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the Cadre, Mar. 13, 1975, page 9

Goals For ' University Educd tiol‘

"élii PrinceaEdwnrd‘--l$lunrl 1_

x,

A Summary.Report of the

Survey of attitudes of the members of therniversity Community . '

The'purpose of this report is to present a smmnary ~ of findings for the survey on attitudes of the members of the University Community toward university goals. This report is based on the analysis of responses from 424 individuals who answered

the questionnaire. It should"

be emphasised here that the findings of this survey should not be taken as the final statement of Universiv ties goals and priorities. The findings should be regarded as an-important inpu£,for further deliberat- ionrand discussion abOut

the University goals,

policy and philosophy.

This report is organized into four parts. The backgr- ound for the survey is first briefly reviewed followed by a description of the method of analysis and then presentation of the major findings. The report is concluded with a.briefinterpretation»of the findings. " "3 ‘W Background

On March 15, 1974 the Senate of the University of Prince Edward Island adopted a resolution to form a committee to examine the objectives of University Education in.P.E.I. The Committee Was charged to initiate and direct research solicit considered opinion from a wide cross-section of Island society, generate

public discussion and prepa=_

re a final report with recommendations to the=Sena< te. The Committee on Object: ives was composed of two members of the faculty and \ one student.

The committee created two sub-committees under its auspices; one on commune ication and the other on. _ research. The researCh sub— Committee after a seris of meetings with the Committee on objectives decided to Conduct.two separate surveys ~ one for the members of. the University Community and the other for the total Island Community. It was also decided that the Institutiohal Goal Inventory. (IGI) developed by the. Educational Testing Service 0f Princeton, New.Jersey Would be used for the Unive- rSityCommunity Survey. The IGI was designed by ETS for specific use in

l : /,

Blzfi’lﬁ'f: , 1‘: “3:34. .{Lsi’ljﬁ

surveys dealing with univer-d

sity objectives, and has been used by several hniver— sitiessand colleges in

.Canada and the United States.

The IGI questionnaire was sent to a samplelof 825 members from the University Community in December of 1974. About 51 percent of the total number of questionnaires sent out were returned by the respon- 'dents. 0f the 424 questionn-

aires returned by the respo— .

ndents, 67 were filled out by University administration and staff, 94 by the members of the faculty, 175 by full— time students, 49 by partt— ime students and 39 by members of the University alumni. The result of the, University survey discussed below are based on the anal— ysis of the data collected 'from the 424 individuals belonging to these five different sub—groups of the University Community. Method of Analysis

The IGI included 90 statements dealing with university objectives. Eighty of these statements referred to l3loutcome goals and seven proCess goals. Outcome goals are substant— ive objeCtives universities may seek to achieve. Process 'goals deal with campus climate and educational process which may facilitate the achievement of outcome goals. The title of each

~specific goal area and its

tsubstantive meaning as deSc— ribed by the ETS are presen— ted below.

Outcome Goals

ACADEMIC DEVELOPMENT ; , this goal has to do with acquisition of general aﬁd

'specialized knowledge, “preparation of students for

‘advanced scholarly study, land maintenance of high

n intellectucal standards on

the campus. ,j INTELLECTUAL ORIENTATION - this goal area relates to

an attitude about learning and intellectual work. It means familiarity with research and problem solving methods;.the ability to synthesize knowledge from

' many sources, the capacity

for self—difbpted learning and a commitment to lifelong

,learning.

INDIVIDUAL PERSONAL DEVELOP- MENT -

this goal area means identi- fication by students of

personal goals-and developm—'

ent of-means for achieving than, enhancement of Sense

readily understood simply as the availability of postgrad— uate education. It means de- velOping and maintaining a strong and comprehensive grad— ' uate school, providing program in the professions, and con— ducting advanced study in ~ specialized problem areas. RESEARCH this goal area involves doing contract studies for'extérnal agencies, conducting basic ‘ research in the natural and social sciences, and seeking generally to extend the fron— .tiers of knowledge through scientific research. MEETING LOCAL NEEDS this goal area is defined as providing for continuing ed— ucation for adults, serving as a cultural center for the community, providing trained j manpower for local employers, 'and facilitating student in— volvement in community ser— vice activities. PUBLIC SERVICE 'This goal area means workr ing with governmental agen— "cies in social and enviro- nmental policy formation, committing institutional .resources to the solution of major social and enviro— mental problems, training people from disadvantages communities, and generally

Continued lloxt Page

'of self—worth and self-conf— idence.

HUMANISM/ALTRUISM #

'this goal area reflect a respect for diverse cultures commitment to working for world peace, consiousness

of the important moral isSues of the time, and concern about the welfare

of man generally. CULTURAL/AESTHETIC AWARENESS this goal area entails a heightened appreciation of

a variety of art forms, required study in the humanities of arts, exposure to forms of non-western art, and encouragement of active student participation in ” artistic activities. ' TRADITIONAL RELIGIOUSNESS — this goal area is intended to mean a religiousness that iis orthodox, doctrianl, ' usually sectarian, and often fundamental - in short, traditional rather than

."secular" or'modern'. JVQCATIONAL PREPARATION

4this goal area means offer» ins: specific occupational ,curriculums (as in account— ting or nursing), programs ,geared to emerging career fields, opportunities for retraining or upgrading skills, and assistance to students in career planning. ADVANCED TRAINING

this goal area can be most

FIGURE I IS AND SHOULD BE PROFILES FOR THE TOTAL UNIVERSITY CONMUNITY

of no - of importance] of of of cxlrnncly nol low medium high high applicable imporlunce imporln'itc

/ l m 1.5 2 2.5 3 3.5 4 4:

imporlance Importance

S S f I I I I I I I I I I I | l I I I I I I I I I I liI ‘leivlr EIHI‘W' I I I‘T Acadcmic _ 9 V Dcwlopmenl‘ 'TH AM 270 5‘ \ ~- \ ‘ lmcllccmal /' ‘ i O 'C I: l- —_ _— .r M— i? n n i Iin / Ii

. '2 Individual Personal an _,_ ' ﬁ_ _.ﬁ , Dcu-lopmenl / » / Humanism/Altruism —— —-— —— 1 ~-— J» / /' Cultural/Aesthetic __ _ Pr / __ 4 » Anumncss / 7 . ,

Traditional Rchglousnms

Vocalional _._ Preparation

Advanced Training —— ._

OUTCOME GOALS

v I I

Research __ __

MccringLocal Needs

Public Sen-ice HQ .. a- A __ _ _ _ I Social . / Egalilarianism ‘”‘ "— ‘ ~ ~( ~_ u 7 \ . SocialCrilicism/ __ __ a; 3, __ _ _

Ac [Irism

Freedom ——- - ——

i «I‘ __ _ \\ Dcmocralic _ _ ._._ I ‘9 .—

Gmcrnuncc _ \ ‘ :n r , . x : Communin ——— —«— Q — — H“? c / r c lnlcllecllml’Acsllmlic ~_ __ r _ V ’ m Emironmenl U , r / ,_ ‘ U Innovation —— ~— 8, e t. _( I_ O . / / E OlI‘Canipus __ __‘ L, ” __

Learning _ < - '< \

" -. ' s \ \ / Accountabian _ I H‘ \ __ N _ Efﬁciency ‘ o L / ‘ J 1 l l l l l l l I l l l I l l | l l J l Jkl ,4._L I. IJE___LLJ_J _ nv‘ ‘ IS SHOULD BE