965 when it again appeared, this time in the European Division.
In this happening, involving these two complicated, sensitive men, we must strive to sort out how they ever let themselves get in such a position. How could these two men in particular give up this wonderful wet situation in the European Division to return to that dreadful dry situation at College Park. We have never known two men more acclimated to the wet community, less fitted to drier worlds. We find it hard to visualize these two men once again subject to the strictures of that provincial world back in the old country; one man designated to lead young English teachers and younger English students in appreciation of the wonders of the Bard, almost excluding the wonders of Bourbon; the other man destined, almost miraculously, to serve as a good, clean-living dean for student life, his first mission in life being to curtail the flow of Cutty Sark and Canadian Club and all those cocktails brimming with gin and sin. We marvel at their courage. We comfort them now in their last desperate moments of high consumption.
I would like to speak specifically for a moment concerning a condition which has prevailed in this organization for two interesting and fruitful years - a condition called CLUTTER-ing. Clutter-ing is characterized by many states, foremost among them is hard work coupled with hard drinking. There is never any doubt that the work of the Registrar's office, under the condition of Clutter-ing, will be done well and promptly. Sometimes that work haa to be done behind quite dark glasses, but it gets done. It may have to be done after little or no sleep, except perhaps a snatch or two caught along the Anlage in a strangely curbed car. But it is done. Clutter-ing is characterized by rising above the tensions across the hall, by adapting to the edginess of a long-nosed director on the floor below, by sorting out the tiresome errors of hundreds of teachers each term, by working with the wonders of the education world - the Als and Alis and Banus and Marcies, and Peggys and Rudys and all those lovelies in John Hunt's kingdom.
CLUTTER-ing is a condition characterized by unlikely dogs with unlikelier names . We were all relieved when Boo changed from Boo Clutter to Fifi Smith, and was succeeded by Scobie.
CLUTTER-ing is a condition characterized by a phenomenally controlled and thoroughly businesslike drinking posture. It incorporates an absolutely immobile stance taken all near to the source as possible, includes lively and interesting non-stop conversation, a well bent elbow, has been known to last for six to eight hours without a trip to the facilities, and ends on a note of crisis in the early morning when the moment of truth comes and those immobilized legs are asked to move on.
CLUTTER-ing is a condition characterized by energy, intelligence, ambition, the flare for good living, the certainty of making bigger and bigger contributions to the University of Maryland. Indeed, the University of Maryland has virtually become a condition for this talented Texan.
I will now turn for a moment to the condition of Jack Barnes. His condition is characterized by certain improvements where we had feared there was marked deterioration. Through the genius of drugs and surgery certain vital channels of his angular being have been improved, and we are pleased for him. Through the therapy and genius of one of the new directors his insomnia and tensions have been greatly diminished. Through the key and country clubs of Heidelberg, and through the fellowship of certain hard core faculty and friends, the lame duck period is passing with almost no noticeable deterioration, and the anxieties and dreads of the return to the regular halls of ivy are being soothed and quite occasionally completely submerged.
The condition of Jack Barnes can now be characterized by some certainties which should be sorted out and tacked up here tonight in public. He has sometimes been uncertain about his contribution to us and to this division. I freely assert, Jack Barnes, that this division will never be the same for having has you with us - and that is meant to be sheerest compliment. The English program in the European Division has more direction and more commitment to getting English taught well; the English faculty of this division, as never before in our history, knows what is expected and what is to be done, and even the maverick is ready to admit that is an enormous gain; the English courses overseas, and throughout University College, are intact today, as they are not elsewhere in the university, because of your convictions and your persuasion, Jack Barnes; and although we now must number them 1 and 10 and back to 3 and 4, we have our students more fully exposed to the English which they need.
Jack Barnes, another certainty is that there is now to be a man on campus, in the most vital of departments, who knows and understands what we are going over here, who knows our problems and our weaknesses, problems and weaknesses you have eased and for which you leave important recommendations and resources for resolution; there is now to be a man on campus who mows our strengths and our little glories, a man who will remember with real pleasure and confidence the nature of his faculty in Europe, will remember the enthusiasm with which he returned from meetings with them in England, and Spain, and Turkey and everywhere, we suspect that man will have occasion to recall the freedom with which we duplicated and dispatched whatever he said was needed, bought texts and materials, cut orders, wheeled out cars and set up flights to get the Job done through him and his energies and his commitment to the purpose of this adult education program.
Above all else, the condition of Jack Barnes is presently characterized by something that increases our affection and our concern for him. We have lost many people to this division, many after periods of overseas tenure far longer than his, but we have never ever lost anyone who seemed more geniunely reluctant to go from our midst. From that condition we take great courage about our future and our present circumstance, our ego inevitably expands, and we explode with gratitude.
Auf Wieder sehen, you Lame Duck twain,
Maryland my Maryland
You've had it good, you'll not-be-the-same,
Maryland my Maryland
You've toured the countries, one by one,
You've seen them all, you've had your fun,
But time's run out --your Port Call's come,
For Maryland my Maryland
Goodbye young Bill, please drink your fill
Maryland my Maryland
Cause if you don't, we know who will !
Maryland my Maryland
You're going back to Make the Scene,
Your ears now dry, no longer green,
We know you'll be a peachy dean,
At Maryland my Maryland
Goodbye Old Jack, we'll all miss you
Maryland my Maryland
The Faculty, the Key Club too,
Maryland my Maryland
Oh; if you're ever criticized,
Or feel alone, fatigued, despised,
Escape it all! self mesmerize!
Maryland my Maryland
We'll miss ol’ Bill, we'll be so sad,
Maryland my Maryland
He's ratting home, to see Big Dad
Maryland my Maryland
Oh D.Y.M, Oh D.Y.M.
Three letters pure, just think of them,
They add up to a "Dirty Young Man"
At Maryland my Maryland
Oh heave a sigh, no more TDY
For Maryland my Maryland
But please don't cry, mem'ries are nigh,
Maryland my Maryland
You'll talk about the sights you’ve seen
How hard you've worked, and where you've been
Nou doubt, you'll e'en out-talk ·the Dean !
About Maryland my Maryland
We can see it now, both Jack and Bill
At Maryland my Maryland
All College Park with stories fill
About Maryland my Maryland
Of all our wicked souls they’ve saved,
Our paths with golden cobbles paved,
And not the least -- how well they've behaved
At Maryland my Marylan
UMUC - European Division - Mason G Daly - Maryland and the Military - May 8 1963
No full textEurope;Hoffmann, RosemaryMason G. Daly
Director European Division University of Maryland
May 8, 1963
MARYLAND AND THE MILITARY:
Bizarre, Courageous, Evolutionary
Anyone can labor too long over a title for a speech and I suspect you think the title just announced is labored indeed. I did labor briefly with an effort to match one of the going titles of the day, adapting it according to the military or semi-military newspaper I was reading that day, according to the directive being handed down from DoD, according to the state of finances in the educational hopper that day, according to the graduate questionnaire of the week. For some time it seemed altogether appropriate to be up here speaking on "Whatever Happened to the Munich Campus?" or on another day, when the power of the press began to interpret Maryland's intent before Maryland hardly knew what it intended, the title should have been "Whatever Happened to the GED?" There were days and days in recent weeks that all I could think of was "Whatever Happened to Air Force Tuition?" As more and more graduate program surveys were released, it seemed only possible to be here speaking on "Whatever Happened to the University of Maryland?"
My title, labored or not, is altogether fitting and appropriate. It is, as a title should be, a point of departure that is highly relevant, and not too revealing. It leaves the speaker with something to say, while it suggests something of what he is going to say. You have, most of you, listened to me discuss Maryland and the Military many times before, in one context or another, and because we are so desperately and intimately involved in a common educational enterprise, you have been usually marvelously attentive and understanding. You annually expect to hear from me or some other spokesman for Maryland at this meeting, and you brace yourselves for our announcements of tantalizing and tormenting changes of procedures, regulations, forms, and such other university complexities that are to be borne with for another year. Lest you think I am here to let you down. I hasten to assure you that there are at least as many variations on the old theme coming your way again this year as ever before. But this conference is different in perspective, the audience is more varied, and my speech must assume some¬thing of a new look. The intricacies, the changes, the complexities, the torment that we have in store for you must come in a different manner, primarily. We will distribute the news with care and precision, via the large representation we have present, and via our usual medium - the Information Letter. Now you all know that those Letters are issued to supplement everything that has gone before, to announce change, clarify and/or add to confusion, to grope hopefully toward full understanding. Just that number -Information Letter # 29 -shows something of our dynamic quality, our volatility, and no doubt our bureaucracy.
This combination -Maryland and the Military –is, I am setting out to show, altogether bizarre, courageous, and evolutionary. The combination of civil universities and military forces, and how they have combined, and how they managed to tolerate each other, and bow they advanced this combination to very military enclave on earth is surely the bizarre educational phenomenon of the age.
The bizarre fact of a university with a worldwide campus is so well known to all of you that I would only labor the Maryland cliche to trot out the old phrase, however refreshed, about something that stretches from Prestwick to Peshawar. It is a bizarre campus, isn't it? But that bizarre geography we have shown related very well to the times and trends. The last vestiges of the stigma that universities once attached to "night school," "off-campus" work has gone, has been blessedly, everlastingly removed by universities everywhere who are glad to refer to Maryland's happy precedent as they relieve the pressure on themselves by going to teach at odd hours in odd bu1ldings, as they too accept the need to put wheels under the professor and send him off to the dislocated student. The basic Similarity and purpose of these endeavors have made Maryland's campus bizarre only in having more sensational geography to put in its brochures.
How bizarre, how fantastic, this alignment of Maryland and the Military is best shown when we get together to plan and project. We both read the ouija board and take a guess once a year. So many men and women in and attached to the military over here will move ahead with university work in a given fiscal year. We reckon carefully, reading the statistics of the last year, rereading the letters of General LeMay, guessing at the mood of budgeteers, harkening to the lip-service paid from on high to the cause, and say OK, it looks like a top enrollment of about 1111 000 per term. So the lid goes off and it is 14,500 in the first breathtaking term in the new fiscal, and we are all caught with our budgets down and our hopes up. We work together to keep this kind of adult enthusiasm for adult education going, and naturally some sections of the military got caught out without enough means to keep the pace up, and the university gets trapped, ready to charge into the last term in the fiscal year with the USAFE budget shattered, yet with the same faculty~ and the same students expecting and needing classes, with scores of men with August and January degrees jeopardized, with more scores set for final semester plans in a dozen universities in September or January, based on Maryland courses which may not be available.
How bizarre it is to see this happening again in Europe, as it has never happened in the Far East, to have Army, Air Force and Navy men sitting in the same class, one paying one price for the course, one another, the other still another price -if the course is there at all. Same university. Same teacher. Same text. Same adult purpose. Same enabling legislation. Different breaks.
We all know the American slogan "equal opportunity for every American to be educated" is too often a mockery and a delusion in the States; it is at best a wonderful goal toward which the U. S. strives. With the legislation which exists, will the U. S. military services never get themselves out of this recurring dilemma, this frustrating business of inviting enlistments because of educational opportunity, of stimulating (even ordering) the career man to advance educationally, and then in never more than 2 or 3 year cycles lose valuable military men and wonderful educational impetus by these whimsical inequalities? Will they never get themselves organized and integrated enough to stop terrorizing the universities which work with them, especially their old friend and fellow in frustration, Maryland?
Perhaps it is too bizarre an association to ever hope for that. We will seek together to find a way to ride this one out, to patch the fences, to save the day, because we know that formal education must be fostered wherever it is needed. So right now, in Air Force in Europe, we are beginning the heartbreaking business of cutting back, of compromising, of doing what can be done, of keeping some classes going, of saving some of the educational enthusiasm we have raised to an all-time high. I compliment the Air Force for doing all it can to keep something going. I especially compliment them, ironically, for producing a program of education which demanded so many classes, in so many places, for so many men, that the original budget was shattered. I compliment the Army in Europe for an almost similarly spectacular growth in the past two years, a growth that has wreaked havoc with those budgets. I compliment them for seeming to be able to see the great bulge through to the end of this year. The Navy I do not compliment at all. They gave up completely half way through the year, slipped back in with 500/0 support 3/5ths of the way through, and then complimented themselves when that 50% could be upped to the allowed 75% because no one enrolled in the interim period of despair.
I wonder if you have any idea how bizarre all of this is to the university involved -the university separated from its campus, stranded with hundreds of faculty in 14 countries on three continents~ a segment that must be self-sustaining. I wonder if you know that this division has not had a term this year when it averaged 20 students per class, not even that great and startling Term 1, because we glory in being able to keep small based upper-division courses second year language courses, classes with graduating seniors going. I wonder if you know that we committed ourselves to a budget and faculty for the next academic year back in January 1963, so that we may thereby have a faculty worth hiring, a staff committed - never mind your fiscal year business. Despite the hair-raising cycles of budget disasters and tuition-assistance changes of mind, which are a matter of historical record, our fifteenth year of operation in Europe is coming up next year, and our commitments, moral as well as academic, are running very deep indeed. We expect to meet them.
How bizarre it is to be told on a day in March of this year that that which the Military and Maryland have been doing in Europe for twelve years ¬the Munich Campus for dependents –is, and therefore always has been, essentially illegal in its conception and conduct. I am confident that the logic of that operation will be discovered to be so compelling and so in keeping with
U. S. as well as military educational purposes that ways will be found to continue that educational service to the United States and for the morale and welfare of the military parents and dependents sent overseas. We are confident but we are nevertheless dismayed and on-guard.
I believe I have managed to suggest the bizarre in the association of Maryland and the Military. It is not, is it, an ordinary, commonplace operation? It is entirely predictable in only one very important respect: it is predictable that we, Maryland and the Military, are so entangled with each other in raising the educational level of uniformed men, so certain that Americans in uniform are more than second-class citizens regimented to stand between two worlds at odds, that we will always find the way to advance the status of the professional warrior and the citizen soldier through formal, civil education, however bizarre the circumstances.
Why are we so certain? Because we are so courageous -Maryland and the Military -that is why!!!
The courage of the military is beyond question in all matters of sheer valor. Perhaps the greatest show of valor in its history has been taking on a university. To have set sights, 15 to 20 years ago, on university degrees for its officers and kept those sights there despite the necessity of dealing with universities and university attitudes and university bureaucracies ever since - all round the world, is a sign I interpret as courage. No other military in the history of the world has invested so much determination, imagination, and courage in such a goal, and not just because the mid-20th century U. S. military needed it more than any other military in the history of the world. The courage of this military to move ahead on such a venture, to extend this great opportunity to all levels, in all places, is surely not just a reflection of enabling legislation and generals in high places making appropriate noises. It is more a tribute to professional educators like those assembled here who have the courage to be insistent on attention, on educational priorities, a tribute to professional educators who have the courage to face budget dilemmas and frustrating set-backs, who have the courage to face the requirements and labor involved in taking on and fostering a university in the military's midst.
To foster formal education on a military installation inevitably means a fight all the way, doesn't it? It is not a thing easily itemized, easily weighed, easily charted (although your quarterly reports, which endeavor to count and itemize and add up, are ingenious as well as terrifying documents). A command inspection, IG going over, man-power review, sends you into a cold sweat because you know how elusive is the proof that thousands of service¬-men have become college oriented with Maryland and schools like us. How do you show that time spent in your centers is time related to national survival, perhaps more related than time spent in field operations? How do you quickly, graphically show that thousands who have spent a modicum of tuition assistance money, have shortened campus time, achieved a degree, at least discovered an intellectual potential never dreamed of? How do you point the discovery of future linguists, who never uttered a word except flat mid-western or staccato Brooklyneese before you got them in your classes and labs. The courage to insist and insist and insist that this Is important, to battle to keep up with this need when at the top command level it is not always given the stability and support it deserves, and courage to insist that still more must be made available, including graduate study in far places, is the courage I am talking about.
The courage of Maryland is now historic in the annals of education. If we faltered today, it would still be a story of courage equaled only by the manner in which universities responded to the return of the World War II veterans.
Spencer said: “B bolde, be yet more bolde, be bolder still - but not too bolde." How bold we were to declare 14 years ago that what we teach in a beat-up classroom in a beat-up education center is the intellectual equal and credit equivalent of the same thing taught in our own graceful Georgian halls at College Park!
The courage to say to the academic world that overseas credits are residence in theory and in fact, and then to prove from the beginning that what was said was true was about equivalent in academic circles to the breaking of the sound barrier in the world of flight. (The truth resides most reassuringly in the tens of thousands of our transcripts taking credits to other universities; last year alone to over 700 universities. including every ivy league school and big ten university. as well as Prairie Bible Institute in Saskatchewan.) The courage to say that a faculty could be made up of peripatetic, wandering scholars as it was in the Middle Ages, the courage to say that the hour of the day or night was highly irrelevant when adult students gathered together for lectures and learning. The courage to say that a class in Western Civilization might be more richly taught in Europe, perhaps by a European, than when taught on a campus classroom bolstered by a larger library than we can hope to provide even with the glorious support of the military 'library' systems. The courage to budget and hire in the timing of the academic world - between 1 January and 1 April - and then, at best, enter into contract for September services in late July or August. The courage to send a teacher into the unknown of a new installation in a new country with only one certainty - the certainty that he could, with his knowledge and his travelling kit of books, establish an experience in History or Political Science or English or Economics which was valid as well as desperately welcomed.
The courage to be bold, but not too bold. Bold enough to always be asking you and your military students what the university should be doing tor you and them; bold enough to try out new courses and departments, to experiment with new hours and combinations of hours, to allow for the breaking up of our announced calendar to get something taught to units meeting special military demands, to offer the same lectures twice daily so that men tied to fluctuating shifts at radar screens and sensitive radio hook-ups would have uninterrupted course work at hand; the courage to say “of course" to recent Air Force TDY programs which put men in residence for six and eight and twelve week blocks of time in Language, Math, or Science institutes; and the courage to say "no" to proposals which are altogether tempting ¬until we have the blessing and support of our campus gods (deans, department heads, and faculty senates), so that every step, even when painfully delayed, is a step that will have the full blessing of the mother university, without which blessing all would be in jeopardy.
"Bolde, but not too bolde."
We are not bold enough, it would appear, to lead the way -for the first time in our overseas history -to lead the way in answering the tormenting and vital need for graduate work. The military is understandably seeking some¬one bolder -or if not bolder, at least more prepared with graduate faculty and resources to begin now. If Maryland is not, after all, the one to lead the way in that endeavor, it has already shown the way and can advise and assist as no other university can - for the very good reason that we have the experience in graduate study overseas. It was a good experience, a successful experience, it was shining proof that it can be done, even though that same experience more than anything else causes Maryland to lag at this vital time. Yes, we led the way - way back in 1955. We led the way with imagination and vigor, and with our usual courage. We admitted 197 dependent teachers to our graduate school, brought them together in one place for one glorious summer term which ended in a glow of success and anticipation. As is our way, we answered the crying need and, as is our luck sometimes, someone else checked out, belatedly, a tiresome, tangled legality just as the second summer graduate school was to be launched. The Army civilian personnel people discovered that such dependent teachers could not be placed on permissive TDY, -or whatever it is called, that these teachers must not be allowed to save the government and themselves thousands of dollars, that they must be instead lost to the dependent's school system or be shipped back and forth to the States for the renewal and refreshing of credits we had just shown could be so ready, richly, and economically done in Europe. No one need ever blunder into such a disappointing or dismaying experience again. Maryland, to be sure, will not. It appears probably that the time is right for graduate study in overseas commands. It is not too bold a concept, we have shown that. It can be too bold a venture - we have also shown that.
I am confident that Army and Air Force leadership in Education in
Europe will bring this thing to fruition in perspective, will be bold about it,but not ever let it be so compelling and glamorous that while taking care of 50 or l00 or 200 or even 500 graduate students, we drain off energy and enthusiasm for tens of thousands needing education at other levels. This we
have seen happen in Europe when our own university momentum diminished
other segments of a b31anced education program. I am confident that Army
and Air Force leadership in Europe is not misled by their own success in
getting an officer corps beyond the baccalaureate. Their figures still show
480% Air Force officers and 20% Army officers lacking the bachelor’s. Those officers are in our classrooms, supporting and supported by the presence of enlisted personnel. Without that supporting combination, aided by the very modest tuition subsidy now rendered, no one, officer or enlisted man, would progress educationally at 10 places in Europe, Africa, and the Middle East, much less 150 places.
"Be bolde" be yet more bolde" but not too bolde. "
We have been generating some confusing headlines and news releases recently because we are again breaking some of the patterns we have learned to live with, because we are again showing what has always been true of us - that we are evolutionary, Maryland and the Military. Evolutionary as over against revolutionary or arbitrary. Evolutionary in the ability to be sensitive to where we are and where we need to go. Lag we will, here and there, too often. Fall to change, completely sometimes, usually because have failed in our most crucial job - that of explaining and reassuring our campus gods. But we are confident that most of the steps in change we have taken reflect a proper evolution, and are not ever seriously delayed. Those changes that are coming now are quite in step, and will not be damaging to anyone. In fact, all of us will, I believe, agree that what is coming is inevitable and reassuring.
After that first leap across the Atlantic, at which time the University carried with it only one degree program - the one meeting the demands of the Military in the Pentagon - evolutionary changes began. At first the degree, Bachelor of Science in Military Science, answered the need for the degree offering. 80 to 90% of a class were military officers and only a few of them were ready for junior and senior work. Within two years we found, through you, the need to have a related degree program for the few enlisted personnel who might carry through, and we came up with a more general degree called, for lack of a better title and because it was in the then College of Military Science, Bachelor of Science in Military Affairs.
When the need for the dependents’ campus at Munich was discovered and we were asked to do something about it in 1950, the College of Arts and Sciences came through with guide-lines for the Freshman and Sophomore sequences which are standard in such a junior college purpose.
Through the evolution which you helped us discover and insist upon we up-dated and re-shaped our Military Studies degree, and we were able to get academic deans and department heads in 1954 to permit University College (then called the College of Special and Continuation Studies) to gran