University of Southern California Dissertations and Theses

A Study Of Undergraduate Education In Selected Seventh-Day Adventist Colleges

(USC Thesis Other)

A Study Of Undergraduate Education In Selected Seventh-Day Adventist Colleges

PDF

Download

Open document

Flip pages

Download a page range

Download transcript

Copy asset link

Request this asset

Transcript (if available)

Content A STUDY OP UNDERGRADUATE EDUCATION IN
SELECTED SEVENTH-DAY ADVENTIST COLLEGES
A Dissertation
Presented to
the Faculty of the School of Education
University of Southern California
In Partial Fulfillment
of the Requirements for the Degree
Doctor of Education
by
William George Nelson
February 1971
71rl6,*t29
NELSON, William George, 192U-
A STUDY OF UNDERGRADUATE EDUCATION IN
SELECTED SEVENTH-DAY ADVENTIST COLLEGES.
University of Southern California, Ed.D., 1971
Education, higher
University Microfilms, A X E R O X Company, Ann Arbor, Michigan
Copyright © by
WILLIAM GEORGE NELSON
1971
THIS DISSERATION HAS BEEN MICROFILMED ECACTLY AS RECEIVED
This dissertation, written under the direction
of the Chairman of the candidate's Guidance
Committee and approved by all members of the
Committee, has been presented to and accepted
by the Faculty of the School of Education in
partial fulfillment of the requirements for the
degree of D octor of Education.
Date February. 1971.................
Guidance Committee
Chairman
PLEASE NOTE:
Some pages have snail
and indistinct type.
Filmed as received.
University Microfilms
LIST OF
Chapter
I.
II.
III.
IV.
TABLE OF CONTENTS
Page
TABLES ....................................... v
STATEMENT OF THE PROBLEM AND PROCEDURE .... 1
The Problem
The Purpose of Study
Questions Upon Which This Study May
Have a Bearing
The Research Instrument
Definitions of Terms
Assumptions of the Study
Delimitations of the Study
Organization of the Remainder of the
Study
SURVEY OF LITERATURE ......................... 8
SETTING AND DESIGN OF THE STUDY................ 16
Setting of the Study
Design of the Study
FINDINGS FROM SURVEY OF POST-SECONDARY YOUTH
NOT ENROLLED IN SDA INSTITUTIONS OF
HIGHER LEARNING................................. 24
Demographic Information Concerning
Post-Secondary Youth
Reasons Given by SDA Students for Their
Decision to Attend a Non-SDA University,
College, Junior College, or Trade School
ii
Chapter Page
Attitudes and Interest of SDA Young
People Attending a Public Junior College,
Concerning an SDA Junior College Either
Boarding or Non-Boarding
Reasons Given by Twelfth-Grade Graduates
for Not Attending Any School After
Graduating from Grade Twelve
Vocational Choices of SDA Post-Secondary
Youth Not Enrolled in SDA Institutions
of Higher Learning
Summary
V. FINDINGS FROM SURVEY OF SENIORS AT
SDA COLLEGES....................................61
Demographic and Vocational Choice
Information Given by Seniors at
Pacific Union College and La Sierra
College
Kinds of Graduate Study Programs Preferred
by Seniors at Pacific Union College and
La Sierra College Who Did Not Plan to
Pursue a Credential
Kinds of Graduate Study Programs Preferred
by Seniors at Pacific Union College and
La Sierra College Who Planned to
Pursue a Credential
Reasons Given by Seniors at Pacific Union
College and La Sierra College for
Preferring Non-SDA Institutions for
Undergraduate or Graduate Studies
Strengths and Weaknesses of SDA Colleges as
Identified by Seniors at Pacific Union
College and La Sierra College
Summary
VI. FINDINGS FROM SURVEY OF ELEMENTARY AND
SECONDARY TEACHERS AND ADMINISTRATORS...........89
Demographic Information Given by SDA
Elementary and Secondary Teachers and
Administrators
iii
Chapter Page
Reasons Given by SDA Secondary and
Elementary Educators for Studies that
Were Pursued in a Non-SDA Institution
Strengths and Weaknesses of SDA Colleges
as Identified by SDA Elementary and
Secondary Educators
Summary
VII. DISCUSSION OF FINDINGS........................ 106
Study Findings Concerning Post-
Secondary Youth
Study Findings Concerning College Seniors
Study Findings from the Survey of
Elementary and Secondary Seventh-day
Adventist Educators
VIII. SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS . . . 115
Summary
Conclusions
Recommendations
Recommendations for Further Study
BIBLIOGRAPHY 134
APPENDIXES
Appendix A: Survey of Post-Secondary Youth Not
Enrolled in SDA Institutions of
Higher Learning ................
Appendix B: Questionnaire to College Seniors .
. 139
. 145
1 Appendix C: Questionnaire for Elementary and
Secondary Teachers and Administrators . 151
LIST OP TABLES
Table Page
1. Demographic Information Concerning Post-
Secondary Youth Not Enrolled in SDA
Institutions of Higher Learning ............ 25
2. Reasons Given by SDA Students for Choosing to
Attend a Non-SDA Post-Secondary Institution,
Ranked from Highest to Lowest in Terms of
Degree of Influence upon Students' Choices,
and Weighted According to Degree of
Influence......................................30
3. Attitudes and Degree of Interest of SDA
Young People Attending a Junior College,
Concerning an SDA Junior College, Either
Boarding or Non-Boarding ..................... 43
4. Reasons Given by Twelfth-Grade Graduates for
Not Attending Any School After Graduating
from Grade Twelve, Ranked from Highest to
Lowest in Terms of Degree of Influence
upon Students' Choices, and Weighted
According to Degree of Influence ............ 49
5. Responses of SDA Post-Secondary Youth Not
Enrolled in SDA Institutions Who Indicated
Their Choice of a Vocation in a Health
Related Field ............................... 53
6. Responses of SDA Post-Secondary Youth Not
Enrolled in SDA Institutions Who Indicated
Their Choice of a Vocation in an
Educational Field ........................... 54
v
Table Page
7. Responses of SDA Post-Secondary Youth Not
Enrolled in SDA Institutions Who Indicated
Their Choice of a Vocation in a Business
or Clerical Fi e l d ..............................55
8. Responses of SDA Post-Secondary Youth Not
Enrolled in SDA Institutions Who Indicated
Their Choice of a Vocation in an
Engineering Field ........................... 55
9. Responses of SDA Post-Secondary Youth Not
Enrolled in SDA Institutions Who Indicated
Their Choice of a Vocation in
Other Fields....................................56
10. Demographic Information Concerning Seniors at
Pacific Union College and La Sierra College . 62
11. Vocational Information Given by Seniors at
Pacific Union College and La Sierra College,
Concerning Their Own Anticipated Occupations
and the Occupations of Their Parents...........66
12. Kinds of Graduate Study Programs Preferred by
Seniors at Pacific Union College and La
Sierra College Who Did Not Plan to Pursue a
Credential ....................................70
13. Summary of Responses of Seniors at Pacific
Union College and La Sierra College
Indicating What Credential They Would Have
Upon Graduation (Limited to Those Whose
Occupational Plans Would Require Credentials). 73
14. Kinds of Graduate Study Programs Preferred by
Seniors at Pacific Union College and La
Sierra College Whose Occupational Plans
Would Require Credentials ................... 73
Table Page
15. Reasons Given by Seniors at Pacific Union
College and La Sierra College for Preferring
Non-SDA Institutions for Undergraduate or
Graduate Studies, Ranked from Highest to
Lowest in Terms of Degree of Influence Upon
Students' Preference, and Weighted According
to Degree of Influence......................... 76
16. Strengths of SDA Colleges as Identified by
Seniors at Pacific Union College and La
Sierra College, Weighted According to First,
Second, or Third Choice Designation, and
Ranked from Highest Weighted Score Per Item
to Lowest.................. 81
17. Weaknesses of SDA Colleges as Identified by
Seniors at Pacific Union College and La
Sierra College, Weighted According to First,
Second, or Third Choice Designation, and
Ranked from Highest Weighted Score Per Item
to Lowest......................................84
18. Demographic Information Concerning SDA
Elementary and Secondary Teachers and
Administrators ............................... 91
19. Reasons Given by SDA Secondary and Elementary
Educators for Pursuing Studies in a Non-SDA
Institution, Weighted According to Degree of
Influence on Their Decision, and Ranked from
Highest Weighted Score Per Item to Lowest . . 94
20. Strengths of SDA Colleges as Identified by SDA
Elementary and Secondary Educators, Weighted
According to First, Second, or Third Choice
Designation, and Ranked from Highest
Weighted Score Per Item to Lowest............100
21. Weaknesses of SDA Colleges as Identified by SDA
Elementary and Secondary Educators, Weighted
According to First, Second, or Third Choice
Designation, and Ranked from Highest Weighted
Score Per Item to Lowest...................... 102
vii
CHAPTER I
STATEMENT OF THE PROBLEM AND PROCEDURE
The Problem
The position of the Seventh-day Adventist admin
istrator in higher education is made difficult in several
ways. Leaders in Seventh-day Adventist higher education
are somewhat uncertain about the direction in which they
should go. While many voices are heard, currently no
means exist by which the people who are served by Seventh-
day Adventist higher education or those whose needs are
not now being met can communicate meaningfully their views
concerning the study program they would like for the
institutions of higher learning to offer. This leaves the
administrator and his associates with the responsibility
for leadership in higher education, but without a full
awareness of the needs, desires, and interests of those
seeking an education in the SDA college. Furthermore, he
is without information concerning the educational needs of
1
2
those who now are not seeking a post-secondary education
in Seventh-day Adventist institutions of higher learning.
The Purpose of Study
The purpose of this study was to survey (1) the
SDA post-secondary students not currently enrolled in SDA
institutions of higher education, (2) the college seniors
about to graduate from the two SDA colleges in the Pacific
Union Conference of Seventh-day Adventists, and (3) the
SDA elementary and secondary educators in the state of
California, for information regarding most serious weak
nesses and most meaningful strengths of SDA higher educa
tion. The study surveyed reasons for the post-secondary
students not continuing in SDA higher education. It
attempted to analyze the projected plans for graduate study
of seniors and of elementary and secondary educators.
Questions Upon Which This Study
May Have a Bearing
The responses received in this study were evaluated
to determine if any information could be distilled from
them that might aid administrators in developing answers
for the following research questions:
1. What are the most meaningful strengths and
3
the most serious weaknesses of SDA higher education?
2. What changes would students like to see in
both graduate and undergraduate curriculums?
3. How do seniors about to graduate feel in
retrospect regarding SDA higher education?
4. Why do some students not continue in SDA higher
education at the undergraduate or graduate levels?
5. What effect do financial limitations have on
student educational activities and decisions?
6. What can the college do to better assist the
student?
7. What can the college do to improve the effec
tiveness of its program in serving the constituency?
8. What are attitudes toward rules and regulations
in church related colleges?
The Research Instrument
A check-type and open-ended response opportunity
questionnaire was distributed to post-secondary students
in the 18-to-25-year age bracket not at that time in SDA
schools, to college seniors about to graduate, and to ele
mentary and secondary teachers and administrators in SDA
schools. The questionnaires were designed for easy com
4
pletion, and complete anonymity was assured. Responses
were summarized for most meaningful conclusions and presen
tation.
Definitions of Terms
Frequently used terms which were included in this
study and must be understood in a limited context are
listed below.
SDA.— These initials will be used to refer to the
Seventh-day Adventist Church and to designate an individual
who is a member of this church.
Church.— The Seventh-day Adventist Church as an
entity.
Pacific Union Conference.— The seven local confer
ences of Seventh-day Adventists included in the states of
Arizona, California, Hawaii, Nevada, and Utah, and consist
ing of a membership of approximately 101,000.
Instrument I.— Questionnaire sent to post-secondary
SDA students.
Instrument II.— Questionnaire sent to SDA college
seniors.
5
Instrument III.— Questionnaire sent to SDA ele
mentary and secondary administrators and teachers.
Post-Secondary Group.— Respondents to Instrument I
in the age group of 18-25 who were not in an SDA institu
tion of higher learning.
College Seniors.— Respondents to Instrument II who
were in the graduating classes of Pacific Union College
(Angwin, California) or La Sierra College (Riverside,
California).
SDA Elementary and Secondary Administrators and
Teachers.— Respondents to Instrument III who were employed
in one of these positions in an SDA elementary or secondary
school in the Pacific Union Conference of Seventh-day
Adventists.
Group I.— Respondents to Instrument I.
Group II.— Respondents to Instrument II.
Group III.— Respondents to Instrument III.
6
Assumptions of the Study
It was assumed:
1. That there was some dissatisfaction with SDA
education on the part of church constituents.
2. That there was inadequate communication between
members of the church, students, faculty, and administra
tion regarding higher education.
3. That there was sufficient interest in the
quality and productivity of educational progress by those
surveyed to voice a view when opportunity was given.
4. That SDA teachers and administrators want
information that could assist in meeting the needs of their
constituency.
Delimitations of the Study
The scope of the study was limited geographically
to the Pacific Union Conference of Seventh-day Adventists,
which consists of seven local conferences, including the
states of Arizona, California, Hawaii, Nevada, and Utah,
and the two West Coast senior colleges in the state of
California. Within the 101,000 membership of the Pacific
Union Conference of Seventh-day Adventists, the study was
limited to post-secondary students not presently in SDA
7
schools, college seniors about to graduate, and elementary
and secondary educators.
Organization of the Remainder of the Study
Chapter II presents a review of the literature and
related research available in the field. Chapter III
describes the setting and design of the study, detailing
the questionnaire instruments and criteria for identifying
the survey population. Chapter IV describes the findings
of the survey instrument for post-secondary students not
in SDA institutions of higher learning. Chapter V presents
the findings of the survey of seniors about to graduate
from Pacific Union College and La Sierra College. Chapter
VI presents the findings from the survey instrument regard
ing elementary and secondary teachers and administrators.
Chapter VII is a discussion of the. findings from the survey
instruments described in Chapters IV, V, and VI. Chapter
VIII consists of a summary, conclusions, and recommenda
tions derived from the study findings.
CHAPTER II
SURVEY OF LITERATURE
There is a general awareness that a large volume
of literature has developed in recent years regarding
student interest in higher education and particularly its
relevancy to their needs. This interest has stimulated
a response among educational leaders which reflects a
greater interest and disposition to diversify the college
and university offerings to meet the needs of those
patronizing higher education. This chapter represents an
effort to bring together some of the most meaningful
sources pertaining to this subject area.
The American society has in recent years recog
nized that if we are to do justice to the youth of America
today, we must provide education just as diverse as we
find diversity in the makeup of the youth we endeavor to
educate. This point is stated as a major thesis by John
Gardner when he said:
8
9
If we are to do justice to individual dif
ference, if we are to provide suitable education
for each of the young men and women who crowd
into our colleges and universities, then we must
cultivate diversity in our educational system to
correspond to the diversity of the clientele.
There is no other way to handle within one system
the enormously disparate human capacities, levels
of preparedness and motivations which flow into
our colleges and universities. (10:83)
This thesis suggests that if we are to meet the needs of a
diverse student body of various levels of aptitude and
interest, we must provide educational programs of various
types and levels of expectancy. Mass education, it
appears, is here to stay; but this does not mean that all
young people must or can be educated in the same way.
Emche (8:3), Roper (23), Iffert (26), Darley (6), McConnell
(16), Clark (3), Medsker (19), and others have spoken to
the need for improved educational planning to accommodate
our diverse youth. Glenny has long advocated planning for
better coordination between and among various institutions
and segments of higher learning so as to avoid costly
duplication and to better provide for students with various
interests, aptitudes, and aspirations (11:35).
There appears to be an uneasy feeling that the
traditional, classical type of education in itself has
little relevance for today and that institutions and
10
programs must be geared to the times. Kerr made this
clear as he spoke of the university of today: "Instead
of platitudes and nostalgic glances backward to what it
once was, the university needs a rigorous look at the
reality of the world it occupies today" (15:v). Thus it
seems that there is need for a new look at higher education
in all its aspects to assure the present generation of
better educational opportunities.
Sanford spoke of such factors as a practice in
criticism, self-esteem, and confidence which the student
needs to learn and which will enable him to stand in
opposition to pressures of authority and of the immediate
social group. He also stressed "the need for the student
to have models of independent thinking, a general climate
of freedom in this college, and a rule structure that is
appropriate to his stage of development" (24:16). In an
age of campus unrest, it appears clear that our present-day
young people are no longer content with the learning and
teaching processes of yesterday. Rather, they seek in
education that which has meaning and relevance for them
today.
Matters of curriculum organization as indicated
by McGrath (17), size of the unit within which students
11
function as referred to by Stearns (25), teachers com
mitted to their work, and the kind and quality of students
as pointed out by Raushenbush (22:152,129), and the campus
itself as indicated by Mayhew (18:217) are factors which
make up the educational environment and which contribute
to the success or failure of students and give meaning and
relevance.
The students, the faculty, and the community in
today's society are becoming increasingly concerned with
the kind and quality of higher education. Because of the
great concern, there appears to be an increasing desire
to become involved in the planning process as to what is
taught and how it is taught.
One of the studies on the student in higher
education is the Hazen Foundation Study made early in 1966
with Joseph F. Kauffman, Dean of Student Affairs at the
University of Wisconsin, as chairman (14). In the con
clusions of this study, the Committee made certain
charges. One of these charges seems to pinpoint one of
the real problems in higher education. The Committee
stated:
Even though we go through the motions of
working with student governments, we permit students
12
little real involvement in planning their own
education or in shaping the educational environ
ment in which they work or live. We ignore the
relevance of education outside the school. The
learning forces at work beyond the campus bound
aries, the needs of society which affect the
students and which they, in turn, can help to
serve, are excluded from the curriculum and the
life of the university.
In a recent Task Force report of the American
Association for Higher Education (1), an underlying reason
given for faculty restiveness and demands for improved
faculty participation in college and university affairs is
that in statewide systems of higher education decision
making tends to become centralized, thus reducing the role
of the faculty member in decision making. A shared concept
in educational decision making is advocated by the Task
Force. Williams (29), Henderson (13), Morrow (20), Eley
(7), Corson (4), and others have spoken of the expanding
role of faculty in the planning and policy formation of
institutions of higher learning. A joint "Statement on
Government of Colleges and Universities" adopted in 1966
by the American Association of University Professors, the
American Council on Education, and the Association of
Governing Boards of Universities and Colleges recognized
that only through joint action can we hope to develop an
13
"increased capacity to solve educational problems."
Fellman added to this by saying:
The definition and execution of long-range
goals requires effective planning and communica
tion by all components of the academic community.
(9:62)
Speaking of community involvement in educational
planning, Green observed that whatever direction education
takes in the future, the community will be much more sig
nificantly involved in the decision-making process than
in the past (12). Cuban also suggested that one of the
most essential factors in making the educational system
maximally productive is sample opportunity for community
persons to communicate with school personnel so that better
understanding and greater relevance may be achieved (5).
A study begun in 1967 by the Carnegie Foundation
(2) indicated a concern over future higher education.
This foundation created a 15-member commission to examine
and make recommendations regarding the many vital issues
facing higher education in the United States as we approach
the year 2000. The commission, which released its first
special report in December, 1968, reported on the following
areas of higher education: structure, function, and
governance; innovation and change; demand, resources, and
14
expenditures; and efficiency in the use of resources.
Concern regarding the future of a large segment
of American higher education is reflected in a study by
the Danforth Commission on Church Colleges and Universities
Associated with Religious Bodies (21). Directed by
Pattilo and Mackenzie, the Commission undertook the study
in 1965. It included 817 colleges and universities in the
church-related category. The study concluded with fifteen
recommendations for the improvement of church-related
institutions of higher learning. These recommendations
touch on the following items: a more efficient program of
operation; clarification of purpose; experimentation with
new types of faculty training; elimination of haphazard
establishment of new colleges; greater financial respon
sibility by churches; more cooperation among institutions;
greater emphasis on the humanities and public affairs; more
stress on the common core or liberal arts; provision for
the development by the student of a reasoned framework of
belief; greater use of systematic information on students
and alumni; the providing of more intellectual leadership
for the churches; and finally, the providing of models of
their own to serve as broad conceptual frameworks.
White, in commenting concerning the purpose and
15
objectives of education as pursued in the SDA institutions
of higher learning, suggested that aims should be clearly
specified: comprehensive education with sufficient
diversity to fit varying needs of clientele (27:44);
emphasis on service to humanity; development of a logical
framework of values; and a teacher concern for the whole
student (28:30;17,18;212,219).
The literature directs attention to the growing
need for educational planning designed to accommodate the
diverse needs and interests of the population served by
institutions of higher learning. Due to the increasing
desire on the part of patrons of higher education to be
involved in the planning process, study should be given to
methods and procedures for accommodating their concerns.
The Danforth Study, focusing on church-related schools,
appears to have particular relevance for SDA educators.
CHAPTER III
SETTING AND DESIGN OF THE STUDY
The process of data collecting, with related
information such as study population description, design
of instruments, procedures for circulating questionnaires,
coding, editing, and summarizing, are presented in this
chapter. Three instruments were circulated in the effort
to gather information. For convenience, these will be
referred to as Instrument I, Instrument II, and Instru
ment III.
Setting of the Study
The Pacific Union Conference of Seventh-day
Adventists consists of seven local conferences including
the states of Arizona, California, Hawaii, Nevada, and
Utah. The membership of the Pacific Union Conference of
approximately 101,000 is located predominantly in the state
of California.
16
17
Within the borders of the Pacific Union Conference
there are 191 church-operated elementary schools, 22 day
and boarding academies, one university— Loma Linda Uni
versity at Loma Linda and Riverside, California— and one
college— Pacific Union College at Angwin, California.
Pacific Union College is a liberal arts college.
Teacher education for the elementary and secondary levels
is emphasized because of the need for teachers for the
Church's elementary and secondary schools. A limited
amount of graduate work toward a master's degree for
teaching is offered at Pacific Union College.
Loma Linda University is operating on two campuses.
The Loma Linda campus consists of five medically oriented
schools, while the La Sierra campus at Riverside has a
School of Education and a College of Arts and Sciences. A
Graduate School operates on both campuses. The College
of Arts and Sciences operated as La Sierra College, similar
to Pacific Union College, until merged with Loma Linda
University in July, 1967.
Design of the Study
A careful survey was made of the literature deal
ing with institutional planning, curriculum planning, and
18
involvement of students and other groups who appropriately
have an interest in Seventh-day Adventist institutions of
higher learning.
Survey instruments were prepared to secure needed
information from the following groups:
1. Post-secondary individuals between the ages
of 18 and 25 not in an SPA institution of higher learning.
This instrument provided opportunity for these individuals
to indicate reasons why they chose not to enroll in an
SDA institution of higher learning or have withdrawn from
one.
2. College seniors. It was assumed that the
college senior is sufficiently mature and acquainted with
the strengths and weaknesses of the college that he can
make meaningful suggestions concerning what the college
now offers the student that is worthy of retaining and
perhaps strengthening, as well as what the college should
delete or discontinue.
3. SDA elementary and secondary administrators
and teachers. This group seemed to constitute a valuable
information source. Most of these educators have had
extensive experience as students in SDA colleges in the
undergraduate as well as graduate studies. Many of these
19
individuals have also done a considerable amount of school-
work in state colleges and universities. It was thought
that this group also would know much concerning the views
of students at their level concerning the SDA colleges.
In the preparation of the instruments, careful
study of each group to be surveyed was made to determine
what the content of the survey instrument for each group
should be and how to present the response opportunities
so as to obtain information of the greatest validity
possible. All instruments were submitted to consultants
for study before pretesting them and again following the
pretest so that, as much as possible, all desired refine
ments of the instrument were made. The consultants also
gave assistance in determining the administration of the
survey instruments as well as in tabulating and processing
the data obtained.
Criteria for Identifying the
Survey Population of Study I
The subjects for Study I were: (1) either (a)
high school graduates or dropouts not enrolled in any post
secondary school, or (b) enrolled in a junior college,
trade school, or non-SDA senior college or university; and
(2) not over 24 years of age. The survey was limited to
' ”” * 20
Seventh-day Adventist youth groups within the state of
iCalifornia.
I
To obtain the names of the group identified by
the above stated criteria, a form was sent to the pastor
of every Seventh-day Adventist church in the state of
California. The form referred to obtained more information
than desired for this immediate study. For the survey in
this study only the names, addresses, race or ethnic groups
of youth meeting the above criteria were wanted. A total
of 1,048 names and addresses was obtained.
Questionnaires were mailed to the 1,048 names
received from the church pastors. Ten days after the
mailing of the questionnaires, a card appealing for co
operation in completing the questionnaire was mailed to all
questionnaire recipients. In another ten days a second
reminder to complete and return the questionnaire was
jmailed to all the persons who received questionnaires.
i
Forty-eight questionnaires were returned undelivered because
of incorrect address, etc. Twelve questionnaires were so
poorly completed they could not be used. Four hundred
ninety-one usable returns were received. This response
represents a 50 percent return.
When the returns had been received, the responses
21
were coded. Open-ended responses were edited and coded
for key punching. The data were then processed for sum
maries, percentages, and other information for tabulation
and presentation.
Study I: Survey of Post-Secondary Youth
The purpose of Study I was to provide opportunity
for post-secondary youth of the Seventh-day Adventist
Church not in an SDA institution of higher learning to
express their views concerning SDA higher education. The
survey instrument, Instrument I (see sample in Appendix A),
consisted of three main areas: (1) a section to obtain
the needed demographic information, (2) a group of items
affording opportunity for specific responses, and (3) a
series of open-ended items which were intended to provide
opportunity for the respondent to convey his thoughts in
his own terms with freedom to assign a priority value to
views reported.
Criteria for Identifying the
Survey Population of Study II
The subjects for Study II were the seniors of
Pacific Union College and La Sierra College. Since the
entire groups were readily accessible on each of the
22
campuses, distribution of the questionnaires was achieved
by dormitory mail service and regular mail service for non
residents. At Pacific Union College a faculty member was
selected to centralize the distribution and collection of
the questionnaires. On the La Sierra Campus the researchers
carried out this function. Questionnaires were distributed
to all of the seniors rather than to randomly select a
sample of the seniors.
Study II; Survey of College Seniors
The purpose of Study II was to give opportunity
for the seniors of Pacific Union College and La Sierra
College to evaluate the educational opportunities offered
on their respective campuses (see Appendix B for sample of
Instrument II). Since these groups were relatively small,
the entire class populations were included in the study.
Three hundred seventy-two questionnaires were distributed
to college seniors, and 169 usable questionnaires were
received, for a 46 percent return. The returned ques
tionnaires were edited, coded, and summarized.
Criteria for Identifying the
Survey Population of Study III
A directory listing the names and addresses of
23
all of the secondary and elementary SDA educators in
California was available. It was assumed that surveying
the entire group of educators would be preferable to
randomly selecting a sample of the population.
Study III: Survey of Elementary
and Secondary Educators
The purpose of Study III was to provide the
secondary and elementary SDA school administrators and
teachers in the state of California with the opportunity
to respond to specific response items as well as a number
of open-ended situations (see Appendix C for sample of
Instrument III). One thousand questionnaires were
delivered, and 472 usable returns were received, for a
47 percent response. Again the returns were edited, coded,
and summarized.
CHAPTER IV
FINDINGS FROM SURVEY OF POST-SECONDARY YOUTH
NOT ENROLLED IN SDA INSTITUTIONS
OF HIGHER LEARNING
Attention is directed to the fact that not all of
the items from the questionnaire are presented in the sum
mary of findings. Discrepancies in totals for the various
items must be anticipated, since it was impossible to
receive a response to every item by every respondent.
Therefore, the total number of respondents with the per
centage following for any one item applies only to that
particular questionnaire item.
Demographic Information Concerning
Post-Secondary Youth
Discussion of Demographic Information
Concerning Post-Secondary Youth Not
Enrolled in SDA Institutions
of Higher Learning
The sex distribution for the respondents to this
24
25
TABLE 1
DEMOGRAPHIC INFORMATION CONCERNING POST-SECONDARY YOUTH
NOT ENROLLED IN SDA INSTITUTIONS OF HIGHER LEARNING
(491 Respondents)
Item No. %
Sex: Male 218 48
Female 232 52
SDA Church Membership: 465 96
Church Attendance: Attend weekly 368 77
Attend twice a month 36 7
Attend seldom 61 13
Attend never 13 3
Marital Status: Single 407 84
Married 74 15
Divorced 2 0.5
School Status: Not in school 89 19
Trade school 4 4
Junior college 193 42
Senior college or
university 135 29
Graduate school 16 3
Respondents who at one
time attended an SDA
college: 141 29
Number interested in mis
sion or denominational
work: Very much 91 20
Considerably 75 16
Somewhat 167 36
Not at all 131 28
26
TABLE 1— Continued
Item No. %
Approximate G.P.A. as
reported by student: A 36 7
B 203 42
C 230 48
D 14 3
Number graduated from
an SDA academy: 363 74
Total years spent in church
school or academy: 0 4 1
1-3 49 13
4-6 70 18
7-9 61 16
10-12 198 52
SDA church membership
of parents: Father 287 62
Mother 420 88
particular instrument is almost equally divided between
males and females. This finding could suggest that the
causes for choosing not to continue education in an
Adventist post-secondary school have generally no greater
impact upon this choice as made by male respondents than
upon the same choice as made by female respondents.
Concerning membership in the SDA Church, approx
imately thirty of the respondents chose not to indicate
27
whether they are or are not members of the Seventh-day
Adventist Church. Ninety-six percent of those who did
respond to this item say that they are members of the church
This information, coupled with the responses to the next
item, namely church attendance, might suggest to the
planners of SDA education that it is not because of lack
of interest or commitment for the affairs of the church that
the young people who are in non-SDA post-secondary institu
tions of one kind or another are not choosing to go to
school in institutions operated by the church.
The information concerning marital status could
suggest that the respondents to this particular instrument
follow a rather regular pattern in that they remain single
for some years following the completion of high school.
The responses to the item entitled "School Status"
could suggest that the respondents to this instrument are
again following a rather normal pattern of pursuit of post
secondary education, in that the majority of the respondents
are in a junior college or senior college. Only 19 per
cent in this group indicated that they were not in school.
How many of these had completed their post-secondary
educational program is, of course, not known. In trade
school we find only 4 percent, but in junior colleges we
28
find 42 percent and in senior college or university, 29
percent. By far the majority of these respondents, then,
are in either junior colleges or senior colleges and
universities pursuing undergraduate studies.
It was found that 29 percent of the respondents
were enrolled in an SDA college at some time. This find
ing, along with the responses to other items in this part
of the instrument, may indicate that the leaders of SDA
education should give serious consideration to their power
to hold the young people who are at some time enrolled.
Concerning the responses relative to the
approximate G.P.A. of the responding students, it is
probable that the students have reported a G.P.A. that may
be a little above the actual. However, it would appear
that 97 percent of these students are doing passing work
in whatever school work they are doing now, or have done
since leaving secondary school. The percentage of A's
is somewhat high; the percentage of B's is quite high com
pared to the supposed normal distribution.
To SDA educators, one of the more important
findings in this survey could be the reflection of interest
on the part of the respondents to be involved in the mis
sion program of the church as denominational employees.
29
Seventy-two percent of the respondents expressed a desire
to be church employees. The importance of this information
may be greater than would appear on the surface, when it
is kept in mind that there has been no systematic effort
to stimulate such an interest with these young people.
Regarding the total years spent in church school
or academy, it was found that only 1 percent of the re
spondents had never been in an SDA school. Fifty-two
percent of them had spent from ten to twelve years in
Adventist schools, and another 16 percent had spent from
seven to nine years.
Reasons Given by SDA Students for Their Decision
To Attend a Non-SDA University. College.
Junior College, or Trade School
Using the following code, the students were asked
to circle the appropriate number following each reason.
One number was to be circled for each item. After circling
one number for each item, the students were to place an
"X" after the one item that they felt was the main reason
for choosing to attend a non-SDA post-secondary institution.
If their main reason was not listed, the respondents were
asked to write it in the blanks at the end of the section.
This was done by so few respondents that it failed to be
a significant statistic and therefore was not reported
here.
The items in Table 2 are arranged from highest
weighted score per item to lowest. No influence was
assigned a weight of 0; some influence, a weight of 1;
considerable influence, a weight of 3; and significant
factor, a weight of 5.
Code
1. No influence or did not apply in your decision.
2. Some influence in your decision.
3. Considerable influence in your decision.
4. Significant factor in your decision.
TABLE 2
REASONS GIVEN BY SDA STUDENTS FOR CHOOSING TO ATTEND A
NON-SDA POST-SECONDARY INSTITUTION, RANKED FROM HIGHEST
TO LOWEST IN TERMS OF DEGREE OF INFLUENCE UPON STUDENTS'
CHOICES, AND WEIGHTED ACCORDING TO DEGREE OF INFLUENCE
(381 Respondents)
Total
1_______2_______3_______4___ Weight-
Reasons No. % No. % No. % No. % ing
1. I would like to
attend an SDA col
lege, but I don't
have the money 128 38 50 15 46 14 110 33 738
31
TABLE 2— Continued
Total
1_______2_______3_______4___ Weight-
Reasons No. % No. % No. % No. % ing
2. I have a better
choice of courses
or study programs
in a non-SDA
college 120 47 40 14 46 17 64 22 498
3. I feel the non-
SDA college has
better equipment
and buildings 163 51 63 19 45 14 53 16 463
4. I could not pre
pare for the ca
reer I wanted in
an SDA college 213 66 28 9 27 8 56 17 389
5. I prefer to live
at home while at
tending college 195 59 61 18 30 9 46 14 381
6. I think the
teachers are bet
ter qualified in
a non-SDA college203 63 48 14 29 12 37 11 320
7. I am able to arrange
my program better
time-wise in a non-
SDA college 197 61 63 19 32 10 32 10 319
8. I feel there is
less social dis
crimination in a
non-SDA college 224 70 30 9 34 10 35 11 307
9. SDA college
campus rules are
too strict 203 61 68 22 27 8 31 9 304
32 ;
TABLE 2— Continued |
Total
1_______2_______3_______4 Weight-
Reasons___________No. % No. % No. % No. % ing
10. I feel that
course work at a
non-SDA college
is more challeng
ing 223 68 41 13 33 10 29 9 285
11. I wanted to try
junior college
and, if I can
succeed in my
program, I plan
on transferring
to an SDA col
lege 188 58 35 12 26 9 31 11 268
12. I really have
never given ser
ious thought to
attending an SDA
school 232 73 35 11 26 8 27 8 248
13. I could afford
to attend an SDA
college, but don't
feel the differ
ence in education
is worth the dif
ference in cost 195 73 36 12 16 6 26 9 214
14. I wanted to go
away to college
but did not want
to live in a
dormitory 255 77 35 11 22 7 16 5 181
15. If I transferred
to an SDA college
I might lose cred
its and delay my
graduation 256 77 38 12 15 5 19 6 178
TABLE 2— Continued
33
Total
1 2 3 4 Weiqht-
Reasons No. % No. % No. % No. % ing
16. I could obtain
the courses I
want in an SDA
college, but feel
that by taking
these courses in
a non-SDA college
I don't jeopardize
my Christian lifel90 74 29 12 27 9 13 5 175
17. I do not feel
that the "spir
itual values" of
an SDA college
education are
important 259 80 30 9 21 6 16 5 173
18. My grades weren't
good enough to
get acceptance
into a four-year
SDA college 214 78 34 10 15 5 18 7 169
19. I am not inter
ested in denom
inational em
ployment, so see
no need of an
SDA college 253 74 37 12 20 8 14 6 167
20. I feel there is
less racial dis
crimination in a
non-SDA college 276 85 16 5 10 3 24 7 166
TABLE 2— Continued
34
1 2 3
Total
4 Weight-
Reasons No. % No. % No. %» No. % ing
21. I prefer to at
tend trade school
(beauty or busi
ness college, etc.)
rather than a reg
ular four-year
college 279 88 7 2 14 4 23 6 164
22. I am married (or
engaged) and
therefore not
concerned about
the social at
tractions of the
SDA college 275 85 15 5 11 3 23 7 162
23. I have a wider
choice of teach
ers in a non-SDA
college if I
"can't stand" a
certain one 257 80 37 11 18 5 13 4 156
24. I like the pres
tige of a diploma
from a non-SDA
college 260 80 38 11 16 5 12 4 146
25. My friends attend
a non-SDA college259 79 44 13 14 4 12 4 146
26. I feel a two-year
college program is
most satisfactory207 77 34 12 18 8 9 3 133
35
TABLE 2— Continued
Total
1_______2_______ 3 ±__ Weight-
Reasons No. % No. % No. % No. % ing
27. I feel the scho
lastic competition
in a junior college
is less than I
would find in a
four-year col
lege 222 80 29 9 15 6 11 5 129
28. I can take part
in more sports
in a non-SDA
college 216 83 18 7 8 4 17 6 127
29. I won a schol
arship to a non-
SDA college 249 93 2 1 5 2 15 4 92
30. My parent(s) do
not want me to
attend an SDA
college 301 93 5 2 7 2 9 3 71
31. I feel that
course work at
an SDA college
is too demanding 283 87 32 10 8 2 3 1 71
32. Health problems
prevent my going
away to college 310 95 4 1 5 2 6 2 49
36
Discussion of Reasons Given by
SDA Students for Attending a
Non-SDA Post-Secondary
Institution
The indication that the lack of .financial re
sources is the number 1 reason reported by the respondents
for not attending an SDA post-secondary institution is
probably expected. It is also noted that the total weighted
score of this item is one and one-half times as great as
that of the next item. It would appear that the lack of
financial resources among Seventh-day Adventist young
people to pursue post-secondary education in the church is
a matter that should be studied carefully. Comment con
cerning possibilities for doing this will appear in a later
part of this report.
It is, however, also cautioned that in considering
this item, it is easy to overweigh the impact of lack of
financial resources. Fifty-three percent of the respondents
indicated that financial resources were a matter of only
slight influence upon their decision not to attend an SDA
post-secondary institution, while 47 percent indicated that
this was a factor of considerable influence or of signifi
cant influence in their decision.
Items 2 and 3, which concern the choice of better
37
study programs and better equipment and buildings, will be
grouped for comment here. Twenty-two percent of the
respondents suggested that a better choice of courses or
study programs was an important factor in their choice;
16 percent of the respondents indicated that better equip
ment and buildings was a factor in their choice not to
pursue higher education in an Adventist institution.
The number of respondents who suggest that neither
of these factors was significant is approximately 50 per
cent, with nearly 15 percent indicating that it was a
matter of some influence.
Item 4, concerning the matter of preparation for
a career, might suggest that considerable importance should
be attached to the responses to Item 2, since Item 4 and
Item 2 relate to similar areas of interest. In the case
of each of these items, approximately 20 percent of the
respondents indicated that the matter of a career prepara
tion possibility or choice of study program was a signifi
cant factor in choosing the non-SDA institution.
Adventist educators may be led to give serious
consideration to student administration when considering
the responses to Item 5, which would suggest that 23 percent
of the individuals choosing non-SDA post-secondary education
38
did so because they found that they did not care to live
in school homes.
In the responses to Item 6, 23 percent of the
respondents suggested that the teachers in non-SDA colleges
are better qualified, and that this was a factor of con
siderable or significant impact on their decision.
While 80 percent of the respondents suggested
that they were able to schedule their study program as
conveniently in the SDA school as in the non-SDA college,
it would appear worthy of consideration that 20 percent,
or one in five, of the respondents indicated that program
ing was a factor of either considerable or significant
influence in choosing the non-SDA institution.
One in five of the students choosing non-SDA
higher education suggested that social discrimination in
the Adventist school was a factor of either considerable
or significant influence in their choice not to attend an
Adventist college.
The responses to Item 9 suggest that nearly one
in five of the respondents felt that campus rules on the
SDA campus are too strict. This was a significant reason
for their choice to attend a non-SDA college or other post
secondary institution.
39
Responses to Item 10, concerning choosing non-SDA
education because it is viewed as more challenging, again
indicate that approximately one student out of five chose
the non-SDA college or post-secondary institution of thier
choice because they believed the course work to be more
challenging in a non-SDA institution.
The responses to Item 11 would appear to suggest
that to one student out of five the junior college seemed
to present an atmosphere of less rigor and more sympathy
or understanding, so that he was willing to try pursuing
a college education in the junior college, whereas he would
have been hesitant or even afraid to undertake college
education in the SDA institution.
While none of the remaining eleven items presents
any major or overwhelming evidence concerning why Seventh-
day Adventist young people chose the non-SDA post-secondary
institution, all of them viewed together or in varied
combinations could possibly suggest additional directions
to SDA educators.
In summary, the findings below are suggested as
being significant, from the evidence gathered in this part
of the questionnaire.
No one of the 32 reasons was identified as the one
40
really predominant cause for choosing non-SDA post-secondary
schools. The response opportunity of this portion of the
questionnaire which encouraged the student to identify the
reason which was his one main cause for not attending an
Adventist post-secondary institution was used by only a
very few students, and these were scattered among a number
of the reasons. It would appear that perhaps another
comment that may be apropos in regard to the findings of
this part of Instrument I is that convenience seemed to be
a factor in causing SDA young people to choose the non-SDA
post-secondary institution. As already commented, no one
factor seemed to be a predominating cause for this choice.
It was rather the matter of many little factors which
tended to cause the young people to make the choice as
they did.
The second-highest-ranked item, namely a better
choice of course for study programs in a non-SDA college,
was significantly below the first item and was selected
by only 22 percent of the respondents as a significant
factor in their choice.
Item 3, concerning better equipment and buildings,
was given by only 16 percent of the respondents as a sig
nificant factor in making their decision.
41
Perhaps one of the more significant observations
that can be made about the findings in this part of
Instrument I would be that all of the reasons given to
which the students could respond carried a rather high per
centage of responses indicating that they had no influence
or some influence. The item which carries the highest
weighted score was indicated as having no influence by 38
percent of the respondents, and only some influence by 15
percent of the respondents.
As one looks down the list of reasons, he quickly
comes to percentages as high as 70 percent, and many well
above 60 percent, that indicate a particular factor had no
influence whatsoever on the decision of that segment of
the young people surveyed. It may be that one of the most
meaningful and appropriate conclusions that can be drawn
from this section of the Instrument I responses is that
none of the reasons listed was really a significant factor
in the decision-making process of the SDA young people who
chose to attend non-SDA institutions. In this connection
it could be observed that the reasons of primary signifi
cance may not have been listed, and that students therefore
did not find opportunity to respond in a manner that would
reveal their true feelings. This may, however, not be a
42
valid assumption, since the write-in opportunities were
used by few students. It may be simply a matter of fact
that to many of the SDA young people surveyed it was not
important to attend an SDA post-secondary institution.
They made their decision without any major or really mean
ingfully significant cause moving them in the direction
of this decision.
Attitudes and Interest of SDA Young People
Attending a Public Junior College.
Concerning an SDA Junior College
Either Boarding or Non-Boarding
Only those prospective respondents in the study
enrolled in a junior college at the time of the study were
invited to respond to this section of the questionnaire.
Table 3 reproduces the questions.
Observations Concerning the Attitudes
and Degree of Interest of SDA Young
People Attending a Junior College.
Concerning an SDA Junior College.
Either Boarding or Non-Boarding
The attitudes and interests of SDA young people
attending junior colleges concerning an SDA junior college,
either boarding or non-boarding, were tested with rather
specific criteria: asking the student to indicate whether
or not he would be willing to pay $1,000 per school year
43
TABLE 3
ATTITUDES AND DEGREE OP INTEREST OF SDA YOUNG PEOPLE
ATTENDING A JUNIOR COLLEGE, CONCERNING AN SDA JUNIOR
COLLEGE, EITHER BOARDING OR NON-BOARDING
(180 Respondents)
1. If an SDA junior college with as strong a program of
studies in your chosen field of study or career as the
one you are now attending and the same admission poli
cies as the one you are now attending were located in
your community, would you: (circle the answer that best
expresses your view)
No. %
Be willing to pay Definitely yes 44 25
and/or work to earn Yes 55 30
the approximately Maybe 44 25
$1,000 per school year No 19 11
for tuition? Definitely no 17 9
Be willing to commute 20 miles 74 49
round trip? 35 miles 33 22
50 miles 32 21
70 miles 12 8
2. If an SDA boarding junior college with as strong a
program of studies in your chosen field of study or
career as the one you are now attending and the same
admission policies as the one you are now attending
were available to you, would you be willing to pay
and/or work to earn $2,000 per school year for tuition,
room, and board?
_______________ No. %
Definitely yes 27 15
Yes 31 18
Maybe 38 22
No 47 27
Definitely no 32 18
44
for tuition, and also giving the opportunity of indicating
how far the student would be willing to commute in order
to attend an Adventist junior college. The students were
also given the opportunity of indicating whether or not
they would be interested in earning or in some way provid
ing the funds to pay $2,000 per school year for tuition,
board, and room at an SDA boarding junior college.
Attention is again directed to the fact that only
those persons included in the survey who were at the time
of the survey attending a junior college were invited to
respond to this part of Instrument I. Therefore, the
number of respondents is fewer for the response oppor
tunities in this part than the number of respondents to
previous parts.
The following are comments concerning the findings
in this part of the survey:
An observation that might appear to be apropos
could be a caution against enthusiasm when noting the
responses of question 1-A, in which 44 persons suggested
that they would definitely be willing to pay $1,000 per
school year tuition. Fifty-five chose the answer "Yes, ”
and 44 the response opportunity "Maybe.” If the percent
ages for these three categories are added, it would seem
45
that a total of 80 percent of the students were "definitely
interested" to "maybe interested" in attending an SDA non
boarding junior college.
Several cautions might be called to attention
here. Firstly, it may be that the responses are heavily
influenced by the "ought complex." To many SDA young
people, attending the schools of the church is a rather
significant part of their religious thinking. Therefore,
it could be easy for them to respond favorably to a
hypothetical situation.
A second caution that might be pointed out is
that it should be kept in mind that the respondents were
scattered over the entire state of California. So while
the study might indicate that over 100, perhaps close to
150, of the respondents were "definitely interested" to
"maybe interested," when the distribution of these students
across the state of California is kept in mind the basis
for assuming that a non-boarding junior college should be
considered is significantly smaller than it would be if
these individuals had all been located within an acceptable
driving range.
A further caution that might be mentioned here
concerns the broad distribution of courses in which the
46
junior college students seem to be interested, with a
limited interest being indicated in the traditional voca
tional subjects. The argument which is often advanced
that a non-boarding junior college should perhaps be lo
cated in a metropolitan area, such as Los Angeles, may be
seriously questioned when the data from this section of
the survey are considered.
The problem of student distribution is further
highlighted when the section dealing with distances that
students said they would be willing to commute in order
to attend a junior college is considered. Fifty percent
of the students apparently would not like to commute
beyond 20 miles in a round trip. Twenty-two percent were
willing to drive as far as 35 miles round trip, and 21
percent would drive as far as 50 miles round trip.
It would seem that the data concerning the
interest in attending an SDA non-boarding junior college
as reported by the respondents in this study would tend
to discourage the establishment of a junior college, with
all of the traditional plant and administrative costs.
Concerning the SDA boarding junior college, the
percentages associated with the answer possibilities
"Definitely yes," "Yes," and "Maybe" vary rather noticeably
47
from the percentages associated with the same answers in
conjunction with the non-boarding junior college. Forty-
five percent of the respondents chose the response
opportunities "Definitely no" or "No" concerning attending
an SDA junior college at the costs of $2,000 per year.
Only 15 percent chose the response opportunity "Definitely
yes," 18 percent "Yes," and 22 percent "Maybe." When the
percentages for the favorable responses to the SDA boarding
junior college are considered, these would indicate a
total of 33 percent. The number of respondents for the
categories "Definitely yes" and "Yes" represent a total of
58 students out of the 175 who responded to this question.
The test applied in this particular area of the
questionnaire dealt only with the matter of paying $2,000
per year. It was assumed that the chosen field of study
would be as adequate as it seemed to be at the junior
college the student was at that time attending, and that
admission policies would be the same. However, the matter
of transportation to the boarding college was not consid
ered. It is conceivable that, with the possibility of long
distances being involved for some of the respondents, the
percentages would drop even lower. On the other hand,
it must also be kept in mind that there was no promotion
48
of a real SDA junior college at the time this survey was
taken. Again bearing in mind that the Adventist young
person views attending an SDA school as somewhat of a
religious duty, it may be that with promotion of an SDA
boarding junior college the percentages of those who would
be definitely interested in attending such a college would
be significantly raised.
Reasons Given by Twelfth-Grade Graduates
for Not Attending Any School After
Graduating from Grade Twelve
Using the following code, the students were asked
to circle the appropriate number following each reason.
One number was to be circled for each item.
A scheme for weighting was applied to the re
sponses. No influence was assigned a weight of 0; some
influence, a weight of 1; considerable influence, a weight
of 3; and significant factor, a weight of 5. The items in
the following summary are are arranged from highest weighted
score per item to lowest.
Code
1. No influence or did not apply in your decision.
2. Some influence in your decision.
3. Considerable influence in your decision.
4. Significant factor in your decision.
49
TABLE 4
REASONS GIVEN BY TWELFTH-GRADE GRADUATES FOR NOT ATTENDING
ANY SCHOOL AFTER GRADUATING FROM GRADE TWELVE, RANKED
FROM HIGHEST TO LOWEST IN TERMS OF DEGREE OF INFLUENCE
UPON STUDENTS' CHOICES, AND WEIGHTED ACCORDING TO
DEGREE OF INFLUENCE
(110 Respondents)
Total
1_______2_______3_______4___ Weight-
Reasons No. % No. % No. % No. % ing
1. I would like to
attend an SDA
college but
don't have
enough money
2. I haven't de
cided on a
lifework; after
I decide I will
continue school
if necessary
3. I preferred to
get a job and
enjoy the things
I can buy with
the income
4. I got married
soon after high
school graduation
(or expect to be
married soon) 71 73 6 6 7 7 14 14 97
5. I am tired of
going to school 59 61 23 24 7 7 8 8 84
37 38 9 9 20 20 33 33 234
60 63 14 15 5 5 16 17 109
49 51 25 26 13 13 10 10 108
50
TABLE 4— Continued
Total
1_______2_______3_______4 Weight-
Reasons No. %' No. % No. % No. % ing
6. Studying is hard
for me, so I de
cided not to go
on to school for
awhile 65 66 19 19 7 7 8 8 80
7. I must work to
help my family 70 71 15 15 5 5 9 9 75
8. I have never
seriously thought
about going to
college 75 76 13 13 4 4 7 7 60
9. I expected to be
drafted soon after
high school gradu
ation anyway (or
have been drafted)81 85 2 2 5 5 8 8 57
10. I do not need col
lege training for
my life work 76 78 12 12 3 3 7 7 56
11. I don't like
school 75 75 16 16 5 5 4 4 51
12. Most of my
friends have
gotten jobs
without a college
education 80 83 7 7 6 6 4 4 45
13. My parents have
done well finan
cially without a
college education 85 88 5 5 3 3 4 4 34
51
TABLE 4— Continued
1 2 3 4
Total
Weight
Reasons No. % No. % No. % No. % ing
14. Health problems
prevent my going
to college 89 91 3 3 1 1 5 5 31
15. I applied to col
lege but was not
accepted 93 95 1 1 1 1 3 3 19
16. My parents do not
want me to go to
college 91 93 3 3 3 3 1 1 17
17. I feel the course
work in an SDA
college is too de
manding and so
didn1t want to go
to an SDA college 91 94 3 3 2 2 1 1 14
Observations Concerning Reasons Given by
Twelfth-Grade Graduates for Not
Attending Anv School After
Graduating from Grade
Twelve
The purpose of this part of Instrument I was to
determine from twelfth-grade graduates their reasons for
not attending any post-secondary institution of learning.
A scheme for weighting their responses has been explained
in conjunction with the presentation of Table 4. It will
52
again be noted that the item with the highest weighted
score is insufficient finances to attend an SDA college.
Thirty-three percent of the respondents indicated that a
lack of financial resources was a significant factor in
their not attending an SDA post-secondary institution of
higher learning. Twenty percent indicated that this was
a matter of some influence. The reason with the highest
weighted score has a total score that is twice as great as
the total weighted score of the reason that ranks second
in the decision-making of this group of respondents.
The response pattern shown in Table 4 is in some
respects similar to that shown in Table 2, in that no
single reason as listed or as written in by the respondents
would seem to be an overwhelming or predominating cause
for the decision not to continue educational pursuits. It
would seem that convenience was perhaps again a factor,
which could reflect a lack of counseling, or a lack of
motivation for whatever reason.
Vocational Choices of SDA Post-Secondary Youth
Not Enrolled in SDA Institutions
of Higher Learning
The purpose of the vocational choice section of
Instrument I was to bring to the attention of those concerns!
53
with planning Seventh-day Adventist higher education a
summary of the vocational interests of the SDA young
people who have attended non-SDA post-secondary institu
tions. In Tables 5 to 9, their responses have been
classified in five categories: health related fields,
educational fields, business and clerical fields, engin
eering fields, and other fields. Each of these categories
is presented in a separate table, with specific occupational
fields listed in order of frequency of response.
TABLE 5
RESPONSES OF SDA POST-SECONDARY YOUTH NOT ENROLLED
IN SDA INSTITUTIONS WHO INDICATED THEIR CHOICE
OF A VOCATION IN A HEALTH RELATED FIELD
(491 Respondents)
No. No.
Specific Field Responses Specific Field Responses
Nurse 27
Dental Technician 25
Psychologist 19
Doctor 11
Dentist 10
Medical Secretary 6
Medical Technologist 6
Physical Therapist 6
L.V.N. 4
X-ray Technician 4
Laboratory Technician 2
Medical Records Librarian 2
Practical Nurse 2
Prosthetist and Orthotist 2
Psychiatric Technician 2
Dental (Orthodontist) 1
Medical Missionary 1
Medical Science 1
Medical or Theology 1
Nurse Aide 1
Pharmacist 1
Public Health Nurse 1
Some Line of Medical Work 1
TOTAL 136
54
TABLE 6
RESPONSES OF SDA POST-SECONDARY YOUTH NOT ENROLLED
IN SDA INSTITUTIONS WHO INDICATED THEIR CHOICE
OF A VOCATION IN AN EDUCATIONAL FIELD
No. No.
Specific Field Responses Specific Field Responses
Teacher 51
Teacher(P.E.) 7
College Teaching 6
Teacher(History) 5
Teacher(Industrial Arts) 4
Teacher(Home Economics) 3
Teacher(Music) 3
Speech Therapist 2
American Lit. Major 1
Teacher(Biology) 1
Business Educator(Spanish) 1
Choral or Voice Instructor 1
College Professor(Math)
Education Administrator
English Teacher
Ph.D.(History)
Recreation Major
Teacher (Secondary Secretarial)
Teacher(Biological Science)
Teacher(German)
Teacher(Physics)
Teaching or Research________ j
TOTAL 95
55
TABLE 7
RESPONSES OF SDA POST-SECONDARY YOUTH NOT ENROLLED
IN SDA INSTITUTIONS WHO INDICATED THEIR CHOICE
OF A VOCATION IN A BUSINESS OR CLERICAL FIELD
No. No •
Specific Field Responses Specific Field Responses
Secretary 32 Court Reporter 1
Accountant 11 General Office Work 1
Business Man 4 Hospital Administrator 1
Business Administrator 3 IBM Clerical 1
IBM Keypunch Operator 3 Legal Secretary 1
Bookkeeper 2 Marketing Research 1
Clerk-Typist/Bible Ins. 2 Office & Business Machines 1
IBM Computer Programmer 2 Office Machines Serviceman 1
Office Administration 2 Personnel Manager 1
Business Woman 1 Sales Manager 1
Clerk-Typist 1 TOTAL 74
Clerical 1
TABLE 8
RESPONSES OF SDA POST-SECONDARY YOUTH NOT ENROLLED
IN SDA INSTITUTIONS WHO INDICATED THEIR CHOICE
OF A VOCATION IN AN ENGINEERING FIELD
No. No.
Specific Field Responses Specific Field Responses
Electrical Engineer 7 Agricultural Engineering 1
Electronic Technician 3 Architectural Engineer 1
Engineer 3 Chemical Engineer 1
Civil Engineer 2 Electronics Engineering 1
Drafting Engineer 2 Industrial Arts Engineer 1
Draftsman 2 Machine Drafting 1
Electronics 2 Physicist or Engineer 1
Mechanical Engineer 2 Research Engineering 1
Aeronautical Engineering 1 TOTAL 18
Aerospace Planner 1
56
TABLE 9
RESPONSES OF SDA POST-SECONDARY YOUTH NOT ENROLLED
IN SDA INSTITUTIONS WHO INDICATED THEIR CHOICE
OF A VOCATION IN OTHER FIELDS
No. No.
Specific Field Responses Specific Field Responses
Social Worker 10
Lawyer 9
Interior Decorator 5
Housewife 5
Forester 4
Artist 3
Commercial Art 3
Home Economist 3
Pilot 3
Aircraft Mechanic 2
Bible Worker 2
Dietitian 2
Minister 2
Musician 2
Research Chemist 2
Actress 1
Anemophotographer 1
Bacteriologist 1
Beef Cattle Ranching 1
Bible Worker or Minister 1
Biblical Archeology 1
Carpenter 1
Chemistry 1
Communications(P.R.) 1
Construction Worker 1
Cosmetologist 1
Criminologist 1
Electrician 1
Electrologist
Film Processor
Highway Patrol
Hydro-Operator
Journalist
Landscape Nurseryman
Librarian
Marine Biologist
Marine Fireman
Mortician
Naturalist
Permanent Home for Orphans
Photo
Photo-Journalist
Printer
Probation Officer
Race Car Builder
Radio-TV Repairman
Shipping Clerk
Theater
Theology
Water Softener Serv.& Sales
Welding
Work for Republican Party
Writer
Undecided 53
TOTAL 154
57
Observations Concerning Vocational
Choices of SDA Post-Secondary
Youth Not Enrolled in SDA
Institutions of Higher
Learning
Health Related.— Perhaps the most significant
finding concerning the summary of students in various cate
gories of health related curriculums is that only three
of the various fields of study reported are not available
in the SDA educational system. These fields are for the
training of psychologists, prosthetists, and orthotists.
An undergraduate major is offered in psychology in SDA
institutions, but no significant offerings are as yet
available on the graduate level. No program currently
exists in SDA institutions for the training of prosthetists
and orthotists. Adding together all 19 of those interested
in pursuing a career as a psychologist with the two who
are interested in a career as a prosthetist or orthotist,
it is found that only 21 of the 136 in health related fields
are pursuing career training which is not available in SDA
higher education.
Educational.— All the various fields of study
listed in Table 6 are available within SDA institutions of
higher learning, at least to the baccalaureate level. Many
__
of these are available to the master's level, and a few
teaching fields are available at the doctorate level. Since
the exact nature of the pursuit of each particular student
represented in Table 6 is not known, it can be assumed
from the information on school status in Table 1 that only
a very small percentage of the respondents in the areas of
educational vocations are at the graduate level. (In
Table 1 it is reported that only sixteen, or 3 percent, of
the respondents indicated that they were in a graduate
school.) If this assumption is correct, then it becomes
a matter of concern to determine why so many SDA young
people were pursuing these fields of study in a non-SDA
educational institution when the fields of study are
available in SDA institutions of higher learning.
Business and Clerical.— The majority of career
pursuits listed in the business and clerical category are
in subject areas or career areas in which study programs
are available in most of the SDA colleges. Of the 74 careex
interests expressed, only 10 are not generally available in
SDA colleges. It again becomes a matter of interest to
determine why SDA young people have chosen to pursue their
study for these careers in non-SDA institutions.
59
Engineering.— It would appear that the only
comment that really can be made concerning the engineering
category is that the SDA system of higher education has
not developed curriculums in engineering, even of the most
broad or general category, except at one college. There
fore, it is natural and to be expected that many of those
pursuing an engineering career do so in a non-SDA
institution.
Others.— One of the most striking characteristics
of the group represented by Table 9 is the diverse nature
of their interests. The career pursuits are divided
among 54 different careers, with 53 of the 154 in this
category undecided concerning their particular pursuit in
higher education.
Summary
Data from the demographic section of the survey
of SDA post-secondary youth not in an SDA institution of
higher learning reveal that most of the respondents had at
some time attended an SDA elementary school, secondary
school, or college; that 62 percent of them were from
families in which the father was not an SDA; and that 96
percent of the respondents were members of the SDA church,
60
attended church quite regularly, and would like to be
employed by the church in their own country or as mission
aries.
From the data in the section on reasons influencing
respondents1 decisions to attend non-SDA post-secondary
institutions, it was found that though the cost of attend
ing an SDA college was the most frequently cited reason
for such a decision, there was no one predominant reason
for it, but rather, apparently, many combined factors.
Many of the respondents were in non-SDA post-secondary
institutions because they believed these institutions pro
vided better opportunity for learning.
CHAPTER V
FINDINGS FROM SURVEY OF SENIORS
AT SDA COLLEGES
A survey questionnaire was sent to Pacific Union
College and La Sierra College seniors to obtain demographic
information, expression of their plans for post-baccalau
reate studies, their observations on the value of the
graduate programs available within the SDA institutions,
and their indications as to meaningful strengths and weak
nesses of their baccalaureate program. The number of
questionnaires sent out was 335, and 169 were returned.
Demographic and Vocational Choice Information
Given by Seniors at Pacific Union College
And La Sierra College
In Table 10, a summary of the demographic informa
tion given by the Pacific Union College and La Sierra
College seniors surveyed is presented; and in Table 11, the
information they gave concerning their own anticipated
61
62
TABLE 10
DEMOGRAPHIC INFORMATION CONCERNING SENIORS AT
PACIFIC UNION COLLEGE AND LA SIERRA COLLEGE
(169 Respondents)
Item No. %
Sex: Male 103 61
Female 64 38
Age: 20-22 105 62
23-25 37 22
26-28 8 4
29-31 11 6
Other 7 4
Years spent in SDA
elementary school: 0 34 20
1 5 2
2 6 3
3 3 1
4 5 2
5 5 2
6 8 4
7 20 11
8 84 49
Years spent in SDA
secondary school: 0 24 14
1 1 0
2 3 1
3 12 7
4 129 76
63
TABLE 10— Continued
Item No. %
Years spent in SDA
college: 0 1 0
1 1 0
2 7 4
3 13 7
4 135 80
5 11 6
Marital status: Single 101 59
Married 68 40
Divorced 0 0
Widowed 1 0
Parents' church
membership: Both SDA 117 74
Mother SDA, Father Not 13 9
Father SDA, Mother Not 2 1
Neither SDA 15 10
Mother SDA, Father Dead 4 2
Mother Not, Father Dead 2 1
Father SDA, Mother Dead 1 1
Father Not, Mother Dead 2 1
Both Deceased 2 1
64
accupations and the occupations of their parents is
summarized.
Some of the college seniors' anticipated vocations,
as represented in Table 11, probably did not show as high
a percentage of response as they would have shown had all
SDA youth enrolling in higher education been included in
the survey. To illustrate, many prospective nurses obtain
their training in a two-year program; while those pursuing
a baccalaureate nursing program transfer to the professional
school of nursing at the conclusion of their second (and
in some cases third) year. Since the respondents in this
survey were all baccalaureate students, obviously those
pursuing nursing were not represented by this group. The
same kinds of factors may relate to other vocational areas
represented in Table 11.
Observations on Demographic Information
5iven by Seniors at Pacific Union
College and La Sierra College
It was found that the sex distribution varied
greatly in the senior group. Sixty-one percent of the re
porting seniors were male, while 38 percent were female.
One in five of the baccalaureate students were between the
ages of 23 and 25.
65
Concerning the number of years spent in SDA
schools by the respondents, it was found that 25 percent
of the respondents had none of their elementary education
in SDA schools, whereas 49 percent of the respondents had
all eight years of their elementary education in SDA
schools. Seventy-six percent of the same group had com
pleted four years of secondary education in an SDA school.
It would appear that the number of SDA young
people who completed the high school years in a public
institution and then continued their education in an SDA
institution of higher learning is about one third of the
number of SDA young people graduating from an Adventist
secondary school and then continuing to an SDA college.
Eighty percent of the college seniors had spent
fovir years in an SDA college. This finding could suggest
that very few transfers take place from non-SDA institutions
of higher learning.
Seventy-four percent of the respondents were
from families in which both the father and mother were
members of the SDA church. Nine percent of the respondents
were from families in which the mother was an SDA but the
father was not, and 1 percent were from a family in which
the father was an SDA but the mother was not. Ten percent
66
of the respondents were from families in which neither the
father nor the mother was a member of the SDA church.
TABLE 11
VOCATIONAL INFORMATION GIVEN BY SENIORS AT
PACIFIC UNION COLLEGE AND LA SIERRA COLLEGE,
CONCERNING THEIR OWN ANTICIPATED OCCUPATIONS
AND THE OCCUPATIONS OF THEIR PARENTS
(169 Respondents)
First Second
Choice Choice
Item No. % No. %
Teacher 57 34 47 41
Doctor, Dentist,
Pharmacist 23 14 6 5
Social Work 11 7 6 5
Business and Business
Administration 11 7 9 8
Secretarial, Clerical 5 3 8 6
Medical Tech., X-ray,
Physical Therapy, Lab
Workers 3 2 2 2
Nurse 1 1 0 0
Engineering— all types 0 0 1 1
Others 55 32 34 32
Anticipated
occupation s
67
TABLE 11— Continued
Item No. %
Father's
occupation: Prof. and Tech. Worker
(doctor, dentist, teacher) 76 51
Craftsman, Foreman
(carpenter, welder) 16 12
Operative (artisan, mechanic,
private detective, bus
driver, equipment operator) 14 10
Manager, Official, Proprietor
(self-employed) 12 8
Sales Worker 11 8
Laborer 7 6
Service Worker (food, janitor,
catering) 6 6
Farm and Farm Manager 5 3
Clerical Worker 2 1
Mother1s
occupation: Housewife 58 35
Prof. and Tech. Worker
(doctor, dentist, teacher) 54 33
Clerical Worker 26 16
Service Worker (food, janitor,
catering) 16 11
Manager, Official, Proprietor
(self-employed) 4 2
Sales Worker 2 1
Craftsman, Foreman (carpenter,
welder) 1 1
Laborer 1 1
68
Observations on Vocational Information
Given by Seniors at Pacific Union
College and La Sierra College
Seniors' Anticipated Occupations.— Comment is
offered concerning the large percentage of college seniors
who were preparing to become teachers. Thirty-four percent
of the graduates indicated teaching to be their first
occupational choice. Forty percent of those indicating
a second choice listed teaching as their second preference.
What may appear to be a statistical discrepancy— namely
the fact that in the first-choice column of Table 11, 57
persons reporting constitute only 34 percent, whereas in
the second-choice column, 47 respondents constitute 41
percent— is perhaps due to the fact that many of the
respondents did not indicate a second choice.
It would be anticipated that the medically-
oriented professions would be strongly represented, since
it seems to be confirmed by other studies that a higher
percentage of SDA youth than of non-SDA youth look forward
to medically-oriented professions, such as the practice of
medicine or dentistry or some related field of endeavor.
An occupational interest expressed in this summary
regarding which SDA educational planners are perhaps to some
degree unaware was the interest in social work.
69
Parents 1 Occupations.— The distribution of parental
occupations, as related to the representation of these
occupations among the graduating seniors, could suggest
several factors. One of these could be that the high
percentage of seniors (51 percent) coming from families
where the father is a doctor, dentist, teacher, or minister
might indicate that SDA education may have a specialized
characteristic associated with it that could militate
against young people from other families coming to the SDA
college. It is noted that the next highest-ranked occupa
tional category, representing craftsmen such as foremen,
carpenters, and workers in related areas, accounts for 12
percent; and that operatives— artisans, mechanics, private
detectives, bus drivers, equipment operators, and so on—
account for 10 percent of the fathers1 occupations as
represented in this study. A rather low percentage of the
fathers' occupations are in the area of management or some
other form of industrial or small business ownership.
The same heavy emphasis of parental occupation
in professional and technical areas is reflected in the
data concerning the occupations of the mothers of the
respondents.
70
Kinds of Graduate Study Programs Preferred by
Seniors at Pacific Union College and
La Sierra College Who Did Not
Plan to Pursue a Credential
This section of the questionnaire was limited to
those college seniors whose plan was to pursue a master’s
degree preparatory for employment in areas or activities
where no credential for elementary or secondary school
services is required. It was designed to determine the
kinds of graduate study programs the seniors would like to
pursue following their completion of baccalaureate studies,
and whether they would plan to pursue these in an SDA
institution. The kinds of degree programs presented for
the seniors1 responses are explained in the response
opportunities reproduced in Table 12.
TABLE 12
KINDS OF GRADUATE STUDY PROGRAMS PREFERRED BY SENIORS
AT PACIFIC UNION COLLEGE AND LA SIERRA COLLEGE
WHO DID NOT PLAN TO PURSUE A CREDENTIAL
(169 Respondents)
Response No. %
A. Which of the following master's
degree study programs would you
prefer?
71
TABLE 12— Continued
Response No. %
la. A master's degree study pro Definitely Yes 11 19
gram with a required major Yes 34 59
concentration of approxi Undecided 8 13
mately 20 semester hours (of No 5 8
the total 30) and the remain Definitely No 1 1
ing 10 semester hours for
electives.
lb. If this kind of M.A. study Definitely Yes 13 22
program were available in Yes 19 33
an SDA institution, would Undecided 11 19
you take the degree in the No 8 14
SDA institution? Definitely No 6 10
2a. A master's degree study Definitely Yes 7 13
program with a required Yes 14 27
major concentration (of Undecided 8 15
30 semester hours) exclu No 18 35
sively in one field (i.e., Definitely No 4 7
history, physics, etc.).
2b. If this kind of M.A. study Definitely Yes 6 10
program were available in Yes 17 30
an SDA institution, would Undecided 11 19
you take the degree in the No 18 32
SDA institution? Definitely No 4 7
B. If the doctoral study program Definitely Yes 8 13
for your field were available Yes 15 25
in an SDA institution, would Undecided 21 36
you pursue your studies in No 9 15
the SDA institution? Definitely No 6 8
72
Kinds of Graduate Study Programs Preferred
by Seniors at Pacific Union College and
La Sierra College Who Planned To
Pursue a Credential
This section of the questionnaire was limited to
those college seniors who planned on employment as a teacher
in grades K-12 or any other school service, such as school
administration, guidance and counseling, superintendency,
and so forth. Table 13 is a summary of the responses of
the seniors indicating what credential they would have
upon graduation from college. Table 14 presents their
responses as to the kind of master's degree program they
would prefer following their completion of baccalaureate
studies, and whether they would pursue these programs in
an SDA institution.
It was found that those seniors responding to the
section of the questionnaire dealing with credential pro
grams as related to master's degree study programs indi
cated that they would prefer a master's program that is
flexible. They desired a program which would allow the
student to meet credential requirements in the studies
taken for the master's degree as well as to extend his
orientation in the content field of his choice.
It was further noted that a high percentage of
73
TABLE 13
SUMMARY OF RESPONSES OF SENIORS AT PACIFIC UNION COLLEGE
AND LA SIERRA COLLEGE INDICATING WHAT CREDENTIAL
THEY WOULD HAVE UPON GRADUATION (LIMITED TO
THOSE WHOSE OCCUPATIONAL PLANS
WOULD REQUIRE CREDENTIALS)
(72 Respondents)
Yes______No
Kind of Credential No. % No. %
Elementary: Denominational 10 52 9 47
State 5 31 11 68
Secondary: Denominational 21 65 11 34
State 17 60 11 39
TABLE 14
KINDS OF GRADUATE STUDY PROGRAMS PREFERRED BY SENIORS AT
PACIFIC UNION COLLEGE AND LA SIERRA COLLEGE WHOSE
OCCUPATIONAL PLANS WOULD REQUIRE CREDENTIALS
Response No. %
A. If your plans are to teach in
an elementary church school,
junior academy, or academy, which
of the following M.A. programs do
you prefer?
la. A master's program (fifth Definitely Yes
year) with the major emphasis Yes
limited so you may have a Undecided
choice of using some of the No
M.A. study program to completeDefinitely No
requirements for a minor or
credential. (If you
15 40
17 45
3 14
1 2
1 2
74
TABLE 14— Continued
Response No. %
already have your creden
tials and minor, you would,
of course, be at liberty to
apply your M.A. study pro
gram as you wish.)
lb. If this kind of M.A. study Definitely Yes 11 32
program were available in Yes 16 47
an SDA institution, would Undecided 5 14
you take the degree in the No 1 2
SDA institution? Definitely No 1 2
2a. A master's program with Definitely Yes 2 6
extensive coverage of a Yes 4 13
major and related areas, Undecided 2 6
but little or no opportunity No 17 56
to apply part of your M.A. Definitely No 5 16
study program to require
ments for a teaching minor
or credentials.
2b. If this kind of M.A. study Definitely Yes 3 10
program were available in Yes 6 21
an SDA institution, would Undecided 3 10
you take the degree in the No 12 42
SDA institution? Definitely No 4 14
B. If the doctoral study program Definitely Yes 6 17
for your field were available Yes 9 25
in an SDA institution, would Undecided 13 37
you pursue your studies in No 3 8
the SDA institution? Definitely No 4 11
75
the responding seniors indicated that if such a master's
degree program were available in an SDA institution of
higher learning, they would prefer to pursue their graduate
studies within the Adventist system.
Reasons Given by Seniors at Pacific Union College and
La Sierra College for Preferring Non-SDA Institutions
for Undergraduate or Graduate Studies
The purpose of this section of the questionnaire
was to obtain from the college seniors information as to
why they chose to do some of their undergraduate work in
a non-SDA institution, or why they would prefer to do some
or all of their planned graduate work in a non-SDA insti
tution.
The following scheme for weighting was applied
to the responses: no influence was assigned a weight of 0;
some influence, a weight of 1; considerable influence, a
weight of 3; and significant factor, a weight of 4. The
items in the summary in Table 15 are arranged from highest
weighted score per item to lowest.
Code
1. No influence or did not apply in your decision.
2. Some influence in your decision.
3. Considerable influence in your decision.
4. Significant factor in your decision.
76
TABLE 15
REASONS GIVEN BY SENIORS AT PACIFIC UNION COLLEGE AND
LA SIERRA COLLEGE FOR PREFERRING NON-SDA INSTITUTIONS
FOR UNDERGRADUATE OR GRADUATE STUDIES, RANKED FROM
HIGHEST TO LOWEST IN TERMS OF DEGREE OF INFLUENCE
UPON STUDENTS' PREFERENCE, AND WEIGHTED
ACCORDING TO DEGREE OF INFLUENCE
(169 Respondents)
Total
1_______2_______3_______4 Weight-
Reasons No. % No. % No. % No. % Ing
1. I have a better
selection of
courses in a non-
SDA institution 17 21 10 12 20 24 35 43 245
2. No SDA institu
tions offer grad
uate studies in
my field 40 49 7 8 3 4 32 39 176
3. I feel learning
opportunities are
better due to
better facilities27 34 19 23 18 22 16 21 153
4. I feel the teach
ing is better in
the non-SDA in
stitution 37 46 17 21 17 21 10 12 118
5. I prefer the pres
tige of the non-
SDA institution 41 50 17 20 13 16 11 14 111
6. I cannot afford
the costs of at-
ttending an SDA
institution 34 40 30 36 10 12 10 12 110
77
TABLE 15— Continued
Total
1_______2_______3_______4__ Weight-
Reasons No. % No. % No. % No. % ing
7. I can pursue
graduate studies
at a non-SDA in
stitution with
better opportun
ity to hold a
job 46 57 12 14 17 21 6 8 93
8. I feel course
work in the non-
SDA institution
is more challeng
ing 42 52 23 28 12 16 3 4 74
9. It is easy to
commute to a pub
lic institution 60 73 12 14 2 3 9 10 63
10. I don't feel the
spiritual values
associated with
doing graduate
work in my field
in an SDA institu
tion are signifi
cant as compared
with doing graduate
work in a non-SDA
institution 55 69 11 14 10 12 4 5 61
11. At a local non-
SDA institution
it is more con
venient to fit my
graduate studies
into my schedule 59 72 9 12 7 9 6 7 60
78
TABLE 15— Continued
Total
1_______2_______3_______4 Weight-
Reasons No. % No. % No. % No. % ing
12. I would rather
save the money
and attend a non-
SDA institution 55 67 16 19 6 8 5 6 59
13. I prefer not to
move to an SDA
institution at
which I could
pursue graduate
studies in my
field 64 77 10 12 3 4 6 7 49
14. Scholarships
which I could
not use in an
SDA institution
are available to
me if I attend a
non-SDA institu
tion 65 80 8 9 4 5 5 6 45
15. I am not consid
ering denomina
tional employment,
therefore feel no
need of doing my
graduate work in
an SDA institu
tion 63 79 8 10 7 8 2 3 39
L6. I feel course work
in the SDA insti
tution is too
demanding 76 96 1 1 2 3 0 0 7
TABLE 15— Continued
79
Reasons
1
No. %
2
No. %
3
No. %
4
No. %
Total
Weight
ing
17. Health problems
prevent me from
going to an SDA
college or
university 81 98 0 0 0 0 1 2 5
It would appear from the information reported in
Table 15 that when seniors in the Seventh-day Adventist
colleges decide to do either undergraduate or graduate
studies in a non-SDA institution, one of the reasons would
be their belief that the non-SDA institution offers better
learning opportunities. The reasons relating to this most
frequently cited and with the greatest weighting were, in
descending order, (1) a better selection of courses, (2) a
better selection of graduate study programs, (3) better
facilities, and (4) better teaching.
Strengths and Weaknesses of SDA Colleges
as Identified by Seniors at
Pacific Union College and
La Sierra College
It was felt that for the seniors to be able to
present their views of the strengths and weaknesses of the
80
colleges would be a source of valuable Information to those
administering SDA higher education. Obviously, an open-
ended response situation necessitated editing the responses
so that the responses could be placed in categories, making
possible a more meaningful grasp of what the students were
seeking to convey. The editing of these responses was
assigned to mature persons with training and experience
in research. These persons were selected after most
careful consideration to achieve the highest degree of
objectivity possible. After one team had completed the
editing process, a second team performed the editing
process again to avoid biased editing.
It was felt by those doing this research that a
simple listing of first, second, or third designations of
strengths or weaknesses would hardly represent in a proper
manner the observations of the respondents concerning
strengths and weaknesses. Therefore, a scheme for weight
ing the responses was designed. Each first choice desig
nation was arbitrarily assigned a weight of 5. Each second
choice designation was assigned a weight of 3. Each third
choice designation was assigned a weight of 1. Tables 16
(Strengths) and 17 (Weaknesses) reflect the weighting
scheme just indicated. The items are arranged from highest
TABLE 16
STRENGTHS OF SDA COLLEGES AS IDENTIFIED BY SENIORS AT
PACIFIC UNION COLLEGE AND LA SIERRA COLLEGE, WEIGHTED
ACCORDING TO FIRST, SECOND, OR THIRD CHOICE DESIGNATION,
AND RANKED FROM HIGHEST WEIGHTED SCORE PER ITEM TO LOWEST
(169 Respondents)
Strengths
1st 2nd
Choice Choice
-No. -No.
3rd
Choice
-No.
Total
Weight
ing
1. Personal student-teacher
relationship 35 32 17 288
2. Spiritual atmosphere 33 12 18 219
3. Dedication of teachers 25 24 10 207
4. Christian association 18 20 8 158
5. Well balanced programs—
good academic program 8 8 10 74
6. Small college atmosphere 7 10 9 74
7. Well qualified teachers 10 5 4 69
8. Religiously oriented
offerings 6 7 8 59
9. Fine quality of students 2 5 4 29
10. Institutional betterment
of plant equipment 2 2 5 21
11. Opportunity to choose life
mate 3 1 1 19
12. Location— rural setting 0 4 5 17
13. Opportunity for development
of leadership ability 1 3 1 15
14. Excellent social programs 1 1 3 11
15. Opportunity for earning
toward expenses 0 1 3 6
weighted score per item to lowest.
It would appear from the data reported in Table
16 that the role of the teacher in SDA education is of
great importance to the college student. The strength
receiving the greatest total weighting was personal student-
teacher relationships. The strength receiving the third
greatest total weighted score was dedication of teachers.
While these two factors or areas are subject to
some interpretations, it would appear reasonable to conclude
that the student-teacher relationship was very important
to the college students surveyed and that the dedicated
Christian teacher is appreciated in the SDA college.
A second observation that the data would seem to
support is that Christian quality in Adventist education
is of great importance to the SDA college student. The
weighting of the strength identified as "spiritual atmos
phere" received the second highest total weighting, and
the value of Christian association received the fourth
highest total weighted score.
The value of religious orientation in college is
further underscored by the rating given to the "religiously
oriented offerings" as a strength. While the total
weighted score here of 59 is far below the highest total
83
weighted score of 288, it nevertheless tends to support
the finding that the Adventist college student wants the
college program to be religiously strong.
While the findings in this table indicate that
student-teacher relationship and spiritual emphasis were
factors very significant to the seniors, the data also
indicate that the seniors were seriously interested in
"well balanced, good" academic programs.
The view that attending a Seventh-day Adventist
college has social opportunities which are appreciated by
the students seems to be supported in the strengths that
ranked ninth, eleventh, and fourteenth.
A finding in Table 16 that may be of significance
because of its low ranking in terms of strength is number
15, concerning the "opportunity for earning toward ex
penses" of attending an SDA college. Since it is recog
nized that most of the college students are able to find
some employment within the institution, it may be that the
ranking received by this particular opportunity as a
strength would indicate that finance was not a serious prob
lem in the experience of the seniors surveyed. It is pos
sible that by the time respondents were seniors, those hav
ing serious financial problems may have been eliminated.
84
TABLE 17
WEAKNESSES OF SDA COLLEGES AS IDENTIFIED BY SENIORS AT
PACIFIC UNION COLLEGE AND LA SIERRA COLLEGE, WEIGHTED
ACCORDING TO FIRST, SECOND, OR THIRD CHOICE DESIGNATION,
AND RANKED FROM HIGHEST WEIGHTED SCORE PER ITEM TO LOWEST
(169 Respondents)
Weaknesses
1st
Choice
-No.
2nd
Choice
-No.
3rd
Choice
-No.
Total
Weight
ing
1. Stereotyped thinking—
unqualified, unimagina
tive, unstimulating, un
organized 28 13 7 186
2. Limited range of subjects 18 8 22 136
3. Lack of respect for matur
ity— forced worship at
tendance, social rela
tions, etc. 15 14 9 126
4. Inadequate facilities—
equipment, etc. 12 13 4 103
5. Lack of progressiveness—
authoritarian 8 13 5 84
6. Faulty administration
(heads of department) 10 10 3 83
7. Academic standards too low 8 5 4 59
8. Poor faculty and adminis
tration of students 6 6 6 54
9. No guidance program 4 7 8 49
10. Poor spiritual leadership
of faculty 7 3 5 49
11. Too isolated from the world
around us 6 4 5 47
12. Admittance too liberal 5 5 2 42
13. High cost and financing
limitations 3 5 5 35
14. Poor library facilities 3 5 1 31
15. Too many snap courses 3 4 2 29
85
TABLE 17— Continued
1st 2nd 3rd Total
Choice Choice Choice Weight'
Weaknesses -No. -No. -No. ing
16. Discrimination 2 3 2 21
17. Inconsistencies in rules
and policies 3 0 5 20
18. Standards too low— non-SDA 3 1 2 20
19. Lack of cooperation between
SDA schools 2 2 1 17
20. Conformity to status quo 1 2 2 13
21. Internal disagreements
among departments 1 2 1 12
22. Too much busy work 1 2 1 12
23. Inadequate science programs 2 0 1 11
It would appear from the data in Table 17 that a
number of the weaknesses as suggested by the seniors were
inadequacies of instructional personnel. The weakness with
the highest total weighted score was "stereotyped thinking—
unqualified, unimaginative, unstimulating, unorganized"
leadership by the college personnel. The weighting with
the fifth highest ranked score was of the same nature,
calling attention to what the seniors perceived as a lack
of progressiveness and an over-authoritarian approach on
the part of teachers. The reason ranked sixth continued
in this field, suggesting that faulty administration by
department heads was one of the weaknesses of the SDA
86
colleges. Items 8 and 10 would indicate that poor faculty
performance and administrative relationship with the
student, and poor spiritual leadership on the part of the
faculty, were further weaknesses perceived by the seniors.
A number of the weaknesses listed by seniors
could be grouped as suggesting program inadequacies. The
item ranked second highest according to total weighting
suggests that the range of subjects available was too
limited. The seventh highest ranking suggests that academic
standards were too low. Item number nine points out that
there was virtually no guidance program? and fifteen sug
gests that there were too many "snap courses." The last
two reasons in the ranking suggest that much of the study
program was sheer "busy work" and that the science program
was inadequate.
The last grouping of weaknesses may be presented
under the category of procedures, rules, and policies. The
third highest ranked weakness suggests that lack of respect
for the maturity of the student, as reflected in forced
worship attendance and regulations controlling social re
lationships, was a matter of considerable concern to the
college senior. Other weaknesses in this category, in
descending order of total weighting, were as follows: 11th,
87
rules and regulations and policies effected too great a
separation from the "world" in which the college senior
would be an adult and to which he would need to relate;
L2th, admissions policies were too liberal; 13th, costs
were high and financing possibilities were limited; 17th,
Inconsistencies in the administration of rules and policies
were a source of concern; 18th, standards of conduct ex
pectation were too low; 20th, there was a tendency to main
tain status quo; and 21st, lack of clarity of relationships
oetween departments resulted in inter-departmental disagree
ments which seemingly became a disadvantage to students.
It may seem at first consideration that there is
i contradiction between what the seniors suggest are the
strengths of their college and the weaknesses of their
:ollege. In giving consideration to this, it is felt that
this suggests that many of the students find it possible
to achieve the interpersonal relationships with teachers
:hey desire. And therefore they view these experiences as
:he key strengths of the colleges. The fact that a number
of respondents suggest that they are not having the inter
personal experiences with teachers they desire would cause
:hem to feel that this is a weakness. Thus it would appear
;hat the findings are not contradictory, but simply present
88
two varying bodies of information.
Summary
It was found from the data in the demographic
portion of the survey of seniors at Pacific Union College
and La Sierra College that 51 percent of the respondents
came from families in which the parents were in professional
or technical occupations.
The section concerning college strengths and weak
nesses provided for open-ended responses on the part of the
seniors. After these responses had been edited, it was
found that as a whole the seniors considered close student-
teacher relationships as the most meaningful strength of
their college, and a strong spiritual emphasis in the col
lege as its second most meaningful strength.
The college weakness with the greatest total
weighted score was that the administration and faculty were
stereotyped and unimaginative, resisting creativity and
innovation. Other weaknesses most often rated as serious
were that the range of course offerings was limited; that
the administration and faculty were too paternalistic; and
that the academic standards were not high enough.
CHAPTER VI
FINDINGS FROM SURVEY OF ELEMENTARY AND
SECONDARY TEACHERS AND ADMINISTRATORS
The study population for the survey associated
with Instrument III consisted of the elementary and sec
ondary teachers and administrators in Seventh-day Adventist
schools in the state of California. It was thought that
this group would be a source of meaningful information for
several reasons. (1) In a number of cases they have con
tinued their education beyond the baccalaureate level.
(2) Many of these respondents have had years of experience
in teaching and other positions. It was felt, therefore,
that they were in a good position to evaluate SDA bacca
laureate education in terms of its meaningfulness in rela
tion to actual employment experiences. (3) Many of the
respondents have pursued post-baccalaureate education in
non-SDA institutions as well as in SDA institutions, and
consequently it was felt they might have good suggestions
89
90
concerning baccalaureate programs offered in SDA colleges,
counseling concerning baccalaureate and post-baccalaureate
education, and so forth.
One thousand questionnaires were sent out, and
472 replies were received.
Demographic Information Given by
SDA Elementary and Secondary
Teachers and Administrators
This section of the questionnaire was designed to
obtain demographic information concerning the subjects of
the study. This information is desirable for at least two
reasons: it (1) provides insight concerning this group
of persons and (2) facilitates a variety of approaches in
analyzing the additional information obtained in the study.
Table 18 presents a summary of the demographic information
from this group.
The findings reported in Table 18 indicate that
the sex distribution of the respondents in this survey was
quite equally divided between male and female. Attention
is directed to the findings which would seem to indicate
that a high percentage of the teachers and administrators
in the SDA elementary and secondary institutions are rela
tively young, and that 43 percent of the respondents had
TABLE 18
DEMOGRAPHIC INFORMATION CONCERNING SDA ELEMENTARY
AND SECONDARY TEACHERS AND ADMINISTRATORS
(472 Respondents)
91
Item No. %
Sex: Male 314 52
Female 286 47
Age: 20-25 78 12
26-30 84 13
31-35 73 11
36-40 81 12
41-45 83 13
46-50 76 12
51-55 57 9
56-60 44 6
61-65 41 6
Other 14 2
Marital status: Single 88 14
Married 482 77
Divorced 30 4
Separated 4 1
Widowed 14 2
Number of grades completed
in SDA elementary school: 0 276 43
1 22 3
2 22 3
3 21 3
4 23 3
5 19 3
6 19 3
7 20 3
8 209 33
TABLE 18— Continued
92
Item No. %
Number of grades completed
in SDA secondary school: 0 198 31
1 19 3
2 37 5
3 42 6
4 334 53
Number of grades completed
in SDA seminary: 0 599 94
1 21 3
2 5 1
3 4 1
4 1 0.2
5 1 0.2
Number of grades completed
in SDA university: 0 595 94
1 27 4
2 6 1
3 0 0
4 2 0.3
5 1 0.2
Years employed in SDA
schools: 1-5 215 34
6-10 128 20
11-15 94 15
16-20 87 14
21-25 49 7
26-30 24 3
31-35 11 2
Other 11 2
Kind of school now teach
ing in Elementary 282 45
Junior Academy 129 20
Senior Academy 215 34
93
no elementary education within the Adventist system, 31
percent had none of their secondary schooling in the
Adventist setting, and 7 percent of the respondents had not
attended an SDA college.
Concerning duration of employment in the SDA
school system, over one third of the respondents had been
in the Adventist school system for five or fewer years.
Another 20 percent had been in the Adventist system for
between 6 and 10 years.
Reasons Given by SDA Secondary and Elementary
Educators for Studies That Were Pursued in
a Non-SDA Institution
This section of the questionnaire was limited to
those SDA elementary and secondary educators who had taken
one third or more of their graduate study in a non-SDA
institution. It was designed to learn how this group, most
of whom had studied in SDA schools as well as in non-SDA
schools, felt about pursuing graduate studies in non-SDA
institutions as compared with pursuing them in SDA institu
tions, and why they had at some time chosen to study in a
non-SDA institution. It should be pointed out that for
most of the respondents, graduate study in an SDA institu
tion would limit graduate study to the summer months only
94
and would require the educators to leave their families at
least during the week.
The following scheme for weighting was applied
to the responses: no influence was assigned a weight of 0;
some influence, a weight of 1; considerable influence, a
weight of 3? and significant factor, a weight of 5. The
items are arranged in Table 19 from highest weighted score
per item to lowest.
Code
1. No influence or did not apply in your decision.
2. Some influence in your decision.
3. Considerable influence in your decision.
4. Significant factor in your decision.
TABLE 19
REASONS GIVEY BY SDA SECONDARY AND ELEMENTARY EDUCATORS
FOR PURSUING STUDIES IN A NON-SDA INSTITUTION, WEIGHTED
ACCORDING TO DEGREE OF INFLUENCE ON THEIR DECISION, AND
RANKED FROM HIGHEST WEIGHTED SCORE PER ITEM TO LOWEST
:. Total
1_______2_______3_______4__ Weight-
Reasons No. % No. % No. % No. % ing
1. I prefer not to
leave my family
for summer
sessions 96 41 19 9 30 12 90 38 559
95
TABLE 19— Continued
Reasons No
1
% No. % No
2 3
Total
______4 Weight-
% No. % ing
2. I cannot obtain
the needed courses
in an SDA insti
tution 84 37 38 17 15 6 95 40 558
3. It is too far to
commute to an
SDA institution 98 42 29 13 25 10 83 35 519
4. I find a better
selection of
courses available
in the non-SDA
institution 73 33 44 19 41 19 67 29 502
5. I can keep at my
school work the
year round by at
tending a local
non-SDA college
or university 97 42 33 14 35 15 66 29 468
6. My field of
graduate study
is not offered
in any SDA
institution 129 57 11 5 12 6 71 32 402
7. I prefer not to
move my family
for summer
sessions 123 54 23 9 22 9 61 28 394
8. It costs less
to attend a non-
SDA college or
university 112 49 38 17 31 14 41 20 336
96
TABLE 19— Continued
Total
1_______2_______3 4 _ Weight-
Reasons No. % No. % No. % No. % ing
9. My field of
graduate study
is not offered
in any SDA insti
tution within
reasonable
distance 127 59 16 7 22 10 50 24 332
10. I cannot afford
the finances to
attend the SDA
institution 122 55 29 13 39 17 35 15 321
11. I don't think
that the dif
ference in the
courses I'm
taking in the
non-SDA institu
tion as compared
to an SDA insti
tution is worth
the difference
in cost 142 63 34 15 17 7 33 15 250
12. I think the
facilities for
learning are
better in the
non-SDA insti
tution 142 64 38 16 18 8 27 12 227
13. Transferring
credit may
cause a loss of
credit and de
lay my purpose 149 67 29 13 19 8 26 12 216
97
TABLE 19— Continued
Total
1_______2_______ 3_______4 Weight-
Reasons No. % No. % No. % No. % ing
14. I could obtain
in an SDA college
the courses I'm
taking but feel
taking these
courses in a non-
SDA college does
not adversely
affect my
Christian views
as related to
my work 147 67 27 12 22 10 24 11 213
15. I find better
teaching in non-
SDA colleges and
universities 153 69 26 12 20 9 22 10 186
16. I consider study
ing in a non-SDA
institution has
greater prestige
than studying in
the SDA insti
tution 161 71 27 13 19 9 17 7 169
17. The influence of
my superiors 187 88 8 3 10 5 9 4 83
18. The example of
other church
employees 200 92 9 4 2 1 7 3 50
19. Health problems
prevent me from
attending an
SDA college 214 97 1 0.5 1 0.5 5 2 29
98
It would appear from the findings in Table 19
that many of the reasons given by Seventh-day Adventist
educators for attending non-SDA institutions, when they
chose to do so, were personal reasons. The reason which
received the highest total weighting would seem to fall
into this category, in that it was a personal preference
not to leave the family to go away to an institution at
some distance to attend summer sessions. The third highest
ranking was the preference not to commute to the SDA
institution. The fifth highest ranking was the teacher's
choice to do his school work in an institution where he
could carry on his work conveniently the year round. Other
reasons, in descending order, were: 7th, the educator's
preference not to move his family for the summer session;
8th, the personal convenience of lower costs; and 10th,
inability to afford attendance at the SDA institution. The
last four reasons give (Numbers 16, 17, 18, and 19) all
seem to reflect matters of personal concern.
The second area to which a number of the reasons
given by the respondents were related seems to be a lack of
desirable graduate programs. This reason had the second
highest total weighting in the table. Reason number 4
refers again, as in the case of number 2, to a better
99
selection of courses being available in the non-SDA
program.
Strengths and Weaknesses of SDA Colleges
as Identified by SDA Elementary
and Secondary Educators
The editing of this section of the questionnaire
was carried out in the same manner as was the corresponding
section of Instrument II (see p. 80). Each first choice
designation was assigned a weight of 5; each second choice,
3; and each third choice, 1. Tables 20 (Strengths) and
21 (Weaknesses) reflect this weighting scheme. The items
are arranged in each table from highest weighted score per
item to lowest.
One of the qualities or dimensions of experience
on the SDA campus that the elementary and secondary edu
cators considered of particular value was that of student-
teacher interpersonal relationships. This would seem to
be supported in the strength with the greatest total
weighting in Table 20, namely fellowship and understanding,
and also in the strength rated third, which called attention
to the value of Christian atmosphere. The value of this
same factor could further be underscored in the strengths
which ranked fourth, namely spiritual emphasis; eighth,
100
TABLE 20
STRENGTHS OF SDA COLLEGES AS IDENTIFIED BY SDA ELEMENTARY
AND SECONDARY EDUCATORS, WEIGHTED ACCORDING TO FIRST,
SECOND, OR THIRD CHOICE DESIGNATION, AND RANKED FROM
HIGHEST WEIGHTED SCORE PER ITEM TO LOWEST
1st 2nd 3rd Total
Choice Choice Choice Weight-
Strengths -No. -No. -No. ing
1. Fellowship and under
standing 117 154 83 1130
2. Inspiration of teachers 142 112 47 1093
3. Christian atmosphere 94 44 55 657
4. Spiritual emphasis 68 42 28 494
S. Complete educational
philosophy 24 26 33 231
6. Privilege to take Bible
classes 21 15 12 162
7. Good academic standards 10 14 29 121
8. Small classes 8 20 9 109
9. Careers to serve the Lord 10 10 11 91
10. Privilege to earn portion
of expense 3 15 20 80
11. Less objectionable class
material 3 11 14 62
12. Participate in mission of
Church endeavor 6 3 21 60
13. Commitment 8 4 6 58
14. Better equipment and
resources 6 3 3 42
15. Location 3 3 5 29
16. Well informed colleagues 0 0 2 2
101
small classes; and sixteenth, in which the respondents
suggested that their colleagues on the college campus seemed
to be well informed people.
The spiritual or religious emphasis on the SDA
campus also seems to be viewed repeatedly as a meaningful
strength on the SDA campus. The third highest strength in
total ranking is Christian atmosphere. Number 4 is
spiritual emphasis; number 5 could be viewed as supporting
this also, because probably the primary difference between
the educational philosophy as taught in a non-SDA institu
tion and in the SDA institution is the spiritual dimension.
Other factors identified as strengths that would seem to
support the value of spiritual or religious orientation are
strength number 9, career opportunities to prepare for
service for the Lord; number 11, in which attention is
given to the fact that perhaps there are less objectionable
class materials; and number 12, which is a religiously-
oriented or church-oriented factor.
Attention is again directed to the fact that the
11-place ranking as a college strength of the privilege to
earn a portion of the educational costs could indicate that
perhaps to these people, in retrospect, the matter of having
been able to earn a portion of their college costs may not
102
TABLE 21
WEAKNESSES OF SDA COLLEGES AS IDENTIFIED BY SDA ELEMENTARY
AND SECONDARY EDUCATORS, WEIGHTED ACCORDING TO FIRST,
SECOND, OR THIRD CHOICE DESIGNATION, AND RANKED FROM
HIGHEST WEIGHTED SCORE PER ITEM TO LOWEST
Weaknesses
1st
Choice
-No.
2nd 3rd
Choice Choice
-No. -No.
Total
Weight
ing
1. Poor teaching or other
faculty leadership 63 53 28 502
2. Limited range of subjects 58 42 20 436
3. Poor equipment and
facilities 48 31 22 355
4. Too little professional
guidance in program plan
ning— counseling 42 19 16 283
5. Teachers who are spirit
ually weak— do not be
lieve Spirit of Prophecy 36 19 6 243
6. Weak on standards 29 16 10 203
7. Too much like the world 26 12 6 172
8. High cost 18 21 14 167
9. Non-progressive, old tech
niques, narrow view 15 21 12 150
10. Teachers too removed 19 15 5 145
11. Poor administration 13 11 9 107
12. Graduate work too limited 13 9 6 98
13. Spoon feeding (manner of
teaching) 11 9 6 88
14. Busy work— rigid, out of date 8 8 13 77
15. Overlap— repetition in
education classes 9 5 1 61
16. Vocational training needed 8 4 3 55
17. Lack of cultural opportun
ities 7 2 1 42
18. Social discrimination 3 2 2 23
19. Poor public relations for
school 2 2 3 19
20. Do not like to leave family
for summer 2 2 1 17
21. Teachers critical of leaders 1 3 3 17
22. Ministers run show 1 2 0 11
103
have been as great a factor of significance as has some
times been assumed.
It would appear that the weaknesses identified
by the elementary and secondary SDA educators and as listed
in Table 21 could be grouped in two major categories;
those that concern the SDA college personnel, and those
that concern the SDA educational program and facilities.
The weakness with the highest total weighted score, as
identified by respondents in this table, concerned poor
teaching or other faculty leadership. The fifth-ranked
weakness would suggest that in the view of some of these
educators the college teachers were spiritually weak and
did not believe or subscribe to the basic tenets or sources
of inspiration these respondents felt they should. This
same factor seems to be further identified in weakness
number 6, which suggests that the college personnel were
weak on standards. Expressed another way, this would sug
gest that the college teachers and other personnel, as seen
by the respondents to this section of the questionnaire,
perhaps were not as devout or committed as the respondents
felt they should have been. The weakness ranked tenth
would suggest that the teachers were too uninterested in
the welfare of the student, perhaps too removed, too
104
inaccessible; and the one ranked eleventh would suggest
that there was too much poor administration. Probably the
last weakness identified in Table 21 which would relate
to the same area is number 21, which would suggest that
the college teachers were too critical of church leaders.
Concerning weaknesses as listed by the respondents
that related to college programs, again it was found that
limited range of subjects ranked as the greatest weakness
identified by the respondents. Poor equipment and facil
ities ranked third, too little professional guidance was
fourth, too limited graduate work was number 12, a spoon
feeding approach to teaching was number 13, and over
emphasis on busy work was number 14. The mentioning of
overlap or repetition, of the lack of vocational programs,
and of the lack of cultural opportunities all tend to
suggest that the program in the Adventist college was less
than adequate as viewed by a portion of the elementary and
secondary educators.
Attention is once again directed to the fact that
the cost factor was rated eighth in the list of weaknesses
as reported by the respondents.
105
Summary
Data from the demographic section of the survey
of SDA elementary and secondary teachers and administrators
reveal that more than one third of the respondents had not
attended an SDA elementary school (43 percent) or secon
dary school (31 percent).
From the data in the section on reasons influencing
respondents1 decisions to attend non-SDA post-secondary
institutions, it was found that inconvenience experienced
in pursuing SDA education, or the absence of graduate
studies in the SDA system, leads to attending non-SDA
schools. These factors are reflected in the five most
frequently cited reasons for attending non-SDA schools.
The section concerning college strengths and
weaknesses provided for open-ended responses on the part
of the educators. After these responses had been edited,
it was found that close student-teacher inter-personal
relationships ranked as the number one strength, and that
strong spiritual leadership by the faculty and administra
tion also ranked high as a strength.
College weaknesses ranking high included a limited
range of subjects (ranked second) and guidance and
counseling (ranked fourth).
CHAPTER VII
DISCUSSION OF FINDINGS
In this chapter the findings of the three surveys
will be presented. Each summary will be followed with a
resume discussion.
Study Findings Concerning
Post-Secondary Youth
The data from this survey reveal:
1. That 96 percent of the respondents of the
post-secondary group were members of the
Seventh-day Adventist Church, that 84 per
cent attended church regularly, and that
many of the respondents would like to be
employed by the Church in their own country
or as missionaries.
It would appear that these findings would encourage
Seventh-day Adventist educational leaders to be in touch
with these young people to plan educational programs with
them. The respondents appear to represent thousands of
dedicated Seventh-day Adventist young people who compose a
major talent reservoir now largely untapped by the Church
106
107
to help with its mission and to give maximum help to their
own communities or society at large.
2. That though the cost of attending a
Seventh-day Adventist college was the most
frequently cited reason for the Seventh-
day Adventists choosing non-Seventh-day
Adventist post-secondary institutions, there
was no one predominant reason for such a
choice.
It seems that many factors led to the choice to
attend a non-SDA post-secondary institution. Seventh-day
Adventist leaders have been quick to suggest that the youth
attending non-Seventh-day Adventist schools do so because
of lack of funds. The findings in this study would seem
to suggest that other causes including misconceptions of
educational opportunities in Seventh-day Adventist institu
tions are at least partly the basis for these choices. It
may be that better communication needs to be developed to
assure that Seventh-day Adventist youth know what is offered
in a Seventh-day Adventist college and how financial prob
lems can be solved.
3. That most of the respondents at one time
attended a Seventh-day Adventist elementary
school, secondary school, or college.
This finding, with the responses to other items
in this part of the instrument, may well indicate that the
leaders of Seventh-day Adventist education should give
108
serious consideration to improving the holding power of
the schools with the young people who are at some time or
other enrolled. Studying the causes for the rather large
number of withdrawals might lead the leaders in the colleges
to give serious consideration to a variety of activities
and programs that could be initiated to decrease the number
of students who terminate their education in the Seventh-
day Adventist system before completion.
4. That 62 percent of the respondents were from
families in which the father is not a Seventh-
day Adventist.
In the case of only one parent being a Seventh-
day Adventist, it would appear that there is perhaps some
what less disposition to pay the additional cost of private
education. Perhaps the Church might give consideration to
financial assistance in cases when only one parent is a
Church member and conflict concerning Seventh-day Adventist
education with its additional costs could bring about
family disagreements.
5. That many of the respondents were in non-
Seventh-day Adventist post-secondary insti
tutions because they believed these insti
tutions provided better opportunity for
learning.
Apparently these respondents have not found in
Seventh-day Adventist schools the qualities they consider
109
to be of greater value than the advantages found in non-
Seventh-day Adventist schools. This could reflect a ques
tion of value orientation or perhaps that practices,
policies, rules and regualtions in Seventh-day Adventist
schools are at times inappropriately administered. Again,
inadequate information concerning Seventh-day Adventist
education could also be part of the problem.
Study Findings Concerning College Seniors
The data of the study concerning the seniors reveal:
1. That 51 percent of the respondents came
from families in which the parents were
in professional or technical occupations.
The exceptionally high percentage of the seniors
being from these occupational groups might suggest that
many families of lesser income have become discouraged and
given up trying to secure a Seventh-day Adventist education.
If this is true, one of the reasons for not choosing
Seventh-day Adventist schools might be resistance to what
is perceived to be "snob" quality. Perhaps Seventh-day
Adventist colleges cater to certain socioeconomic groups
unconsciously in promotion of programs and academic
emphasis.
110
2. That the seniors considered close student-
teacher relationships as the most meaningful
strength of their college.
This should encourage college teachers and admin
istrators to be willing to extend themselves toward the
students in companionship, helpfulness and general Christian
interest. It should also help to remove the view that
college students cannot be influenced by their teachers and
others of the college.
3. That the seniors rated a strong spiritual
emphasis in their college as the second
most meaningful strength.
This finding, it would appear, might well encourage
college personnel now giving strong spiritual leadership to
continue to do so. It might also inspire others to be less
hesitant about relating eternal values to their teaching
with willingness to share their own experience in Christian
living and assist the student with his spiritual interests.
4. That the seniors desired high academic
standards.
A hazard that may result from these findings would
be a disposition to design academic programs with too much
concern for this view of the seniors. Perhaps the upper
two years of the college should be restructured for
rigorous educational activities to make sure the juniors
Ill
and seniors have a satisfactory learning opportunity.
5. That the administration and faculty were
percieved as stereotyped and unimaginative,
resisting creativity and innovation.
This was the college weakness with the greatest
total weighted score. It would appear that trends toward
educational innovation has not affected Seventh-day
Adventist education as viewed by the students. It could
be that orthodoxy and resistance to change are being con
fused, leading to resistance of change in the interests of
orthodoxy.
6. That the second most serious weakness was the
limited range of course offerings.
This finding might well cause Seventh-day Adventist
educators to give careful study concerning the strengthening
of educational offerings without increasing costs. It
may be that personnel now not involved in teaching could
be so involved. Perhaps colleges could combine offerings
or exchange teaching personnel to strengthen their course
offerings. It may also be that community resources are not
being fully utilized.
7. That the administration and faculty being
too paternalistic was given as the third
most serious weakness.
This information might give Seventh-day Adventist
112
educational leaders cause to think concerning what in their
procedures brings about this observation. It may be that
well intentioned administrative procedures and policies
are yielding unanticipated outcomes that are undesirable.
Study Findings from the Survey of Elementary
and Secondary Seventh-day Adventist Educators
The data of the study concerning the elementary
and secondary educators reveal:
1. That more than 43 percent had not attended
a Seventh-day Adventist elementary school
and that 31 percent had not attended a
Seventh-day Adventist secondary school.
This finding could suggest that the educators who
did not attend a Seventh-day Adventist elementary or
secondary school may not view Seventh-day Adventist educa
tion of major consequence and, therefore, do not orient
their students to think in terms of pursuing all of their
education in the Seventh-day Adventist system.
2. That close student-teacher interpersonal
relationships ranked as the most desired
strength.
The seniors also ranked this as a significant
strength. It may well be that careful consideration of
this finding should be given in developing personnel employ
ment policies and inservice programs to assist educational
113
personnel to capitalize on this value as found in college
students' thinking.
3. That strong spiritual leadership by the
faculty and administration ranked high as
a strength.
Again this should encourage teachers to feel free
to reflect great spiritual values in their classrooms and
interpersonal relationships. It should also help student
administrators to develop strong spiritually-oriented
programs even though there may be occasional complaints.
4. The weakness ranked as most serious was
poor teaching or other faculty leadership.
This concern, it seems, should be given immediate
consideration. It would appear that remedy could be
effected with no heavy financial involvement or other major
problem to overcome. Long-range plans may well include
inservice or other teacher growth programs. Implementing
procedures for student evaluation of instructor activities
could yield valuable insight and stimulate some progress.
5. That limited range of subjects was listed
as the second most serious weakness.
This weakness was also noted by the college
seniors. It is again evidence that perhaps should lead to
careful study to strengthen the study programs without
increasing costs. Personnel resources, better curriculum
114
planning and use of community resources all should be con
sidered as well as the use of technology for improving the
quality of instruction and extending the curriculum.
6. That the lack of guidance and counseling
services ranked fourth as a weakness.
College students it would appear want more and
better help in planning schedules as well as for their own
personal concerns. Again there seems to be evidence that
college students are open to, in fact desire, influence and
assistance.
7. That inconvenience experienced in pursuing
Seventh-day Adventist education, or the
absence of graduate studies in the Seventh-
day Adventist system, leads to attending
non-Seventh-day Adventist schools.
This is reflected in the five most frequently cited
reasons for attending non-Seventh-day Adventist schools.
CHAPTER VIII
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
Summary
The Problem
The role of the administrator in SDA higher educa
tion is currently made difficult by the absence of meaning
ful information from the various patron groups of the
colleges. Because of this it is difficult for him to know
how best to plan for personnel, curriculum, budgets,
physical plant, and other aspects of the total educational
effort. Sometimes he finds it necessary for the institution
to undergo major costs and other disadvantages because of
inadequate planning.
The Purpose of the Study
The purposes of this study were to determine:
1. Why post-secondary SDA youth chose to attend
non-SDA institutions.
115
116
2. What college seniors soon to graduate considered
to be the strengths and weaknesses of the SDA college.
3. Why college seniors had chosen or might at
some future date choose to attend a non-SDA institution.
4. Why SDA elementary and secondary educators had
decided or might decide to attend a non-SDA college or
university.
5. What SDA elementary and secondary educators
considered to be the significant strengths and weaknesses
of the SDA college.
The study examined the reasons given for choices
of institution as well as listings of strengths and weak
nesses as reported by survey respondents.
Procedure
Questionnaires presenting check-type and open-
ended response opportunities were distributed by mail to
all of the available names in the post-secondary group, and
to all of the SDA elementary and secondary school educators
in the Pacific Union Conference of Seventh-day Adventists.
The questionnaires for the college seniors were distributed
in their residence halls for the boarding students and by
mail to non-resident students.
117
The returns were 50 percent for the post
secondary group, 46 percent for the college seniors, and
47 percent for the SDA elementary and secondary educators.
The survey information was summarized, and
appropriate statistical processes were applied to make
possible the most meaningful presentation of findings.
Findings
Findings from the Survey of Post-Secondary Youth.—
The data from the survey of post-secondary youth reveal
that:
1. Ninety-six percent of the respondents in the
post-secondary group were members of the SDA church,
attended church regularly, and would like to be employed
by the church in their own country or as missionaries.
2. Though the cost of attending an SDA college
was the most frequently cited raason for the SDA youth
choosing non-SDA post-secondary institutions, there was no
one predominant reason for such a choice.
3. Most of the respondents had at one time at
tended an SDA elementary school, secondary school, or
college.
4. Sixty-two percent of the respondents were from
118
families in which the father was not an SDA.
5. Many of the respondents were in non-SDA post
secondary institutions because they believed that these
institutions provided better opportunity for learning.
6. Very few of the students enrolled in non-SDA
institutions were pursuing careers for which training was
not also offered in SDA schools.
Findings from the Survey of College Seniors.— The
data from the survey of college seniors reveal that:
1. Fifty-one percent of the respondents came
from families in which the parents were in professional or
technical occupations.
2. The seniors considered close student-teacher
relationships as the most meaningful strength of their
college.
3. The seniors appreciated a strong spiritual
emphasis in their college.
4. The seniors desired academic standards.
5. Course offerings in the SDA college are too
limited.
6. The administration and faculty are too
paternalistic.
119
7. Administration and faculty are stereotyped
and unimaginative, resisting creativity and innovation.
Findings from the Survey of Elementary and Secon
dary Educators.— The data from the survey of elementary and
secondary teachers and administrators reveal that:
1. More than one third of the respondents had
not attended either an SDA elementary or secondary school.
2. Strong spiritual leadership by the faculty
and administration was appreciated.
3. The study program available in SDA schools
should be broadened.
4. Close student-teacher inter-personal relation
ships were deeply appreciated.
5. Better services, such as guidance and counsel
ing, should be provided.
6. Inconvenience experienced in pursuing SDA
education, or the absence of graduate studies in the SDA
system, leads to attending non-SDA schools.
Conclusions
In general, within the limitations of this study,
the following conclusions seem warranted.
120
1. The post-secondary respondents as a group
were loyal and supportive toward the church.
Regular church attendance and a desire to be
actively employed in the church and mission programs are
indications that the respondents intended to remain
participatory in spite of the fact that they were not con
tinuing in SDA higher education. It would appear that
they considered it possible to be consistent with the pro
gram of the church while attending non-SDA schools. Some
indications of partial disillusionment with SDA education
may be evidenced in those who had attended SDA schools at
some prior time. It would appear that the advantages of
finance and broader curriculum offerings in non-SDA schools
were given priority over the benefits of SDA education.
2. There was no one predominant reason given
by the respondents of any of the three sur
veys for choosing to attend a non-SDA post
secondary institution. Costs of SDA educa
tion were, however, a significant factor in
making that choice.
It may be that to many of the SDA young people
it was not a matter of importance to attend an SDA post
secondary institution. They may have chosen to attend the
non-SDA institution without any major or really meaningfully
significant cause moving them in the direction of this
decision. To one student out of five the junior college
121
seemed to present an atmosphere of less rigor and more
sympathy or understanding, so that they were willing to
try college education in the junior college whereas they
hesitated to undertake college education in an SDA insti
tution. This could suggest that an image may prevail in
the minds of SDA youth concerning their own colleges which
causes them to fear the SDA college and attend elsewhere.
Perhaps SDA educational leaders should try to modify the
views concerning SDA education. Again, nearly one in five
respondents felt that campus rules on the SDA campus were
too strict. They therefore preferred to pursue their post
secondary experience in non-Adventist institutions. It
may be of value to the Adventist educator to consider
whether or not the rules are really too strict or whether
the students were perhaps saying that they had not been
helped to see the value of the rules as normally carried
out on SDA college campuses.
3. There is a lack of awareness of the value
of the unique benefits possible in SDA
education.
It is of interest to note that only one percent
of the Group I respondents had never been in an SDA school,
that 52 percent of the respondents had spent from ten to
twelve years in Adventist schools, and that another sixteen
122
percent had been in SDA schools for seven to nine years.
It would appear that the respondents of this study had been
in Adventist schools for a sufficient period of time so
that they might have been well-oriented to believe in SDA
education with a sufficient commitment to pursuit of
post-secondary education in an Adventist institution. It
is possible that the church educational program presently
is so structured for content, organization, and procedures
that unanticipated outcomes cause Seventh-day Adventist
young people to choose not to continue their education in
a post-secondary institution of the church.
4. There is a lack of awareness and/or a mis
conception of study programs and courses
available in SDA higher education.
It seems appropriate to observe that most of the
respondents who were pursuing post-secondary education in
non-Adventist institutions were pursuing careers for which
training is available within the SDA church, at least to
the baccalaureate level.
5. Many of the students attending, or having
attended, SDA post-secondary institutions
were dissatisfied with the quality of teach
ing experienced in college classes.
The fact that unimaginative, stereotyped, non-
innovative teaching was ranked as the number one weakness
123
of SDA college education might give the leaders of these
activities cause for serious concern. It could be that
too many teacher's are using notes and materials developed
long ago and are failing to realize that technological
developments, the knowledge explosion, and the impact of
mass communication media and travel opportunities all
combine to bring a student to the college classroom in
many ways different from the student of years gone by. It
may be that if the college is to fulfill the needs and
interests of today's youth successfully, teachers will need
to be much more sensitive to current developments and to
incorporate them into their work.
6. Many of the students attending or having
attended SDA institutions of higher learn
ing were dissatisfied with academic admin
istration.
Some indications that might be drawn from these
findings are: (a) that academic administration is in
reality inadequate; (b) that perhaps new or different
criteria should be used in selecting academic administra
tors; (c) that a personnel development program should be
initiated to upgrade those already employed as well as
future employees; and (d) that the organizational structure
may be unclear and roles not properly perceived, in which
124
case clarification of the roles and other organizational
relationships should be undertaken.
7. SDA educational leaders, teachers, and ad
ministrators fail to understand student
interests and needs.
This conclusion might suggest that teachers and
administrators are so preoccupied with the flow of routine
duties that the main purpose of the educational enterprise
has eluded theiii, namely, developing student resources
with relevance for the student. It would seem to be a key
responsibility of top level academic administration to
establish regularly-scheduled activities for self-evaluation
and determine if in fact the educational activities are
leading to the generally accepted goals for SDA higher
education. It could also be that serious study should be
given to effecting meaningful communication procedures
that would allow all students to register their educational
interests and suggestions. In the small college this is
probably not impossible. A further consideration could be
the structuring of procedures for student appraisal of the
teaching program.
8. Students attending SDA institutions of
higher learning desired a strong spiritual
emphasis in the classroom, student-teacher
relationships, and administrative leadership.
125
This finding is contrary to the view held by many
that college youth, even on the SDA college campus, are not
interested in spiritual matters. It would appear that
this finding would encourage SDA teachers to freely bring
eternal values into their teaching to help youth perceive
the value of commitment to the great standards of living
presented in the Scriptures and to assist the student to
distinguish well between a life dedicated to personal
satisfaction on the one hand and service to one's fellow-
man on the other. It may be that true Christian service
needs to be observed by all of the students to a greater
extent in the total conduct of Christian education, in
cluding not only teaching but also all supporting services.
9. SDA youth are unaware of possible solutions
to financial problems involved in attending
SDA colleges.
It is possible that the ranking given to financial
limitations as a cause for not attending an SDA post
secondary institution reflects a conflict of priorities
rather than the absence of funds. It could be that the
following steps should be taken: help the youth (a) per
ceive more clearly the value of developing their resources
to the highest level possible for personal satisfaction
and service to their fellow-men; (b) learn to choose well
126
the essentials of life and how to effect economy; (c)
appreciate hard work and responsibility; (d) understand
what scholarship loans and other sources of finance are
available; and (e) understand the role of faith, dedication,
and commitment in opening ways to achieve the apparently
impossible.
10. SDA educators and other church leaders are
not assisting the youth of the church to
that level of awareness of the unique values
of education that will lead them to make the
investment or sacrifice required.
The findings of this study indicate that 29 percent
of the respondents had at some time been enrolled in an
SDA college. Ninety-seven percent of the respondents had
at some time been in some SDA school. Perhaps one of the
indications of these findings is that SDA educators are
doing little more than pursue the immediate goals of the
particular class they are teaching, or whatever their job
may be. Perhaps more needs to be done by the elementary
and secondary school personnel, as well as by the college
educator, toward developing long-range goals and aspirations
of the youth. Another consideration is the possibility
that SDA education is being conducted in a manner that
yields frustration with and hostility toward the educational
program of the church. Thus, though wanting to continue
127
a relationship of loyalty to the church, the students are
more comfortable in non-SDA schools.
Recommendations
The following recommendations were formulated
from data received in the study and from the study of re
lated literature.
1. That those giving leadership to SDA post
secondary education take renewed courage and confidence
concerning the educational and career interests of the
youth of the church as well as their expectations of higher
education, for these reflect a strong loyalty and desire
to serve the church. It is felt that the church leadership
would do well to recognize the valuable resources available
and develop a systematic procedure for more effective
development and utilization of the talent reservoir.
2. That careful, continuous study be given to
identify specifically the objectives and unique features
as well as the resources of SDA post-secondary education,
to assure that these are understood and become operative in
the educational process. The concern here focuses on the
tendency to state objectives in generalized platitudes
which fail to influence meaningfully the educational
128
process. Attention is directed to the desire of the study
respondents for academic quality, spiritual emphasis, and
service opportunities associated with the mission of the
church.
3. That evaluation guidelines and procedures
be developed and implemented to determine more meaningfully
the effectiveness of the educational enterprise toward
reaching the objectives and distinctiveness SDA education
should offer. Meaningful evaluation of the educational
process is not an easy undertaking. The evaluative process
frequently brings together the layman in educational pro
cedures and the expertise of the professional.
4. That consideration be given to the selection
and orientation of trustees to assure that they perceive
the role of SDA higher education and their responsibility
for facilitating these objectives through evaluation and
planning. It is doubtful that all or most of the trustees
have had opportunity to become sufficiently oriented to
the role of SDA higher education to apply critical evalua
tion to its productivity. If this is the case, they may
also fail to find in their service as trustees the satis
faction resulting from meaningful contribution to the
planning process.
129
5. That appropriate guidelines be developed for
the selection, orientation, and in-service growth of all
the employees of an SDA college to assure that the unique
purpose and resources of SDA higher education are properly
perceived; further, that each employee be assisted toward
a clear understanding of his role in reaching the objectives
of the enterprise with insights concerning how his role
can be discharged most effectively with a sense of commit
ment and dedication. The overall or major objectives of
an enterprise can be reached only to the extent that all
of the units comprising the institution make their contri
bution to the total productivity. To the extent that any
one or all of the sub-units of the enterprise pursue other
objectives or fail to invest assigned personnel and other
resources, the total enterprise will fail, employee satis
faction and morale will decline, the role of the adminis
trator will become more difficult, and costs in relation
to productivity will increase.
6. That careful study be given to the allocation
of resources to assure that adequate provision is made for
personnel development in non-academic as well as academic
services. The most valuable assests to any enterprise
are its human resources. The development of these assets
130
is one of the chief administrative functions. To assure
appropriate administrative leadership at all levels in a
college, training programs and other in-service personnel
development activities should be provided.
7. That procedures and channels be developed
that will assure meaningful communication opportunities
for the patrons of SDA higher education to express their
needs and interests as well as to become informed of the
opportunities available in SDA higher education. There
is an increasing desire in the constituency to participate
in educational planning. Improved opportunities for
participation and dialogue in programming can create
channels of information as to the availability of programs
already in effect and can reciprocate to the educator from
the layman the information as to the needs and interests
of the constituency.
8. That study be given to assure that at all
levels of SDA education students are assisted toward an
understanding of the distinctiveness in SDA education and
the service opportunities open to them if their resources
are appropriately developed. If, as the findings of this
study indicate, most of the respondents not in an SDA
institution at the time of the study were at some time
131
students in the educational system of the church, it may
well be asked why they did not continue? It would appear
that if the education they received had been valued suf
ficiently, they would have been willing to make the
investment or sacrifice required to continue in the SDA
post-secondary institution.
9. That a fresh perspective be developed con
cerning initiating and administering carefully planned
change in curriculum and instruction to achieve more
effectively the objectives of SDA higher education. It
would seem that a more meaningful involvement of students,
faculty, and administration planning together in close
relationship would develop sensitivities that would lead
to innovative methods and techniques.
Recommendations for Further Study
The following are recommendations for further
study s
1. That study be given to developing a model
system to facilitate effective communication between the
college administration and teachers, and the patrons of
the college.
2. That the study reported here be conducted with
132
other similar populations to determine the generalizability
of the findings here reported.
3. That study be given to the potential reservoir
of persons in business, industry, and other occupations
who might be brought into the educational scene to supple
ment and extend the current educational effort.
133
BIBLIOGRAPHY
1. American Association for Higher Education. A report
of the AAHE Task Force on Faculty Representation and
Academic Negotiations, Campus Governance Program.
Faculty Participation in Academic Governance. 1967.
2. Carnegie Commission on Higher Education. A special
report and recommendations by the Commission.
Quality and Equality: New Levels of Federal
Responsibility for Higher Education. December,
1968.
3. Clark, Burton R. Educating the Expert Society. San
Francisco: Chandler Publishing Company, 1962.
4. Corson, John J. Governance of Colleges and Univer
sities. New York: McGraw-Hill Book Company.
5. Cuban, Larry. "Teacher and Community." Harvard
Educational Review. XXXIX:2 (Spring, 1969), 253-272.
6. Darley, J. G. Distribution of Scholastic Ability in
Higher Education. Berkeley, California: Center
for the Study of Higher Education, University of
California.
7. Eley, Lynn W. "The University of California at
Berkeley." Association of American University
Professors Bulletin. Spring, 1964, pp. 5-13.
8. Emche, Arnold F. Long Range Planning for Colleges and
Universities. Chicago: Institutional Management
Division of Boaz, Allen, and Hamilton.
134
135
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
Fellman, David. "Whose Goals for American Higher
Education?" Background Papers for Participants
50th Annual Meeting. American Council on Educa
tion.
Gardner, John W. Excellence— Can We Be Equal and
Excellent Too? New York and Evanston: Harper
Colophon Books, Harper and Row Publishers, 1961.
Glenny, Lyman A. "State Systems and Plans for Higher
Education." In American Council on Education,
Autonomy and Interdependence: Emerging Systems in
Higher Education.
Green, Thomas F. "Schools and Community." Harvard
Educational Review, XXXIX:2 (Spring, 1969), 221-252.
Henderson, Algo D. "The Role of the Governing Board."
Association of Governing Boards of Universities and
Colleges. X:2 (October, 1967).
Kauffman, Joseph F. The Student in Higher Education.
The Committee Report on Higher Education by the
Hazen Foundation, 1968.
Kerr, Clark. The Uses of the University. Cambridge,
Massachusetts: Howard University Press, 1964.
McConnell, T. R. A General Pattern for American
Public Higher Education. New York, San Francisco,
Toronto, London: McGraw-Hill Book Company, 1962.
McGrath, Earl J. Memo to a College Faculty Member.
New York: Bureau of Publications, Teachers College,
Columbia University, 1961.
Mayhew, Lewis B. "Institutional Factors and the
Learning Environment." The College and the Student.
Edited by Laurence E. Dennis and Joseph F. Kauff
man. Washington, D.C.: American Council on Educa
tion, 1966, p. 217.
19. Medsker, L. L. The Junior College: Progress and Pros
pect. New York: McGraw-Hill Book Company, 1960.
20.
21.
22.
23.
24.
25.
26.
27.
28.
129.
30.
136 j
Morrow, Glen R. "The University of Pennsylvania."
Association of American University Professors
Bulletin. Winter, 1962, pp. 114-122.
Pattilo, Manning M., Jr., and Mackenzie, Donald M.
Church-Sponsored Higher Education. American
Council on Education, 1966.
Raushenbush, Esther. The Student and His Studies.
Middletown, Conn.: Wesleyan University Press, 1964.
Roper, Elmer, and associates. "The Public Pulse." No.
6, September, 1959.
Sanford, Nevitt. "Aims of College Education." In
Campus Values by Charles W. Havice. New York:
Charles Scribner's Sons, 1966, p. 16.
Stearns, George S. "Student Ecology and the College
Environment." Journal of Medical Education.
March, 1965.
U.S. Office of Education. Retention and Withdrawal
of College Students, by R. E. Iffert. Bulletin
No. 1, 1958.
White, Ellen G. Counsels to Parents. Teachers, and
Students. Mountain View, California: Pacific Press
Publishing Association, 1913.
_______. Education. Mountain View, California:
Pacific Press Publishing Association, 1903.
Williams, Robert L. The Administration of Academic
Affairs in Higher Education. Ann Arbor, Mich.:
The University of Michigan Press, 1965.
ADDENDA
Pullias, Earl V. A Search for Understanding. Dubuque,
Iowa: Wm. C. Brown Company Publishers, 1965.
31. Pullias, Earl V., and Young, James D. A Teacher is
Many Things. Bloomington, Indiana: Indiana
University Press, 1968.
137
APPENDIX A
SURVEY OF POST-SECONDARY YOUTH NOT ENROLLED IN
SDA INSTITUTIONS OF HIGHER LEARNING
138
SURVEY OF POST-SECONDARY YOUTH NOT EHP.OUKD IN
SDA TNSTlTiriONS OF HICIUSR 7.EARNINC
INSTRUCTIONS
For re d : of the following Itamt ploase CIRCLE the response which it corract or m oil notrly tp p H tt in your com.
Homo om w er each Horn. D ili helps us greatly in tum m ariting.
EXAMPLE: A. My ago it 16 17 I I © » I I 33 33 34 35
EXAMPlti ft. My tppreiiim«t« grade point average for grade* 9-12 Iti
D - D D + C - C C + B - B B+ A - ® A +
I. Sex: Mala Famala ^
3. My ago It: IB 17 IS 1* 30 31 33 33 34 35
3. A rt you a member of the SDA church: Yet No
4. I attend church: Weekly Twice a Month
5. Marital itatua: Single Married Divorced W idowed
S. I am now in: N otchool Trade tchoo!
firtt year
I year
Junior ooilego
Firtt year
Senior collage or univenity
Firtt year
Second year
Third year
Fourth year
Graduate
7. I am working to earn money to attend an SDA college: Vet
S. Indicate your vocational (caraer) choice on the blank to th e rig h t......
9. I w at once a afudent at an SDA collage but discontinued:
No
Yet
10. My patter ttre tie t Chrittlan education in term ont. etc.:
Frequently Contiderably Somewhat Vary aeldom
I I . I would be interacted in million larvice or other denominational employment:
Vary much Contiderably Somewhat
13. My approximate grade point averrege for grade! 9-12 it:
0 - D D+ C— C C + B - B B+
Not a t all
N ot at all
A
0
3 3
Ad-
IS. The total y ea n I spent In church school an d /o r academy w ere:
14. The last grade completed In an SDA grade school or academy:
15. Since completing the 12th grade I have finished (if you attended junior college before senior college please indi
cate thith
1-3 4 4 7-9 10-13
4 5 5 7 S 9 10 I I 12
No further schooling Trade school
1 year
2 y ea n
Junior college
1 year
3 y ea n
Senior college or university
I year
3 years
3 yean"
4 y ea n
5 y ea n
IB. My father's occupation is:..
17. My mother's occupation it:----- -------------
I I . It your father an SDA church member?
19. It your mother an SDA chutch member?
Vat No
Yes N o
G o on to Next Page
I
140
SECTION I
THIS SECTION IS FOR THE STUDENT WHO IS IN A NON-SDA UNIVERSITY. COtlEGE, JUNIOR COUEGE. OR TRAOE
SCHOOL II you have M l attended a school line* graduating from grad* 12, da th e E m m te ttisit.
Following it a list of reasons Seventh-day Adventist students have given for their decision to attend a non-SDA college
or university, junior college, or trade school. Not all reasons will apply to each individual student's decision. Many stu
dents m ay have only one reason for attending a non-SDA collage or trade school, and others may have a number of reasons
for their decision. Please indicate how each of the following reasons relates to your decision by CIRCLING the appropriate
NUMRCR following the reason. (PLEASE CIRCLE A NUMBER FOR EACH ITEM.)
In choosing the numbers, keep the following code In mind.
1. N e Influence or did not apply in your decision
2. Sessse influence in your decision
S. Cawsfdirshle influence in your decision
4. TIgnlBram factor in your decision
A fter you have circled a number for each o f the following items, find the one item (reason) that you feel Is the MAM
reason. O n the blank following this O N I item, place an "X". If your main reason for being In a non-SDA collage or trade
school Is not listed here, please write this reason on the blanks at the and of this section.
1, I prefer to live at hem e while attending college.
2. My friends attend a non-SDA collega.
1. I w anted to go aw ay to college but did not w ant to live in a dormitory.
4. IS A college campus rules ere too strict.
I . | w ould like to atstnd an SDA collega. but I don't h ave the money.
4. I w on a scholarship to a non-SDA college.
7. My grades w eren't good enough to get acceptance into a four-year SOA
S. I feel the scholastic competition in a junior collega it lets than I w ould And In
a four-year collega.
V. I feel a two-year college program is most satisfactory.
10. I w anted to fry junior college and. If I can succeed in my program , I plan on
transferring to an SDA collega.
11. I could afford to attend an SOA college, but don't feel the difference in edu
cation Is worth the difference in cost.
12. I can take part in m ore sports In a non-SDA college.
13. I have a batter choice of courses or study programs In a non-SDA college.
G o o n so N est Page
- 2-
14. I could o b ta in .to courses I w*nt in an SOA college, but feel that by taking 1
these courses In a non-SDA college I don't jeopardise my Christian life.
15. I have a wider choice of teachers in a non-SDA college if I "can't stand" a 1
certain one.
14. I am able to arrange my program belter time-wise In a non-SDA college. 1
17. I really have never given serious thought to attending an SDA school. 1
I t , My parantfs) do net w ant me to attend an SDA college. 1
I t . I am not interested in denominational employment, so see no need o f an I
SOA college.
50. I Nfce the prestige of a diploma from a non-SDA college. 1
51. I am married for engaged) and therefore not concerned about the social 1
attractions of the SDA college.
SS. I feel there Is less racial discrimination in a non-SOA collage. 1
S3. I feel t o r e it less social discrimination in a non-SDA collage. 1
34. If I transferred to an SDA college I might lose credits and delay my graduation. 1
SS. Health problems prevent my going away to collage. 1
36. I fe d t o t course work at an SDA collage is too demanding. 1
37. I fa d t o t course work at a non-SOA college is m ore challenging. 1
39. I think the teachers are better qualified in a non-SOA college. 1
S t. I fa d t o non-SDA college has better equipment and buildings. 1
30. I d o not fe d that the "spiritual values" of an SDA college education are 1
S I. I could not prepare for t o career I w anted in an SOA cdlege. 1
S3. I prefer to attend trade school (beauty or business college, etc.) rather than 1
e tegular four-year college.
If your main reason is not listed above, enter it harm.— .........— — , ---------
G o o n to N est Page if you are now in Junior C dlege
-I-
PHASE NOTE: Only ihoM now attending a junior collegn are to do the next two Hama.
I. If an SOA junior college with « strong e program of ttu d ie t in your choien field of study or career at the one you are
new attending and the tam e admission policies as the o n e you are now attending w ere located in your community,
would you: circle the answer that best expresses your view:
A fie willing to pay an d /o r work to earn the approximately $1,000 per school year for tuition?
Definitely yes Vet M aybe N o Definitely no
b. l e willing to commute round trip?
30 miles 15 miles SO miles 70 ml let
If more, suggest lim it....................... ......................
3. If an SOA boarding junior college with at strong a program of studies in your chosen field of study or career a t the
one you are now attending and the same admission policies as the one you are now etfonding w ere available to you,
would you be willing to pay an d /o r work to earn $2,000 per school year for tuition, board, and room?
Definitely yes Vat M aybe No Definitely no
I
143
SKCTION u
THIS SECTION IS FOR THE STUDENT WHO HAS FINISHED GRADE TWELVE BUT IS NOT NOW ATTENDING OR HAS NOT
ATTENDED ANY SCHOOL AFTER GRADUATING FROM GRADE 12.
Following it a list of reasons twelfth-grade graduates have given for not attending any SOA school or college after
graduating from the twelfth grade. Not all reasons will appply for each individual's decision not to attend any SOA school
after finishing the twelfth grade. Please CIRCLE the proper number following each of the stated reasons as it applies in
your case. Please circle a number for each item.
In choosing the numbers, keep the following code in mMd.
1. N o Influence or d id not apply In your decision
2. fem e influence in your decision
3. Considerab le influence in your decision
4. SlgnlSssnt factor in your decision
A fter you have circled a num ber for each of the following items, find the one item (reason) that you feel is your MAN!
reason. O n the blank following this one item place an "X". If your main reason for not having attended any school or col*
lege after grade twelve is not listed here, please w rite your reason o n the blanks at the end of this section.
1. I preferred to get a fob and en)oy the things I can buy with th e income. 1 2 3 4 -
2. I d o n 't like school. 1 3 3 4 _____
3. Studying Is hard for me, so I decided not to g o on to school for awhile. 1 3 3 4 . —
4. I haven't decided on a fifeworfcj after I dod d o I will continue school If 1 3 3 4 . ■ ■
necessary.
5. I applied to college but was not accepted. 1 2 3 4 _____
4. I d o not need college training for my life work. 1 3 3 4 _____
7. I got married soon after high school graduation (or expect to bo m arried soon). 1 9 3 4
3. I expected to b e drafted soon after high school graduation anyw ay (or have 1 3 3 4 _
been drafted.)
t . I w ould like to attend an SDA college but do n 't have enough m oney. 1 2 3 4
10. I have never seriously thought about going to college. 1 2 3 4 -------
11. I fool the course work in an SDA collage is too dem anding and so didn't 1 2 3 4 .
w ant to go to an SOA college.
12. My patents do not w ant m e to g o to college. 1 3 3 4 _
13. M ost of my friends have gotten jobs without a college education. 1 2 3 4 , ■ -
14. I am tired of going to school. 1 3 3 4 ■
19. My parents have done well financially w ithout a college education. 1 3 3 4 _
14. Health problems prevent my going to college. 1 2 3 4 ■
17. I m ust work to help my family. 1 2 3 4 ■ ■
If your main reason it not listed above, enter it here:---- ----- ----------------.............................. —......- ..... —
- 9 -
APPENDIX B
QUESTIONNAIRE TO COLLEGE SENIORS
144
I
145
QUESTIONNAIRE TO COLLEGE SENIORS
This la a confidential questionnaire. Please do not sign your nane.
PART I. Please CIRCLE or WRITE HI the appropriate response. Do not write in boxes.
n«A86 respond to ALL items thst spply*
I I Sexi Male Feaale
I I Agei 20-82 23-25 26-28 29-31 Other_____
§
Tears spent In SOA elanentary schoolt 0123U5678
SDA secondary school: 0 1 2 3b
SDA collegei 1 2 3 U
I I Marital status: Single Married
Area of subject emphasis:
r~ m
j | | Anticipated occupation:
"TWJorT
Divorced Separated Wldorad
— {Minor} (2nd Minor)
(1st choice)
Mother's occupation:
(2nd choice) (3rd choice)
I I * Father'a occupation: ...... . . - -— ,-----
r~T "I (e.g. MX', ieachor) (e.g. secretary, cooxj
C O Parent's church menbership: Father-SDA Tea No Mother-SDA Yea No
PART II. (Post-Baccalaureate Study)
Please CIRCLE the degree or degrees you are PLANNING OR beyond the Baccalaureate.
Then Indicate in the appropriate space your nsj«r(r.) end minor(s) as this applies.
Than, CIRCLE the number that is the approximate percentage of the study require
ments that will be mat in an SDA institution and/or a non-SDA institution. Pleaaa
respond to ALL items that apply.
0
Orad. Degree
Rone
Undecided
: M.A.
Major
Banhai iphasls
Minor Indicate approximate % of degree
Emohasis study at each group of institution
• SDA Non-SDA
I M.S.
J-
B.D.
Ed.D.
Ph.D.
M.D.
D.D.S.
Other
i ; □ i i i . i 3
20 itO 6 0 8 0 100 20 I tO 60 8 0 100
20 1:0 60 60 100 20 UO 60 80 100
20 ItO 60 80 100 20 ItO 6 0 80 100
20 It O 60 8 0 100 20 ItO 60 60 100
20 I t O 60 60 100 20 1:0 60 60 100
20 laO60 80 100 20 ItO 6 0 80 100
20 I t O 60 80 100 20 ItO 60 80 100
20 ItO 60 8 0 100 20 I tO 60 80 100
Motet Please determine which one of those four groups bust fits your futurs study
plans and follow the Instructions for that group. 1. If your plan is to pursuea
Master's degree preparatory for employment in areas or activities where no credential
for aleeantary or secondary school services is required, (e.g. research and industry
■ore Intensive study in specific fields) RESPOND TOt la, lb, 2a, 2b, and 3a. Than,
omit Part in and continue with Part IV. 2. If you plan on employment as a teacher
in grade? K - 12 or any other school service, such as school administration,guidance
and counseling, superintendency, etc., DO NOT RESPOND to items la, lb, 2a; and 3a,
but continue with Part III. 3. If your Post-Baccalaureate study is in an area in
which a Master *s degree ia not usually part of the study program, such as M.D.,D.D.%
IU>, etc. DO NOT RESPOND to items la, lb, 2a, 2b, and 3a, or Part III, but continue
with Part IV.'li. If you have no plans for degree or credential study beyond the
Baecuaurea^e, continue with Part IV.
Which of the two following Master's degree study programs would you prefer?
la. A Master's degree study program with a required major concentration of apprcxi-
aately 20 semester hours (of the total 30) and the remaining 10 semester hours
l | for eleetives.
Definitely Tea Tea Undecided No Definitely No
lb. If this kind of M.A. study program were avsilable in an SDA institution, would
. you taka the degree in the SDA institution?
— ' Definitely Tea Tes Undecided No Definitely No
2a. A Master's degree study program with a required major concentration (of 30
T_ semester hours) exclusively in one field (i.e. History, Physios, etc.).
■ — ' Definitely’ Tes las Undecided No Definitely No
2b. If this kind of M.A. study program were available in an SDA institution, would
_ you take the degree in the SDA institution?
* — • Definitely Tes Tes Undecided No Definitely No
3s. If the doctoral study program for your field were available in an SDA lnatltu-
^ tlon, would you pursue your studies in the SDA institution?
J ' Definitely Tes Tes Undecided ' Mo Definitely No
PART III. Part three is ooncerned only with credentials for teaching and other
educational work and related to graduate study. Teaching grades k - 12 end
being employed in related areas, Including administration, guidance, etc.,
raquiree credentials. Respond to Part III if you hope for employment in one of
these fields. Otherwise, continue with Part IV.
«. Indicate by circling and writing in what credential you will have when you
graduate. Please respond to ALL items that apply.
I — ; igno Major Teaching Field Minor Teaching Field
1. Elementary
I i I i a. Denominational Tea No
III' b. State Tea No
2. Secondary
l i l t a. Denominational Tee No
I “ b. State Tes No
B. What credential, In teaching or othar work In education, will you pnrana or ara
yon pursuing? Indicate balow by circling ot writing in tha raaponao. Please
respond to ALL ltaas that apply.
I ~~l Nona
Undecided
1. Elea.
E E 1 ****
2. Sac.
±t±
Pupil
i r a .
3 . Pu i
ffiS*
6. ___
Othar
IndlMta approximate t ot credential
etady at each group ot lnatituticna.
3tata Danoa. Ma.lor Minor SDA
Hon-SDA
Tea Tea 20 bO 60 80 100 20 bO 60 80 100
Ho HO
Tes Tes 20 UO 60 80 100 20 bO 60 80 100
Ho Ho
Tes Tea
60 80
Ho Ho
” " ’ 20 bO 60 80 100 20 bO 100
Tes Tea 20 ItO 60 80 100 20 bO 60 80 100
Ho Ho
Tes Tes 20 bO 60 80 100 20 bO 6 0 80 100
Ho Ho ' ' ”
Tea Tes 20 bo 60 80 100 20 bO 60 80 100
f r ! " i i r i ' i i i
C. If your plana ara to teach in an elementary church school, Jr. acadeqr, or scad-
eay, which of the following M.A. programs do you prefer? CIRCLE responses for
1, 2, and 3.
1. A Master 'a program {fifth year) with the major emphasis limited so you may
( hare a choice of using some of the M.A. study program to complete require-
I I mants for a minor or credential. (If you already hate your credentials and
minor, you would, of course, be at liberty to apply your M.A. study program
as you wish.)
Definitely Yes Tes Undecided Ho Definitely Ho
If this kind of M.A. study program were available in an SDA institution,
would you take the degree in the SDA Institution?
Definitely Tea Tes Undecided Mo Definitely Ho
2. A Master's program with extensive coverage of a major and related areas,but
little or no opportunity to apply part of your M.A. study program to requije-
i — i manta for a teaching minor or credentials.
. Definitely Tes Tos Undecided Ho Definitely Ho
If this kind of M.A. study program were available in an SDA institution,
would you tike the degree In tho SDA institution?
• Definitely Tes Tes Undodded No Definitely Ho
3. If the doctoral study progTmn for your field were available in an SDA
Institution, would you pursue your studies in the SDA institution?
^ Definitely Tea Tes Undecided No Definitely No
I
148
part it.
If 1/3 or moro of your undergraduate study haa been or if 1/3 or wore of your gradu-
ate~stu3y wflT Bo jnTTon-SDA institutions. do PART TV, otherwise go on to PART V.
Following is a TisT"of reasons Seventh-day Aclvontists pursuing collego or post-
baccalaureate studies have given or night give for their decision to attond a non-
3X3A eollego or university for study. Not all reasons will apply to each individual
parson's decision. Many individuals nay have only one reason for attending a non-
SDA eollego or university, and others nay have a number of reasons for their decfeLai.
Please indicate how each of the following reasons related to your decision by CIRC-
LXNO the appropriate reason. (Please circle a number for each item.)
In choosing the numbers, keep the following code in nind.
1. HO influence or did not apply in your decision.
2. SOME influence in your decision.
3. CONSIDERABLE influence in your decision.
I t . 31DNIP1CANT factor in your dedsLon.
After you have circled a number for each of the following items, find the one item
(reason) that you feel is the Main reason for your decision to attend a non-SDA
institution, on the blank following this ONE item, place an "X." If your main rea
son for being in a non-SDA collego or university is not listed here, please write
this reason on the blank at the end of this section. Please respond to ALL items.
I il« It is easy to commute to a public Institution. 1 2 3 1 ) _
* 12. I prefer not to move to an SDA institution at which I could pur- 1 2 3 1 ) _
sue graduate studies in my field
*_J 3, No SDA institutions offer graduate studies in my field. 12 3 1 )
I 11 ) . I hove a better solectlon of courses in a non-SDA institution. 12 3 1 )
1 i5. I can pursue graduate atudles at a non-SDA institution with 1 2 3 U _
better opportunity to hold a Job.
I 16. I prefer the prestige of the non-SDA institution. 12 3 1 )
i7a I fool the teaching is better in the non-SDA lnstltutiona 1 2 3 1 )
I I 6. I feel learning opportunities are bettor duo to better facilities 1 2 3 l)_
I I?. I cannot afford the costa of attending an SDA institution. 12 3 1 )
I 110. I would rather save the money end attend a non-SDA institution. 1 2 3 1 ) _
i 111. I don't feel the spiritual values associated with doing gradu- 12 3 1 )
ate work in my field in a SDA institution are significant as
compared with doing graduate work in a non-SDA institution.
■ I 112. Scholarships which I could not use in an SDA institoion are 12 3 1 )
available to me if I attend a non-SDA institution.
! 113. Health problems prevent me from going to an SDA college or uniu 12 3 1 )
I l li>. At a local non-SDA institution it is more convenient to fit my 12 3 1 )
graduate studies into my schedule.
I
149
I I IS. I .a* not considering denominational employment, therefore feel 1 2 3 U __
no need of doing my graduate work in an SDA institution.
I 116. I feol course work in the SDA institution is too demanding. 1 2 3 U _
]__l 17. 1 feol cots*so work in the non-SDA Institution is more ehal- 1 2 3 U _
longing.
I 118. If your main reason is not listed above, enter it heroi _ _ _ _ _ _ _ _ _ _
Motet Don't forget to place an "I" after your most important reason above.
PART T. (Please attempt to respond meaningfully to all items.)
1. As you reflect on your experience as a student at an SDA college or isiiverslty,
mhat would you say were the three greatest strengths and the three most serious
weaknesses of this institution^) as these weaknesses affected your experience
while in attendance?
SIRBNDIHS
c m * •
r~m b.
c m c .
WEAKNESSES
□ j A .
r~i i b.
l t i ° *
2. If you are planning to pursue post-graduate work at an SDA institution, are
there weaknesees or inadequacies you are "putting up with" In order to continue
your studios at an SDA institution? If so, list those which to you appear to be
the three most serious inadequacies. If you feel there are advantages, list
three of these as well.
S1REM01HS
A.
m b.
i , . i 1
W E A K N E S S E S
J_JL_| A.
I I I B.
! — i — i c.
APPENDIX C
QUESTIONNAIRE FOR ELEMENTARY AND SECONDARY
TEACHERS AND ADMINISTRATORS
150
QUESTIONNAIRE FOR
BLEMCTAKT AND SECOMDART TEACHERS AND ADMINISTRATORS
This la a confidential questionnaire. Please do not sign your none.
PART I. Please circle or write in the appropriate response. Do not write in boxes.
f Sexi Kale Female
LJ 2 0 -2 5 2 6 -3 0 3 1 -3 5 3 6 -6 0 6 1 -6 5 lt6 -5 0 5 1 -5 5 5 6 -6 0 6 1 - 6 5
f " I Marital Status« Single Married Divorced Separated Widowed
u
Other
Indicate the number of grades coapleted in SDA elem school: 012365678
SDA sec. school: 0 12 3 6
SDA college: 0 1 2 3 6 5
SDA seminary: 0 1 2 3 6 5
SDA university: 0 1 2 3 6 5
C« Tears employed in SDA schools: 1-5 6-10 11-15 16-20 21-25 26-30 31-35
Othor
In what kind of school are you now teaching: Elementary Jr. Acadeny Sr. Acad.
PART II. (College or Post-Bachelor's Degree Study)
Please indicate cy circling and/or writing in your status regarding undergraduate,
graduate (Master's), or advanced graduate (doctoral) studies. For each degree.circle
completed, or in progress, or anticipated and the percentage of study in each of the
two types of institutions— SCU and non-SDA. Please list major and minor emphasis
wherever appropriate. Please respond to AIL items that apply.
Dsgreo
None
.(Scm.Hrs.)
Indicate approximate A of degree
study at each group of instit.
SDA Non-SDA
20 60 60 80 1001 20 60 6 0 80 100
Major
Emphasis
Minor
Emphasis
s
£.a " . Completed 20 60 60 80 100
Tin progress
■Anticipated
s
s
B.S. Completed 20 60 60 80 100
— 1 ]In progress
I 1 Anticipated
M.A. Completed 20 60 60 80 100
In progress
Anticipated
M.S.
E3
Completed 20 60 60 80 100
In progress
Anticipated
B.D.
1
,_, „ Other,In progress
I | j IAnticipated
Completed 20 60 60 60 100
In progress
Anticipated
Couple ted 20 60 60 80 100 ; 20 60 60 80 100
20 60 60 80 100
20 60 6 0 80 100
20 60 60 80 100
20 60 6 0 80 100
20 60 6 0 80 100
I
152
If tit* Master '■ Degree in tout field of study were available In an SDA college or
University, would you pursue your studies In the SOU Institution?
□ Definitely Tea To Undecided No Definitely No
If the doctoral study program for your field were available in an SDA institution,
would you pursue your studies in the SDA institution?
1 | Definitely Tes las Undecided No Definitely No
PAW XIIa This is concerned with teaching credentials and Master's degrees with
varied eophasis as related to credential requirements. Teaching grades K to 12
requires credentials* Include all elementary credentials under elementary and all
secondary credentials under secondary* Indicate the percentage of study in each
kind of institution* Those who are planning to tea<;h where a credential is not
required (Jr, College orSenior College) cr to enter some other employment where no
teaching credential is required, go on to"~PAKT iy. Circle or write in the approp
riate response. ?leaae respond to ATZ Items that apply.
Indicate approximate % of creden-
A. What credential do you have:
Major Minor
Tes I Mo
Yes No "" ~ ~ ~ ~ ~
Tes ! N o ________ _________
tlal study at each group of Inst
1. Elen.
EEEE&
Other
m
2. Sec. Tes I
iDenom. Tes |
State Tea
No
No
No
Other
SDA Non-SDA
20 bo BT80 100 20 bB 60 30 100
20 bO 60 80 100 20 bO 60 80 100
20 bO 6 0 80 100 20 bo 60 80 100
20 bO 60 80 100 20 bO 60 80 100
20 bO 6 0 80 100 20 bO 60 80 100
20 bO 60 80 100 20 bO 60 80 100
20 bO 60 80 100 20 bO 60 80 100
20 bo 60 80 ICO 20 bO 60 80 100
B. What credential will you pursue or are you pursuing:
None
| | Indicate approximate % of creden-
State Dencn. tlal study at each group of Inst.
HAJCR MIMCR SDA Non-SDA
1. Elea.
Teach Te<
No
ach Teg
>->—m i «o
!_J I , ■ 1
3. Pupil
Pers. Tee{
I
i i I
Admin. Yes{
No
J
. Admii
Tes|
Other No
Tes
No
Tes
Mo
Tea
No
Tes
Mo
Tes
No
20 bO 60 80 100
20 bO 60 80 100
20 bO 60 80 100
20 bO 60 80 100
20 bO 60 80 100
20 bO 60 80 100
20 bO 60 80 100
20 bO 60 80 100
20 bO 60 80 100
20 bO 60 80 100
FFFH
C. If your plana are to teach In an elementary school, Junior academy, or academy,
which of the following M.A, Degree programs do you prefer? Circle your response
for each of the types of degrees 1 and 2.
1. A fester's program with the major e e g ) has Is limited so you nay have a choice
of using some of the M.A. study program to complete requirements for a
minor or credential. (If you already have your credentials and minor, you
would, of course, be at liberty to apply your M.A. study program as you
wish).
I I Definitely Tes Tes Undecided Mo Definitely No
2. A Master's program with little or no opportunity to apply part of your
M.A, study program to requiremsnts for a teaching minor or credentials,
but rather extensive coverage of a major and related areas.
I I Definitely Tea Tes U ride bided Mo Definitely No
PUT IV. If 1/3 or morg of your graduate study has been or is in a non-SDA inati-
tionSa Zo EaEt T7, otherwise go on to ?Agr V. following is a list of
reasans~5eventt£3ay Adventist xeachers and administrators have given or
might give for their decision to attend a non-SDA collego or university
for graduate study. Not all reasons will apply to each individual per
son's decision. Many teachers may have only one reason for attending a
non-SDA college or university, and others may have a number of reasons
for their decision. Please Indicate how each of the following reasons
related to your decision by CIRCLING the appropriate reason. (Please
circle a number for each item).
In choosing the numbers, keep the following code In mind.
1. NO Influence or did not apply In your decision.
2. SOME Influence in your decision,
3. CONSIDERABIE influence In your decision.
I t . SIGNIFICANT factor In your decision.
After you have circled a number for each of the following items, find the one
Item (reason) that you feel Is the Main reason for your decision to attend a
non-SOA Institution. On the blank following this ONE item, place an "X."
If your main reason for being In a non-SDA college or university is not listed
bare, please write this reason on the blank at the end of this ssction.
Plasms respond to ALL Items.
I prefer not to move agr family for susnsr sessions. 1 2 3 It___
I prafsr not to leave ay family for Sumner sessions. 1 2 3 b ___
It is too far to commute to an SDA Institution. 1 ' 2 3 b __
I find better teaching in non-SDA colleges and universities. 1 2 3 It___
I don't think that the difference In the courses I'm taking 1 2 3 It___
in the non-SDA institution as compared to an SDA institution
is worth the difference in cost.
I think the facilities for learning are better In the non-SDA 12 3b __
institution.
OCJ1.
Q Q 2 .
DD-
□ O
5.
D □
_ 6.
DO
D O 7. I cannot obtain the needed courses In an SDA institution. 12 3b
8. I consider studying in a non-SDA Institution has grsatsr 12 3
C JO P^htlfls than studying In the SDA Institution.
DC?'
Od°'
I cannot afford the finances to attend the SDA Institution. 12 3
I find a better selection of courses available In the non-SDA 12 3
Institution.
11. I could obtain in an SDA college the courses I'm taking but 12 3
D O feel taking these courses in a non-SDA college does not
adversely affect ry Christian view as related to mjr work.
Health problems prevent me from attending on SDA college. 12 3
13. I can keep at sy school work the year round by attending a 12 3
□ □ local non-SDA college or university.
q q lb. It costs lass to attend a non-SDA college or university. 12 3
15. Transferring credit may cause a loas of credit and delay my 12 3
D bJ purpose.
16. My field of graduate study is not offered in any SDA instl- 12 3
D O tution.
17. Hr field of graduate study is not offered In any SDA instltu- 12 3
IJ O tlon within reasonable distance.
18. The exasg>le of other church employees. 12 3
D O
^ q 19. The influence of ay superiors. 12 3
^ q 20. If your reason is not listed above, please list it here _ _ _ _ _ _
Don't forget to place an "X" after your most important reason above.
MHT IV. Again circle or write in the appropriate response. Please do all items.
1. Do you think that taking school work In a non-SDA college or university
nay laasen the dedication to and vision of "service for the Lord?"
/"I Definitely Tes Tes Undecided No Definitely No
2. Do you think the denomination should strengthen the Master's Degree program
offered In SDA institutions?
l" ) Definitely Tes Tes Undecided No Definitely No
3. Bo you feel tha denomination should Introduce additional doctoral study
programs and strengthen the Doctoral study programs offered now in SDA
Institutions? (Our enphasis here is not on M.D. or Dentistry degrees.)
n Definitely Tes Tes Undecided No Definitely No
u. Do you think that SDA taaehars and administrators attending non-SDA
institution! may tend to encourage secondary and college students to
do likewise?
r^l Definitely Tea Xaa Undacldad Mo Definitely Mo
PART T.
1 , Aa you reflect on your experience aa a atudant at an SDA college or
university, what would you cay were the three (3) greatest strengths and
the three most serious weaknesses. (If you did not study in an SDA
Institution, you may choose not to answer item 1, but go to item 2.)
STRENGTHS
A.
B.
“‘ I
A.
8 .
lujj 111111 i rn~rn~rm
Aa you reflect on your experience aa an eaployee of the SDA educational
system, what three (3) things (factors) do you think yield the most satis
faction and. contribute to your success in your role as an employee? What
three (3) things (factors) do you feel tend to cause dissatisfaction and
present maximum achievement through Christian education? Feel free to
direct attention to any matter.
SATISniNO
A.
B.
C.
111'11111111 a rrn m i
DISTURBING
A.
B.
c rrr/ t i n i ii ii n 11 , i i n
C0MEKT3 OR SUGGESTIONS:
Do MCI return the introductory letter. PIT I I I ITT

Linked assets

University of Southern California Dissertations and Theses

Conceptually similar

PDF

The Relationship Of Teacher Preparation And Experience To The Appraisal Of Classroom Effectiveness By The Principal

PDF

A Suggested Journalism Curriculum For California Junior Colleges

PDF

The Pre-Calculus Mathematics Curriculum In California Community Colleges

PDF

Biology In California Public Junior Colleges

PDF

A Study Of Fringe Benefits For Full-Time Faculty In Bible Colleges

PDF

A Plan For Record Classification And Retention In The California Community College Business Office

PDF

African And Latin American Graduate Students' Assessment Of Situations Related To Their Academic Life In The United States

PDF

Talent In Art: Creative Intelligence Of Selected Senior High School Students Compared With Creative And Aesthetic Qualities Of Their Products

PDF

A California Community College Student Government Model Based On Defined Constituencies

PDF

A History Of Public School Organization And Administration In Orange County

PDF

Attitudes Of California Educators Regarding Participation In Political Activities

PDF

The Role Of The Building-Level Administrator In The Negotiations Of The Certificated Employee Council

PDF

Higher Education Programs For American Indians At Selected Southwestern Colleges And Universities

PDF

Change Among Selected College Student Groups In Awareness Regarding The Nature Of Prejudice

PDF

Relationships between selected teacher characteristics and student withdrawal from community college political science courses

PDF

A Study Of Financial Aids Programs In California Community Colleges

PDF

Decentralization And Decision-Making: An Analysis Of The Perceptions Of High School Principals And Central Office Administrators

PDF

Chief administrators of community service programs in California public community colleges

PDF

Community Service Programs Of California Community Colleges: An Analysis Of Recent Developments

PDF

Women'S Studies At California Community Colleges: A Comprehensive Model

Asset Metadata

Creator Nelson, William George (author)

Core Title A Study Of Undergraduate Education In Selected Seventh-Day Adventist Colleges

Degree Doctor of Education

Degree Program Education

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag education, higher,OAI-PMH Harvest

Language English

Contributor Digitized by ProQuest (provenance)

Advisor Pullias, Earl Vivon (committee chair), DeSilva, Lionel (committee member), Wilbur, Leslie (committee member)

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c18-468100

Unique identifier UC11363329

Identifier 7116429.pdf (filename),usctheses-c18-468100 (legacy record id)

Legacy Identifier 7116429

Dmrecord 468100

Document Type Dissertation

Rights Nelson, William George

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the au...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus, Los Angeles, California 90089, USA