AN EVALUATION OF THE PERFORMANCE OF ADVISORY

BOARDS SERVING SELECTED SCHOOLS OF

BUSINESS ADMINISTRATION

APPROVEDi

Graduate Committeei

O * v U A Major Professor

Minor Professor

• 4 ) r\ , Committee Member / /

. ( Z - & L .

Committee Member .

/ L-c -i'T si.

Dean of the School of Education^

Dean of the Graduate School

Noe, Robert M. , III, An Evaluation of Advisory Boards

Serving Selected Schools of Business Administration. Doctor

of Education (College Teaching), May, 1972, 157PP*» 19

tables, bibliography, kk titles.

The purpose of this study was to evaluate the per-

formance of advisory boards serving schools of business

accredited by.the American Association of Collegiate Schools

of Business. The evaluation was based upon perceptions held

by business school deans, department heads, and advisory

board members concerning the most significant objectives

established for boards and the extent of accomplishment.

Fifty-one deans of 108 responding indicated that their

schools had functioning advisory boards. A majority of

these schools reported single boards serving the entire

school of business. A number of boards had been discon-

tinued for these reasonsi a change in deans; asking the

boards to become involved in fund raising; ill-defined ob-

jectives; and a general lack of interest.

Of nineteen objectives for advisory boards established

in an earlier study, only five were considered to be sig-

nificant on a composite basis. Of these, only two were

perceived to be accomplished to a high degree.

The most important board activities for the past year

were reported to be the provision of advice regarding

programs; academic-business communication; fund raising and

general planning.

The suggestions made most frequently for improving the

effectiveness of boards were closer contact and more in-

volvement by board members; changes in board membership;

reorganization of the boards, and the need for clearly de-

fined objectives.

In analyzing data for individual schools, it was found

that there was a wide difference in the number of signifi-

cant objectives established for boards and in the success

the schools' boards have had in achieving these objectives.

Based on the findings of the study, advisory boards can

provide an effective means of bridging the communications

gap that allegedly exists between academicians and busi-

nessmen. However, many boards do not appear to be suc-

cessful, Even in the more successful boards, communication

problems appear to exist.

One recommendation of the study was that objectives

established for advisory boards be clearly defined and com-

municated to the parties involved. Furthermore, in the

process of developing objectives, participation should

actively be sought of those concerned.

While fund raising was prominently mentioned as an

appropriate objective for some schools, suggestions for

pursuing fund raising as a goal should emanate from the

board.

The advisory role of the board should be stressed to

board members to minimize the possibility of their viewing

the board as a decision-making activity. Also, board mem-

bers should be selected not only on the basis of their

technical competence, but also on their keen interest in

the school to be served and on their ability and willingness

to devote the necessary time.

If department heads and other faculty are to partici-

pate in the functioning of an advisory board, they should

be encouraged to become involved more fully and their roles

should be more clearly defined.

Advisory boards should meet more often and maintain

closer contact with the school served. Executives-in-

residence programs should be investigated and given careful

consideration by advisory boards as a means of accomplishing

this goal.

Areas suggested for further research included! the role

of the academician in the functioning of advisory boards;

the existence and effect of negative attitudes possessed by

faculty and businessmen toward one another; the extent all

academic areas within schools of business are being served

by advisory boards; whether advisory boards serve primarily

the dean or the school of business and whether one board can

more effectively achieve objectives than specialized committees.

AN EVALUATION OF THE PERFORMANCE OF ADVISORY

BOARDS SERVING SELECTED SCHOOLS OF

BUSINESS ADMINISTRATION

DISSERTATION

Presented to the Graduate Council of the

North Texas State University in Partial

Fulfillment of the Requirements

For the Degree of

DOCTOR OF EDUCATION

By

Robert M. Noe, III, B. B. A., M. B. A,

Denton, Texas

May, 1972

TABLE OF CONTENTS

Page

LIST OF TABLES v

LIST OF ILLUSTRATIONS vii

Chapter

I. INTRODUCTION 1

Purpose of the Study Background and Significance of the Study Definition of Terms Limitations of the Study Basic Assumption Related Studies Summary

II. RESEARCH PROCEDURES 1^

Procedures for Collection of Data Procedures for Analysis of Data

III. PRESENTATION OF DATA 19

Introduction Importance of Advisory Boards' Objectives Advisory Boards' Achievement of Significant Objectives Most Important Board Activity Department Head Participation in Board Functions

IV. PRESENTATION OF DATA FOR SELECTED SCHOOLS 82

Introduction School Number 1 School Number 2 School Numver 3 Summary

i n

Page V. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS ll8

Summary of the Study-Summary of the Findings Conclusions Recommendations Implications for Research

APPENDIX 136

BIBLIOGRAPHY 15^

IV

LIST OF TABLES

Table Page

I. Research Inquiries and Responses . . . . 18

II. Advisory Board Status at A.A.C.S.B, Schools as Revealed by Two Studies . . . . 20

III. Age and Size of Advisory Boards of A.A.C.S.B. as Revealed by Two Studies . . . . 22

IV. Geographic Locations of Schools with Existing Advisory Boards 2J

V. Importance of Advisory Board Objectives as Reported by Deans, Department Heads, and Advisory Board Members . . . . 27

VI. Importance and Achievement of Advisory Board Objectives as Perceived by Deans, De-partment Heads, and Advisory Members . 28

VII. Achievement of Significant^ Advisory Board Objectives as Reported by Deans, De-partment Heads, and Advisory Board Members 38

VIII. Frequency of Perceptions of Deans, Depart-ment Heads, and Advisory Board Members Concerning the Most Important Board Activity during the Past Year . . . ^6

IX. Department Head Responses to Three Questions Regarding Their Participation in Board Functions 55

X. Extent of Department Head Participation in Functioning of Advisory Boards as Per-ceived by Deans and Department Heads . 6l

XI. Extent of Department Head Involvement in Establishing Current Board Objectives as Perceived by Department Heads . . 6l

Page

XII. Recommendations for Improvement in Effectiveness of Advisory Boards as Suggested by Deans, Department Heads, and Advisory Board Members . . . .

XIII. Perceptions of Deans, Department Heads, and Advisory Board Members Reflecting Significant Objectives and Those • Achieved to a High Degree by Individual Schools

65

84

XIV.

XV.

XVI.

XVII.

XIX,

Perceptions of Deans, Department Heads, and Advisory Board Members Regarding High Degree of Achievement of Significant Objectives—School Number 1 .

Achievement of Significant Advisory Board Objectives as Perceived by the Dean, Department Heads, and Advisory Board Members—School Number 1

Perceptions of Dean, Department Heads, and Advisory Board Members Regarding High Degree of Achievement of Significant Objectives—School Number 2

XVIII.

Achievement of Significant Advisory Board Objectives as Perceived by the Dean, Department Heads, and Advisory Board Members—School Number 2

Perceptions of Dean, Department Heads, and Advisory Board Members Regarding High Degree of Achievement of Significant Objectives--School Number 3

Achievement of Significant Advisory Board Objectives as Perceived by the Dean, Department Heads, and Advisory Board Members—School Number 3 . . . . . . . . .

88

90

97

99

103

106

V I

LIST OP ILLUSTRATIONS

Figure Page

1. Geographic Locations of Responding Schools with Advisory Boards . . . . 22

VI i

CHAPTER I

INTRODUCTION

More students in American colleges and universities

major in business administration than in any other area,

except for teacher education,"*' Therefore, it would seem

that a sound collegiate program for them would have im-

portant implications for the welfare of society. "It has

been said many times before that continuance of the Ameri-

can way of life is closely dependent upon the effectiveness

of its educational system." The quality of business educa-

tion, it has been suggested, could be greatly improved if

business educators and business practitioners would work

more closely together in planning educational programs for

these students. "One would think that, with so much at

stake, there would be a long record of active communication

between educators and businessmen on training for careers

in business. Unfortunately, this is not the case."3

1Kenneth A. Simon and W. Vance Grant, Digest of Educa-tional Statistics (Washington, 1970), p. 89.

2 William B. Castetter, Administering the School Pro-

gram (New York, 1962), p. j.

3 .. Educating Tomorrow's Managers. The Business Schools

and the Business Community. A Statement on National Policy by the Research and Policy Committee of the Committee for Economic Development (New York, 1964), p. 6,

A number of educators and businessmen have indicated

that a serious communications gap exists between the two

groups. As one means of combatting this situation, a num-

ber of schools of business have inaugurated business ad-

visory boards to aid in bridging this gap and, in general,

to improve relations. These boards are comprised primarily

of business executives who perform various functions for

the school. However, although some of these committees

have been in existence for many years, there is very little

information available concerning the functioning of these

groups or the success they have had in achieving their

objectives.

Purpose of the Study

The purpose of this study is to evaluate the perform-

ance of advisory boards serving schools of business. This

evaluation is based upon perceptions held by business

school deans, department heads, and advisory board members

concerning the most significant objectives established for

advisory boards and the extent to which they have been

attained. Specific activities performed by advisory boards

resulting from their pursuit of board objectives have been

determined.

Business school deans, department heads, and advisory

board members were requested to express their conceptions

of board activities which might serve to improve the

effectiveness of business advisory boards.

Background and Significance of the Study

The need for cooperation between business educators

and business practitioners has been expressed by a number

of outstanding representatives of both groups. For example,

Robert Hill has notedi "In order to present effective aca-

demic programs, undergraduate and graduate, in the years

ahead, we . . . will need to rely increasingly upon the

guidance and assistance of successful and experienced busi-

k ness executives."

Frederick Kappel, Chairman of the Board, American Tele-

phone and Telegraph Company, has written,

We need a full and free exchange of views be-tween business managers and academic people . . . I do believe that we in business have something to communicate to the academic community. On the other hand, we know full well that university people have a great deal to offer us not only in imparting knowledge, but in the questions they ask, their ability to make us aware of considera-tions we might otherwise miss, and their power -to help us get a new vision of familiar things.

From the 1964 report by the Committee for Economic

Development came the statement,

We believe that, under the influence of each other, businessmen and educators will gain greatly.

k ^ Robert Hill, Business Advisory Council (Kent, 1963),

5 Frederick R, Kappel, Business Purpose and Performance

(New York, 196k), p. 238.

Education will gain some of the excitement, tension and realism of business; business will gain per-spective, insight and the stimulus of new knowledge and new ideas.°

Peter F, Drucker has written,

The strength of a profession lies very largely in its professional schools and in the relationship between the practitioner, the teacher, and the scho-lar. The strong and effective profession does not consider its professional school to be "outside." It is an integral part of the profession and of its practice. Conversely, a strong professional school does not see the practitioner as being "outside." 7 It sees itself as an integral part of the practice.

While cooperation is viewed as being highly desirable,

there are many indications that business schools and business

organizations are becoming increasingly less cooperative.

Hekimian of Northeastern University states ,

It is my hypothesis that business schools and business firms have already begun to drift apart, and that, lacking serious soul searching by both of them as to why they exist, and any decisive action, this split will widen to the point where each will go its separate way.°

His perception of the widening gap is partially ex-

plained by the following observationi

Nowadays, it is common to find many faculty members on the faculties of highly respected business

^Educating Tomorrow's Managers. p, 39,

7 PeterDrucker, "New Directions in Professional Busi-

ness Education," Preparing Tomorrow's Business Leaders To-da^, edited by Peter F. Drucker (Englewood Cliffs, IQ69). pp. 284—285.

8 James S. Hekimian, "Closing the Gap Between Business

and the Schools," Financial Executives. 37 (September, 1969), 52.

schools who have had no real contact with the business world! The typical new faculty member now joining a "business school faculty is a young man who has studied almost anything as an under-graduate . . . and then gone on to a business school for a master's degree. Having completed this course of study, the young man continues on to get a Ph.D. or D.B.A. in the field of business. And he does so in an environment which is moving away from the ongoing practice of business. From this point, he moves on to a business school faculty.9

A study conducted by the editor of Administrative

Management involving business managers, company education

directors and faculty members in business education de-

partments of selected schools and colleges resulted in

several conclusions, including, "There isn't enough close

communication between education and business.

Richard Beckhard of the Massachusetts Institute of

Technology in summing up his views writes» "Too little

dialogue exists between manager and faculty about what is

useful and practical in a curriculum and what kinds of

knowledge are lacking in the graduate from the manager's

point of view." ""*"

^Ibid.. p. 58.

•°Susan J. Herman, "Business Educationi Does it Serve Business Needs?," Administrative Management, 27 (June, 1966), 20.

^Richard Beckhard, "From Confusion to Fusioni Inte-grating Our Educational and Managerial Efforts," Industrial Management Review, 10 (Fall, 1968), 5.

Dow Votaw,of the Graduate School of Business, Univer-

sity of California at Berkeley, believes that, although his

school is among the oldest in the United States, it has

never had close ties with the business communities of San

12

Francisco or the West.

The preceding data indicate that while cooperation

between businessmen and business educators is desirable,

improvement could be made in creating and maintaining a co-

operative atmosphere between the two. One means of accom-

plishing this end has been through the formation and utili-

zation of business advisory boards. A recent study indicated

that almost 50 per cent of member schools of the American

Association of Collegiate Schools of Business had func-13

tioning business advisory committies. The same study

concludedi "A properly conceived and directed business ad-

visory committee can do much to close the 'communications

gap* between the academic and business worlds."

Hill has suggested that "the Business Advisory Council

may aid the College of Business Administration, its faculty, 12 "Business School Throws Away the Book," Business

Week. (April 22, 1967), 108. 13 ^John E. Tully, The Business School Advisory Com-

mittee t An Evaluation. Research Paper Number 38, Atlanta, Bureau of Business and Economic Research, School of Busi-ness Administration, Georgia State College (1967), p. 2.

and students in many ways. These range from advice and

counsel to more positive actions? specifically, some of the

14

ways in which a council may be of help are listed below.

1. Aids to Effective Teaching. In addition to pro-

viding a valuable source of lecturers, business firms could

offer internships to faculty during the summer months.

2. Pure and Applied Research. Business managers

might provide suggestions and evaluations as to how research

could be more effective; financial aid might be provided?

firms represented on the Council might use faculty members

as researchers on their projects; company libraries might

be made available to faculty and students.

3- Programs in Continuing Professional Education.

Businessmen could share ideas and judgments on such pro-

grams and should be in an excellent position to do so since

they best know the needs of the firms.

4. Public Relations. A direct relationship is be-

lieved to exist between an institution's public image and

the quality of student it can attract.

5. Financial Projects and Other Assistance. Grayson,

of Southern Methodist University, feels that the content of

courses may best be designed "only by conscious action of

the faculty with the advice of businessmen serving on advisory

Hill, 0£. cit.. p. 5.

8

councils."1-' At Columbia University, the Dean's sentiments

seem to be reflected in the comment, "Advisory Council mem-

bers have been available for personal discussion with the

administrative staff and faculty at all times,

Wharton's Dean Winn is quoted as stating, "I try to

give them (the advisory committee) a better understanding

of our problems and we, in turn, have gained a great deal

in learning more about theirs, I feel that many schools

have been remiss in not using this device more to provide a

17

bridge between the academic and business worlds."

Because business schools assist industries in their

areas in selecting and retaining key graduates, it would

seem to follow that industries should "support the schools

in developing first-rate faculty and strong programs

through helping to staff advisory boards and by financial

aid."18

While rather widespread support for advisory committees

is apparent, there is a paucity of information available

concerning the functioning of such boards working specifi-

cally with schools of business. The extent to which the

16 • C. Jackson Grayson, Jr., Towards a New Philosophy in

Business Education (Dallas, 1969)» p. 7.

"^Courtney Brown, The Corporation as Catalyst (New York, 1967), p. 14.

17 Tully, 0£. cit.. pp. 15-16.

18"Is Industry-B'School Marriage Pffft?," Iron Age, 203 (March 27, 1969), 25.

goals sought are achieved is not apparent. Lack of data

supporting specific contributions made by advisory boards

has brought the charge from some quarters that they are

"window dressing" and are created only for the prestige

value that one party would afford the other.

I think there is a need for more active involve-ment by businessmen in the design of business school curricula. To be sure, many business schools have boards of trustees or visiting committees, and some few of these are outstanding in their contributions to the business schools, but for the most part these are honorary positions with no real meaning. There appears to be some sort of invisible barrier be-tween universities and such boards or committees.

Business school advisory boards, composed primarily of

businessmen, have been and are being utilized by a number

of schools of business to improve, among other things, the

relations and communication between business schools and

industry. Although much praise has been given various

boards by the schools they serve, it is not known just how

successful they are in achieving their stated goals. This

study will be an initial effort to make such a determination.

Definition of Terms

Terms used in this study are defined as followsi

1. Business school• includes any organizational unit

offering a business curriculum in a four-year institution

whether it is titled college, school, or department.

19 Hekimian, 0£. cit.t pp. 60-61.

10

2. The term dean applies to the organizational

head of the business school whether he is titled dean,

chairman, or head.

3. Department head applies to the administrator

responsible for any major sub-unit of a school of business.

k. Advisory board refers to a committee of out-

siders who serve, in various ways, the administration and

faculty of the business.school. A number of terms may be

used interchangeably, including business advisory committee,

faculty associates, advisory council of college of business

administration, industry advisory board, and business advisory

council.

Limitations of the Study

This study was limited to an investigation of advisory

boards serving schools of business administration which are

members of the American Association of Collegiate Schools

of Business.

Basic Assumption

Following is the basic assumption upon which this study

was basedi

Where business school advisory boards were in existence,

the business school deans, department heads, and advisory

board members were aware of board objectives and each of

11

these groups had a sound basis for forming perceptions con-

cerning the importance of objectives and the extent to which

they are attained.

Related Studies

20

Tully's study of advisory committees established by

member schools of the American Association of Collegiate

School of Business concluded that a properly conceived and

directed committee could do much in improving academic-

business relations. The most important factor in achieving

effectiveness of advisory committees, he found, was the

attitude held by administrators of the schools—particu-

larly deans—toward businessmen. Tully's study also un-

covered a number of objectives established for advisory

boards; however, he did not attempt to determine the rela-

tive importance of these objectives nor the extent to which

the various boards accomplished their objectives. 21

Keating studied advisory boards of Catholic colleges

and universities in the United States and reported a simi-

lar finding; the leadership of the president was the most

important factor in achieving success with the advisory 20 Tully, o£. cit.

21 M. A. Keating, "The Advisory Boards of Catholic Men's

and Co-Educational Colleges and Universities in the United States," unpublished doctoral dissertation, The Catholic University of America, 196^,

12

board. Also, it was found that poorly defined functions and

poor organization constituted the primary problems of the

board.

22

Carlson in his study of lay advisory committees for

vocational education programs in selected public junior

colleges, found that lay advisory committee members were in

agreement with directors and/or coordinators of vocational

programs regarding the importance of advisory committee func-

tions. He further concluded that advisory committees should

evaluate their services on the basis of their objectives. 23

Gaines' J study of Florida public community junior col-

leges resulted in the conclusion that there is much varia-

tion in the functioning of junior college advisory commit-

tees. In some institutions the committees function

passively? in others the committees assume responsibility

for overseeing administrative operations of the college.

Because of the scarcity of published research on the

functioning of advisory boards serving schools of business, 22 H. L. Carlson, "Functions and Activities of Lay Ad-

visory Committees for Selected Junior College Vocational Programs," unpublished doctoral dissertation, University of California, Los Angeles, California, 1967.

23 ^F. B. Gaines, "The Functioning of Local Junior

College Advisory Committees in Florida's Public Community Colleges," unpublished doctoral dissertation, The Univer-sity of Florida, Gainesville, Florida, 1967.

13

much of the research for this study was of a primary nature.

The majority of the studies located that dealt with advisory

boards did so at the junior college level and were primarily

concerned with vocational education programs. The study

made "by Tully was the only one found that related specifi-

cally to business school advisory boards.

Summary

There is a definite need for greater cooperation be-

tween business educators and businessmen. The establish-

ment of advisory committees by some schools of business

has provided one means of achieving this cooperation. Al-

though advisory committees have been in operation for a

number of years, there is little evidence to indicate the

success these boards have had in attaining the most signifi-

cant objectives established for them.

This study determined the perceptions of deans, de-

partment heads; and advisory board members concerning the

importance of board objectives and the extent of their

accomplishment.

CHAPTER II

RESEARCH PROCEDURES

Procedures for Collection of Data

As a first step in gathering the data, a questionnaire

(Appendix B) was developed for the purpose of obtaining in-

formation from business school deans, Related question-

naires (Apendices D and F) were designed for use in

gathering data from department heads and members of busi-

ness school advisory boards, respectively. Opinions from

several leading educators were obtained to ensure that each

item included on the questionnaires was relevant to the pur-

poses of the study.

After the dean's questionnaire was designed, a copy

was mailed, in a pilot mailing, to fifteen deans of member

schools of the American Association of Collegiate Schools

of Business. Several open-end questions were posedj per-

ceptions concerning importance and achievement of objectives

were sought utilizing a rating scale; activities performed

as a result of the board's pursuit of specific objectives

were asked foij and names and addresses of current active

members of the business school advisory boards were re-

quested. Minor changes were made in the questionnaire as

a result of suggestions made by the deans,

ih.

15

The objectives used in the questionnaire were taken

2 Zi

from Tully's study of A.A.C.S.B. schools and those pre-

sented in a paper written for the Association by Richard

Williamson,

The revised inquiry, with a personally typed covering

letter, was mailed to the remaining 132 deans of member

schools of the A.A.C.S.B. The names of deans were taken

from the 1970-1971 list of accredited schools prepared by

the American Association of Collegiate Schools of Business.

A follow-up mailing was made within two weeks to those who

did not respond.

When responses from deans indicated that advisory

boards serving the schools of business were in existence at

their institutions, questionnaires were mailed to all de-

partment heads within the schools of business at those

institutions.

Names of department heads were obtained from current

general catalogs for each school available in the libraries

at Southern Methodist University, North Texas State Univer-

sity, and East Texas State University. When current cata-

logs were not available, or when department heads were not

designated in the catalogs, letters were written to the

schools concerned for this information,

2)\ Richard L, Williamson, Suggested Guidelines for the

Formation and Operation of an Advisory Council for the Busi-ness School, an exposure draft (St. Louis, 1970).

16

When responses from the deans provided the names and

addresses of advisory board members, a questionnaire was

mailed to each member. A follow-up letter was mailed to

each dean who omitted this data.

Procedures for Analysis of Data

To aid in the analysis of data, several questions were

prepared; some of the questions related to data on a com-

posite basis and others were asked about data from selected

individual schools.

Questions asked about data on a composite basis were

1. How many boards are actively serving schools of

business?

2. How important is each objective as perceived by

(a) deans, (b) department heads, and (c) advisory board

members?

3. How successful have the boards been in achieving

the most significant objectives as perceived by (a) deans,

(b) department heads, and (c) advisory board members?

What outstanding activities have resulted from

advisory board action during the past year according to

(a) deans, (b) department heads, and (c) advisory board

members?

5. To what extent do department heads participate in

the functioning of advisory boards, as viewed by deans and

department heads?

17

6. What are the main actions that could be taken to

improve the effectiveness of advisory boards according to

(a) deans, (b) department heads, and (c) advisory board

members?

Questions asked about data from selected individual

schools were

7. To what extent are the most significant objectives

established for advisory boards accomplished? Do deans,

department heads,and advisory board members perceive success

of the board differently in this respect? Are there dif-

ferences of opinion among department heads within each

school? Are there differences of opinion among board mem-

bers serving each council?

8. What outstanding activities have resulted from the

advisory board's pursuit of objectives during the past year?

Within each school, is there essential agreement among the

dean, department heads,and advisory board members regarding

these activities?

9. To what extent do department heads participate in

board activities? Do deans and department heads view this

participation alike?

10. What, in the opinion of the dean, department

heads, and advisory board members could be done to improve

the effectiveness of the board?

These questions were utilized as a basis for organizing

the chapters dealing with presentation of the data. The

18

major tables presented within these chapters represent the

output format desired from the computer and dictated the

design of the input document.

Although the study did not involve a statistical analy-

sis of data, data processing equipment was employed to

achieve not only greater speed in manipulating the data

but, of greater importance, a higher degree of accuracy in

preparing the tables used in the analysis.

Table I indicates the number of questionnaires mailed

to each group, the number of responses by group, and the

percentage responding by group,

TABLE I

RESEARCH INQUIRIES AND RESPONSES

Group Number Number Per Cent Group Sent Responding Responding

Business School Deans 14? 111 76

Department Heads 228 139 61

Advisory Board Members 6k 2 259 ko

CHAPTER III

PRESENTATION OF DATA

Introduction

As stated in the previous chapter, replies were re-

ceived from deans of 111 member schools of the l4?-member

American Association of Collegiate Schools of Business. All

"but three responses provided usable data.

The data received indicated that some schools had

existing advisory boards; some were planning to establish

boards in the future; one school had plans to discontinue

its board; there were schools which had discontinued their

boards,and there were schools which had never established

advisory boards. These data are shown in Table II in a 27

comparison with data determined from an earlier study.

2 & The reasons given by these respondents for not sup-

plying the requested data were

"Regret unable to complete questionnaire unless cleared through A.A.C.S.B. first."

"The demands on my time are now so great that I can-not take the time which is required to do a good job in completing a lengthy questionnaire."

"We deeply regret that we have neither the staff nor the funds to respond to the steady never-ending flow of questionnaires that we receive."

2^Tullyf op. cit.

19

20

TABLE II

ADVISORY BOARD STATUS AT A.A.C.S.B. SCHOOLS AS REVEALED BY TWO STUDIES

1964-65 Membership* 1970-71 Membership** Status No. Schools

Responding Percentage of Total

No. Schools Responding

Percentag* of Total

Existing ^7 ^7 5 1 47 Board

5 1 47

Planned Dis-continuation 0 0 1 1

No Board— None in Past 49 50 43 4o Plans for Board 13 13 6 6

Discontinued Boards 3 3 14 13

Totals 99 100 108 100

*These columns summarize Tully's data based on 99 replies from 1964-65 A.A.C.S.B. membership of 114 schools.

**These data based on 108 replies from 1970-71 A.A.C.S.B. membership of 147 schools.

Existing Boards

Fifty-one of the deans replying, or 47 per cent, in-

dicated that their respective schools had functioning

advisory boards. Thirty-nine of these respondents indi-

cated that only one board existed and that the board served

all departments within the school of business. The remain-

ing twelve schools indicated a more limited scope for their

boards. Only certain academic areas were served by their

21

advisory boards and these areas were mentioned in the fol-

lowing frequencies« Accounting—12; Management—8; Market-

ing—7. Finance—6; General Business-5; Business Law—5;

Quantitative Analysis—5» Business Education—Statistics-

^; Economics—3 J Public Administration—1; Manpower Admin-

istration--!; and Real Estate and Insurance—1.

Board age and size.—Based on thirty-nine responses,

the age of boards included in this study ranged from one

year to sixty-three years. The mean age was eight years;

the median was four years and the mode, three years.

The size of the committees ranged from a membership of

six to a membership of seventy-eight. The mean size was

twenty-four members; the median size, nineteen members; and

the mode, fifteen members. A comparison of these data with

28 those from the Tully study is shown in Table III.

Affiliation.—Of the fifty-one schools reporting exist-

ing advisory boards, thirty-one, or 61 per cent, were state

supported. Fifteen, or 29 per cent, were privately sup-

ported and five, or 10 per cent, were supported by a

denominational group. None of the schools reporting

existing boards were supported by a municipality or local

special district.

2®Tully, cm. cit.

22

TABLE III

AGE AND SIZE OF ADVISORY BOARDS OF A.A.C.S.B. SCHOOLS AS REVEALED BY TWO STUDIES

Advisory Board 1964—65 Membership (n 99)

1970-71 Membership (n 108)

Age j 1 Year - 63 Years Range Few Months - 57 Years 1 Year - 63 Years

Mean 8 Years 8 Years Median 7 Years 4 Years Mode 10 Years 3 Years

Size» Range k Members-60 Members 6 Members-78 Members Mean 20 Members 24 Members Median 16 Members 19 Members Mode 18 Members 15 Members

Geographic location.—Schools of business with existing

advisory boards were located in areas throughout the United

States. Figure 1 defines eight geographic locations of

responding schools with advisory boards.

*»«• 1*9%

• act r

I "

f » s c a T axuu ST.UIS

HA WAH

Fig. 1—Geographic locations of responding schools with advisory boards.

23

The fifty-one schools reporting existing advisory-

boards were located in geographical areas as shown in

Table IV.

TABLE IV

GEOGRAPHIC LOCATIONS OF SCHOOLS WITH EXISTING ADVISORY BOARDS

Geographic Area Number of Schools

Pacific States Rocky Mountain States , Middle West States . Middle Atlantic States New England States . Southeast States South Central States Hawaii . . . . .

12 k

13 7 3 k 7 1

Total 51

Planned Boards

Six deans reported that they were interested in es-

tablishing advisory boards. Two of these deans indicated

that they were currently in the process of organizing

boards. Two deans reported having studies underway for con-

sidering boards. One dean stated emphatically, "one is

going to be established," and another dean wrote, "our

School has been in existence since only 1967? there are

many goals yet to be accomplished} a business advisory com-

mittee is one."

zk

Discontinued Boards

Deans from fourteen schools indicated that, while

their schools utilized advisory boards in the past, they had

been discontinued. One of these deans reported that study

was now in process to reorganize a board.

Four primary reasons were given for dissolving boardst

a change in deans} asking the board to become involved in

fund raising; a lack of or poorly defined objectives, and a

general lack of interest. A dean representing one discon-

tinued board reported that the "advisory board was made

mandatory by the school's board of regents and it reported

to the board of regents,"

A dean at a school with an existing board revealed

plans to discontinue it. He explained simply that it ". . .

is being phased out."

No Board—None in Past

Forty-three schools responding to this study did not

have, and had never utilized, business school advisory

boards. One dean commented, "Boards typically are just

'window dressing.' I put together ad hoc boards as needed."

Another dean expressed his views as

Instead of having a so-called formal board here, we have favored the approach that we would maintain a large and exhaustive series of contacts with profes-sional and trade groups of many varieties in our region and even throughout the country and throughout the world. In this way, we have accomplished much more than we could have with the formal board, we

25

believe. In this way, we widen any horizons of support and interest among thousands of individuals in the business and professional worlds, instead of concentrating on 20 or 30 who might be on a board.

Importance of Advisory Boards' Objectives

Table V indicates the importance of 19 advisory board

objectives as perceived by deans, department heads, and ad-

visory board members. In order to determine a numerical

rating of the perceived importance of each objective, re-

sponses were converted to numerical terms. A numerical

value ranging from 1 to 5 was assigned to each degree of

importancei "none" was given 1; "little," 2; "much," 4}

and "great," 5. The total number of responses for each

degree was multiplied by the value of the degree and totaled

for each group (deans, department heads, and advisory board

members). The sum for each group was then divided by the

number of responses to provide a weighted score which fell

29

between 1 and 5. This score was used as a basis for rank-

ing the perceived importance of each objective by dean,

department head,and advisory board member.

The objectives were

No. 1. To provide lecturers.

No. 2. To assist in the recruitment of students and the placement of graduates.

No. 3. To act as a communicational bridge with other cultural and social leaders in the community.

29 Responses m the category "unknown" were disregarded.

26

No. k. To promote good relations and a good image for the school with the business community.

No. 5. To provide a channel of communication to the business community on the objectives of the school, its curriculum, its effectiveness, etc.

No. 6. To assist in fund-raising projects.

No. 7. To open business firms* libraries to faculty and student researchers, and to make extra copies of professional journals available to the school's library.

No. 8. To provide advice to the dean and faculty, e.g., to discuss problems related to pre-paring graduates in business.

No. 9. To provide opportunities for student work, either outside the academic program or as a part of a work-study experience in some way made part of the total program.

No. 10. To aid in securing outstanding faculty.

No. 11. To provide research assistance.

No. 12. To sponsor or encourage management seminars and executive development programs.

No. 13. To provide internships and other work experience for faculty members, to give them first-hand knowledge of current business practice.

No. 1^. To establish and/or administer student loan funds.

No. 15. To sponsor awards banquets and other honors and recognition for outstanding students.

No. 16. To act as a sounding board for present and proposed activities of the business school.

No. 17. To evaluate the effectiveness of the school's program(s), e . g . , in quality of graduates, adequate preparation of graduates, meeting the needs of local business.

No. 18. To provide opportunities for plant tours by students.

TABLE V

IMPORTANCE OF ADVISORY BOARD OBJECTIVES AS REPORTED BY DEANS, DEPARTMENT HEADS

AND ADVISORY BOARD MEMBERS

27

Rank of Importance by Group uojective Number Deans

Wt. Score Rank

Dept. Heads

Wt. Score Rank

Board Members

Wt. Score Rank 1 2.10 11 2.08 13 2.33 12 2 2.02 15 2.23 10 2.47 11

3 3.48 5 3.56 5 3.04 7 4 4.22 2 4.16 1 4.13 2

5 4.02 3 4.03 2 3.98 3 6 2.8 6 7 3.26 6 2.76 8

7 1.78 16 2.01 15 1.85 17 8 3.77 4 3.66 4 3.83 4

9 2.35 10 2.20 11 2.59 10 10 1.71 18 1.92 18 2.29 13 11 2.04 14 2.15 12 2.03 15 12 2.76 8 2.80 8 3.12 6 13 2.11 12 2.02 14 2.27 14 14 1.27 19 1.51 19 1.57 19 15 1.77 17 1.96 16 1.79 18 16 4.38 1 3.89 3 4.14 1 17 3.13 6 2.96 7 3.37 5 18 2.09 13 1.93 17 1.97 16 19 2.42 9 2.70 9 2.71 9

No. 19. To provide a channel of communication with the governing board of the university.

The highest four ranks were assigned to Objective Num-

bers 4, 5, 8,and 16 by all three groups. Objective Number 3

28

was ranked fifth by deans and department heads and seventh

by advisory board members.

The highest weighted score (^.38 on the 5 point scale)

was given to Objective Number 16 by deans. This Objective

was ranked first by both deans and advisory board members

and ranked third by department heads.

30

The highest average weighted score was given Objec-

tive Number 4 which was ranked first by department heads

and second by both deans and board members.

The lowest ten ranks were assigned to Objective Numbers

If 2, 7, 9, 10, 11, 13» 1^» 15,and 18 by all three groups.

Objective Number 14- received the lowest composite

scores and was rated last by all three groups.

Table VI indicates in detail the importance and

achievement of the nineteen advisory board objectives as

perceived by deans, department heads,and advisory board

members. In the discussion which follows, objectives per-

ceived as being of much or great importance by at least 50

per cent of either deans, department heads, or advisory board

members were considered to be significant objectives on a

composite basis. Objectives which were perceived as being

of little or no importance by at least 50 per cent of

either deans, department heads, or advisory board members

were treated as insignificant objectives.

-^Average of the weighted scores provided by deans, de-partment heads, and advisory board members.

29

O m rt

s i s w ft o

e g , < W 5

|

Distribution of Responses (Perceived Achievement)

Uncertain

No.

%

1

2

6

7

13

7

1

2

7

8

14

8 cm m s r

rH m 00

m H

cn cm

CM CM

CM S t 6

6

10

5

| 2

5

i. 12

13

20

12

|

Distribution of Responses (Perceived Achievement)

Great

No.

%

6

14

10

12

i 10

5 vo H

cn vo cn 8

17

15

16

! 12

6

1 13

27

| 1 25

26

31

15

9

18

23

24

21

10

6

13

13

14

16

8 CM 00 rH

rH 00 H

|

Distribution of Responses (Perceived Achievement)

Much

j No.

% j

10

24

5

6

19

11

3

7

8

9

20

11

8

17

15

16

32

16

17

35

23

24

! 67

33

| 13

27

16

17

69

34

9

20

24

26

I 28

15

r«. cn s r

cn cn oo

|

Distribution of Responses (Perceived Achievement)

Some

No.

%

7

17

22

26

52

30

14

34

18

20

61

35

20

43

41

44

1 85

44

1

15

31

34

35

84

42

18

37

37

39

78

39

9

20

13

14

I 58

32

8

20

12

13

28

17

|

Distribution of Responses (Perceived Achievement)

Little j

No.

%

I

7

17

12

14

38

22

10

24

24

27

43

24

5

10

11

11

27

14

1

2

7

7

16

8

5

10

11

11

23

11

1 12

27

15

16

28

15

7

17

21

23

| 36

22

|

Distribution of Responses (Perceived Achievement)

None

No.

%

j

10

24

28

33

39

22

10

24

23

26

32

18

4

8

5

5

27

14

s t cn

cm cn

vo m h

cn m cn 7

16

20

21

38

21

18

46

33

37

69

42

No. of

Responses

41

83

171

41

86

173

!

46

92

191

48

95

200

48

94

198

43

91

178

39

89

162

|

Distribution of Responses (Perceived Importance)

Uncertain

No.

%

| 1 ]

10

10

5

2 j

00 H

00 s t

CM iH cn h

cn cm

cn rH

cn rH

00 rH

00 rH

j 2

4

9

9

11

5

|

Distribution of Responses (Perceived Importance)

Great

No.

%

1

2

7

7

11

5 Sf CM

s t vO

11

22

23

24

32

15

26

52

44

45

83

39

20

40

38

40

71

34

5

10

22

23

27

13

s t CM

s t m

|

Distribution of Responses (Perceived Importance)

Much

No.

%

6

12

4

4

22

10

1

2

7

7

34

16j

15

30

22

23

43

20

15

30

27

28

76

36

18

36

28

29

77

37

j

10

20

20

21

44

21

3

6

6

6

10

5

|

Distribution of Responses (Perceived Importance)

O . cn o

11

22

23

24

53

25

16

33

20

21

62

30

13

26 !

29

30

64

30

!

6

12

18

18

43

20

8

16

19

20

I 45

21

16

32

| 16

17

43

21

8

16

13

13

33

16

|

Distribution of Responses (Perceived Importance)

Little

No.

%

9

18

16

16

49

23 !

14

29

30

31

46

22

'

4

8

9

9

30

14

H CM

rH IT) 1

2

5

5

11

5

i—

| 9

18

14

14

i 28

13

11

22

26

27

44

22

|

Distribution of Responses (Perceived Importance)

None

No.

%

21

43

35

36

65

31

17

35

26

27

53

25

5

10

5 5!

34

16 !

vo cn h

cn cn H

vo CM rH

cn cm cn 9

18

14

14

59

29

24

50

36

38

97

48

No. of

Responses

48

95

205

48

95

205

49

95

207

50

96

210

50

95

208

|

49

I 94

, 202

48

94

200

f M

O Deans

Dept. Heads

Bd. Members

Dean?

Dept. Heads

Bd. Members

Deans

Dept. Heads

Bd. Members

Deans

Dept. Heads

Bd. Members J

Deans

Dept. Heada

Bd. Members

Deans

Dept. Heads

Bd. Members

Deans

Dept. Heads

Bd. Members

Objective

Ntimber

fH cn s t m vO

30

| Distribution of Responses (Perceived Achievement)

Uncertain

No.

% vO CO

vo r-~.

1 j

9

9

11

6

9

10

! 15

8

1

2

1 8

9

1

15

9

vO CO

vo vo 1

2

7

7

16

9

1

2

7

8

12

7

| Distribution of Responses (Perceived Achievement)

Great

No.

%

4

8

12

12

24

12

VO CM

vo m

-A- in CM

CM M tn 5

11

7

7

4

9

11

12

15

8 CM CO rH

«H CO r-l

f-s rH

CO St CM

| Distribution of Responses (Perceived Achievement)

Much

|

No.

% j

19

38

17

18

71

35

4

9

4

4

17

9

2

4

1

1

14

8

1

2

2

2

10

6

8

19

9

10

34

18

st CM M

CM CM 0\

st CM M

CM CM 00

| Distribution of Responses (Perceived Achievement)

Some

No.

%

14

28

29

31

61

30

11

25

22

23

64

36

6

14

9

10

44

25

10

23

21

23

38

23

16

38

20

22

I 78

42

14

34

16

17

39

22

2

4

8

9

18

11

| Distribution of Responses (Perceived Achievement)

Little

No.

%

10

20

23

24

30

15

21

48

23

25

49

28

12

28

19

21

39

22

12

27

17

19

47

28

7

16

25

28

37

20

9

21

19

21

58

33

2

4

8

9

22

14

| Distribution of Responses (Perceived Achievement)

None

No.

% -3" NO CM

CM vo in 7

16

28

30

29

16

20

47

47

52

54

31

14

32

33

37

55

33

7

16

18

20

14

7

14

34

43

47

50

28

32

76

57

66

95

60

So. of

Responses

49

93

198

43

92

175

42

90

171

43

88

165

42

89

184

41

90

173

42

86

157

Distribution of Responses (Perceived Importance)

j

Uncertain

No.

% CM CO r-l

rH CO r-l

00 IH

00 CO

10

10

8

3

1

2

8

8

11

5

vO rH

vO <1- 1

2

4

4

10

5

6

6

10

5

Distribution of Responses (Perceived Importance)

j

Great

No.

%

14

28

24

25

61

30

1

2

4

4

11

5 st <r

<3- ON

CM in CM

IH M 4

8

15

15

22

10

in

m oo

CM CO CO

rH CO VO

Distribution of Responses (Perceived Importance)

j

Much

No.

%

13

26

28

29

67

33

2

4

7

7

26

13

2

4

1

1

23

11

3

6

5

5

15

7

1

11

22

11

11

47

23

4

8

3

3

14

7 CM St CO

IH ST fs.

Distribution of Responses (Perceived Importance)

j

Some

No.

%

17

34

29

30

54

26

22

45

19

20

67

33

6

12

18

18

49

24

14

29

23

24

41

20

17

34

22

23

77

38

15

31

18

19

55

27

2

4

5

5

21

10

Distribution of Responses (Perceived Importance)

j

Little

No.

%

4

8

7

7

! 16

7

11

22

29

20

55

27

16

33

23

24

48

23

8

16

18

19

51

25

3

6

21

22

32

15

10

20

26

27

54

27

2

4

10

10

19

9

Distribution of Responses (Perceived Importance)

j

None

No.

% •ST rH

St CO

12

25

28

29

37

18

24

50

39

41

65

32

21

43

35

37

77

38

I

14

28

19

20

19

9

18

37

37

39

57

28

42

87

65

69

133

67

CO

<a a 0 a

• to

49

95

202

48

95

199

48

95

202

48

|

94

199

49

94

201

48

93

198

48

93

196

Group

Deans

Dept. Head s

Bd. Members

Deans

Dept. Heads

Bd. Members

Deans

Dept. Heads

Bd. Members

Dean s

Dept. Heads

Bd. Members

Deans

Dept. Head s

Bd. Members

Deans

Dept. Heads

Bd. Members

Deans

Dept. Heads

Bd. Members

Objective

Number

00 ON

10

11

!

12

13

1

14

31

vo r-> vo

Ol CN| cm oo o

co vd

co co o m o oo

N IT| ^

co in m cm vo

s . to o

CM -vf SO cm m oo

m in m CM CM CM

o •

&&

vO v£> CM

co ><r oo oo o

CM \£> 00

oo r- co

o\ vo vo

CM CO CO

00 O to

rH CO CO

00 CM ON

ON CM 00 OS >£> C \

co oo in CO CM CM

si

32

Insignificant Objectives

The following ten objectives, on a composite basis,

were considered to be insignificant as determined by re-

ported perceptions of deans, department head^ and advisory

board members. In addition to meeting the criterion set

forth in the preceding paragraph, these objectives were

ranked in the lowest ten positions by the three groups.

Objective No. 1.—To provide lecturers. Thirty deans

of the forty-eight responding, or 61 per cent, viewed this

objective as being insignificant. Fifty-two per cent of

the department heads responding agreed, as did 5^ per cent

of the board members. Fourteen per cent of the deans L 11

per cent of the departmentheads, and._JL5j>er cent of the

board members perceived this objective,jas_being significant.

Objective No. 2.—To assist in the recruitment of stu-

dents and the -placement of graduates. Thirty-one deans, or

64 per cent, reported that this objective was insignificant.

Fifty-eight per cent of the department heads responding and

47 per cent of advisory board members agreed. Two per cent

of the deans replying perceived this objective as being

significant. Eleven per cent of the department heads and

18 per cent of the advisory board members perceived this ob-

jective as being significant.

Objective No. —To open business firms' libraries to

faculty and student researchers. and to make extra copies of

33

professional .journals available to the school's library.

Thirty-five deans, or 72 per cent of those responding, re-

plied that this objective was insignificant. Agreeing were

65 per cent of the department heads replying and 70 per

cent of the advisory board members. Six per cent of the

deans, 10 per cent of the department heads,and 7 per cent

of the advisory board members replying reported that the

objective was significant.

Objective No. £.—To provide opportunities for student

work, either outside the academic program or as a part of a

work-study experience in some way made part of the total

program. Twenty^three deans , or 47 per cent, of those re-

plying^. J-ndicated that this objective was insignificant.

Taking the same view were 49 per cent of the department

heads responding and 45 per cent of the advisory board mem-

bers. Six per cent of the deans reported that the objective

was significant along with 11 per cent of the department

heads and 18 per cent of the advisory board members responding

Objective No. 10.—To aid in securing outstanding

faculty. Forty deans, or 83 per cent of those replying,

agreed that the objective was insignificant. Sixty-five

per cent of the department heads and 55 per cent of the ad-

visory board members also reported that the objective was

insignificant. Four per cent of the deans, 5 per cent of

the department heads and 15 per cent of the advisory board

members reported that this objective was significant.

34

Objective No. 11.—To -provide research assistance.

Fifty-nine per cent of the deans, $6 per cent of the de-

partment head^ and 63 per cent of the advisory "board mem-

bers indicated that this objective was insignificant. Eight

per cent of the deans, 10 per cent of the department heads

and 9 per cent of the advisory board members indicated that

the objective was significant.

Objective No. JJi,—To provide internships and other

work experience for faculty members, to give them first-

hand knowledge of current business practice. Fifty-seven

per cent of the deans, 66 per cent of the department heads,

and 55 per cent of the advisory board members responding

indicated that this objective was insignificant. Eight

per cent of the deans, 8 per cent of the department heads,

and 11 per cent of the advisory board members reported that

the objective was significant.

Objective No, 14.—To establish and/or administer stu-

dent loan funds. Ninety-one per cent of the deans respond-

ing indicated that this objective was not significant.

Agreeing were 79 per cent of the department heads and 76

per cent of the advisory board members. Four per cent of

the deans, 7 per cent of the department head$ and 6 per cent

of the advisory board members indicated that the objective

was significant.

35

Objective No. 15.—To sponsor awards banquets and other

honors and recognition for outstanding students. Seventy-

two per cent of the deans replying, 63 per cent of the

department heads,and 71 per cent of the advisory board mem-

bers reported this objective to be insignificant. Eight

per cent of the deans, 12 per cent of the department heads,

and 10 per cent of the advisory board members replying in-

dicated that the objective was significant.

Objective No. 18.—To provide opportunities for plant

tours by students. Sixty-eight per cent of the deans, 6?

per cent of the department heads, and 64 per cent of the ad-

visory board members responding replied that this objective

was insignificant. Eight per cent of the deans, 12 per

cent of the department heads, and 8 per cent of the board

members felt that the objective was significant.

Significant Objectives

The following objectives were considered on a com-

posite basis to be significant as determined by reported

perceptions of deans, department heads, and advisory board

members. The perceived extent of achievement of these

significant objectives will be presented in a later

section.

Objective No. —£0 act as a communications bridge

with cultural and social leaders in the community. Fifty-

two per cent of the deans replying indicated that this was

36

a significant objective. Forty-seven per cent of the de-

partment heads responding and 35 per cent of the advisory

board members agreed. Eighteen per cent of the deans felt

that the objective was not significant as did 14 per cent

of the department heads and 30 per cent of the advisory

board members.

Objective No. k.—To promote good relations and a

good image for the school with the business community.

Eighty-two per cent of the deans, 73 per cent of the de-

partment heads,and 75 per cent of the advisory board mem-

bers indicated by their responses that this was a signifi-

cant objective. Six per cent of the deans, 4 per cent of

the department heads,and 3 per cent of the advisory board

members indicated that the objective was insignificant.

Objective No. —Tc> provide a channel of communica-

tion to the business community on the objectives of the

school, its curriculum, its effectiveness. etc. Seventy-

six per cent of the deans, 69 per cent of the department

heads, and 71 per cent of the advisory board members indi-

cated that this objective was significant. Eight per cent

of the deans, 7 per cent of the department heads, and 6 per

cent of the advisory board'members indicated that the ob-

jective was insignificant.

Objective No. 8.—To provide advice to the dean and

faculty, e.g., to discuss problems related to preparing

37

graduates in business. Fifty-four per cent of the deans

replying, 5^ per cent of the department heads,and 63 per

cent of the advisory "board members responding indicated

that this was a significant objective. Eight per cent of

the deans, 11 per cent of the department heads, and 8 per

cent of the board members replied that the objective was

insignificant.

Objective No, 16.—To act as a sounding board for

present and proposed activities of the business school.

Seventy-two per cent of the deans, 62 per cent of the de-

partment heads, and 73 per cent of the advisory board members

perceived this objective to be significant. Two per cent

of the deans, 6 per cent of the department heads, and 2 per

cent of the advisory board members indicated that the ob-

jective was insignificant.

Advisory Boards' Achievement of Significant Objectives

The extent to which advisory boards achieved their most

significant objectives is suggested in Table VII which re-

flects the perceptions of deans, department heads, and advi-

sory board members. The criteria established for categoriz-

ing significant objectives were mentioned in the previous

section. In addition to meeting these criteria, the five

objectives discussed in the following section also received

the highest overall rankings from the three groups.

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39

Objective No,

To act as a communications bridge with other cultural and social leaders in the community.

Perceptions of deans.—Forty-nine deans reported per-

ceptions concerning the extent of achievement for this

objective. Nine, or 18 per cent, indicated no or "little"

achievement; thirty deans, or 4-3 per cent, indicated "some"

achievement; and sixteen deans, or 34 per cent, indicated

that the achievement had been "much" or "great." Two per

cent of the deans reported that they were "uncertain" as

to the extent of achievement of this objective.

Perceptions of department heads.—Ninety-two department

heads provided these replies; Sixteen per cent indicated

that there was no or "little" achievement of this objective;

44 per cent replied that there had been "some" achievement;

and 32 per cent reported that the achievement had been "much"

or "great." Five per cent reported that they were

"uncertain."

Perceptions of advisory board members.—Of the 191

board members replying, 28 per cent reported that there had

been no or "little" achievement of this objective. Forty-

four per cent replied that there had been "some" achieve-

ment and 22 per cent of the members indicated that there had

been "much" or "great" achievement. Four per cent reported

that they were "uncertain."

40

Ob.iective No. 4

To promote good relations and a good image for the school with the business community.

Perceptions of deans.—Responses from forty-eight

deans provided the following perceptions concerning the

achievement of this objective. Six per cent reported no

or "little" achievement} 31 per cent reported "some"

achievement; and 62 per cent reported that the achievement

had been "much" or "great."

Perceptions of department heads.—The reports from

ninety-five department heads indicated that 10 per cent

felt that there had been no or "little" achievement of

this objective. Thirty-five per cent replied that there

had been "some" achievement and 50 per cent replied that

the achievement had been "much" or "great." Three per

cent indicated that they were "uncertain."

Perceptions of advisory board members.—Two-hundred

gave responses concerning the achievement of this objective.

Each reported some degree of achievement as follows» 8 per

cent reported "little" achievement; 42 per cent reported

"some" achievement; and 48 per cent replied that there had

been "much" or "great" achievement of the objective. One

per cent replied that they were "uncertain" as to the ex-

tent of accomplishment.

kl

Objective No.

To provide a channel of coffiriuili§§:1?i@ft the business community on the obj§efiv§§ §f IMS school, its curriculum, its eff@@fiv§fi£§§j §ii@i

Perceptions of deans.—Forty-eight dea?i§ repSftii

achievement of this objective as foll§wsl ll p§f e§fii

reported no or "little" achievement) 37 pe? cent iniieitil

that there had been "some" achievement*and k$ per cent f§ =

ported that the achievement had beeft "mugfi" 3f "grist

Perceptions of department heads#--Of the Mnety-feu?

department heads reporting, 16 per cent fepi-ied that th§r§

had been "little" or no achievement of this <5bje€tiv£f

Thirty-nine per cent replied that there had been ''seme"

achievement and 4-1 per cent indicated "much" or "great*"

Two per cent were "uncertain."

Perceptions of advisory board membersJ--Of the 198

board members responding, 12 per cent indicated rid of

"little" achievement of this objective< Thirty-nine pef

cent replied that there had been "some" achievementj

Forty-four per cent of the advisory board members replied

that achievement of this objective had been "mush"' or

"great." Two per cent reported that they wefe "undeftaift"

as to the extent of accomplishment of this j§§fi¥§ .•

42

Objective No. 8

To provide advice to the dean and faculty, e.g., to discuss problems related to preparing graduates in business.

Perceptions of deans.—Forty-nine deans replied to the

item dealing with the extent of achievement of this objec-

tive. Twenty-four per cent reported that there had been

no or "little" achievement of the objective; 28 per cent

reported "some" achievement;and 46 per cent replied that

the achievement had been "much" or "great."

Perceptions of department heads.—Ninety-three depart-

ment heads reported on the achievement of this objective.

Thirty per cent replied that there had been no or "little"

achievement; 31 per cent indicated "some" achievement, and

30 per cent reported "much" or "great" achievement. Six

per cent replied that they were "uncertain."

Perceptions of advisory board members.—One-hundred-

ninety-eight board members reported the following percep-

tions about the achievement of this objectivei 17 per

cent, "none" or "little"; 30 per cent, "some"; 47 per cent

"much" or great", and 3 per cent indicated that they were

" line er tain."

43

Objective No. 16

To act as a sounding board for present and proposed activities of the business school.

Perceptions of deans.—Forty-nine deans reported

achievement of this objective as follows» 8 per cent re-

ported "little" achievement; 28 per cent reported "some"

achievement} and 62 per cent reported "much" or "great"

achievement.

Perceptions of department heads.—Ninety-three de-

partment heads responded as follows concerning their

perceptions of the achievement of this objective} 13 per

cent indicated no or "little" achievement} 36 per cent re-

ported "some" achievement; k6 per cent replied that there

had been "much" or "great" achievement;and 3 per cent re-

plied that they were "uncertain" as to the extent of

achievement.

Perceptions of advisory board members.—One-hundred-

ninety-eight board members reported these perceptions

concerning the extent to which this objective was achievedi

6 per cent reported no or "little" achievement; 33 per

cent reported "some" achievement; 58 per cent reported

"much" or "great" achievement; and 1 per cent was

"uncertain."

44

Summary

Of the nineteen objectives submitted to deans, de-

partment heads, and advisory board members, ten were adjudged

to be "insignificant" on a composite basis.

Five objectives were rated "significant," i.e., they

were perceived to be of much or great importance by at

least 50 per cent of either deans, department heads, or

advisory board members. Also, in a ranking of the per-

ceived importance of objectives by the three groups, the

following objectives were ranked in the highest five

positionsi

Objective No. 3* To act as a communications bridge with other cultural and social leaders in the community.

Objective No, 4« To promote good relations and a good image for the school with the business community.

Objective No. 5* To provide a channel of communication on the objectives of the school, its curriculum, its effectiveness, etc.

Objective No. 8» To provide advice to the dean and faculty, e.g., to discuss problems re-lated to preparing graduates in business.

Objective No. 16J TO act as a sounding board for present and proposed activities of the business school.

As to the achievement of these "significant" objectives,

only Objectives Number 4 and 16 were perceived to be achieved

to a high degree ("much" or "great") by over 50 per cent of

either deans, department heads, or advisory board members.

^5

Most Important Board Activity

In an attempt to determine the tangible results of

advisory board action, deans, department heads, and advisory

board members were asked to respond to a question concerning

their perception of the most important board activity during

the past year.

Responses from deans, department heads, and advisory

board members concerning their perceptions of the most

important board activity during the past year are shown in

Table VIII. A discussion of each group's view follows.

Deans' Views

Thirty-five deans responded to the question asking

their opinions of the most important board activity during

the past year. Eleven responses, or 31 per cent, indicated

that the most important activity had been the advice re-

ceived concerning business school programs. Specific

comments included

The Board reviewed an in-depth report with some proposed basic changes in the MBA program . . . .

Advising the Dean and reacting to faculty presentations about educational programs.

Advising on the role of labor courses in the curriculum including the question of whether or not a course should be required.

Advice on program changes.

Five responses referred to financial problems and fund

raising? four of these mentioned the areas to be servedi new

46

TABLE VIII

FREQUENCY OP PERCEPTIONS OF DEANS, DEPARTMENT HEADS AND ADVISORY BOARD MEMBERS CONCERNING THE

MOST IMPORTANT BOARD ACTIVITY DURING THE PAST YEAR

Group

Activity Deans Dept. Heads Bd. Members

No. % No. * No. % Advice Regarding Programs 11 31 5 6 35 17 Interaction With Students 1 3 ? 8 29 14 Fund Raising 5 14 12 14 23 11 Academic-Business C ommunication 2 6 19 22 31 15

Annual Meeting 2 6 5 6 5 2

General Planning 5 14 3 3 9 4 Provision of Lecturers 2 6 1 1 5 2 Recruiting Dean 1 3 2 2 4 2 Minority Student Support 4 2 Public Relations 1 3 2 2 3 1 Social Activity 1 3 4 5 3 1 Executive-In-Residence 24 11 Lobbying 1 3 1 1 2 1 Foreign Student Program 3 1 Organizing Board 1 3 2 2 2 1 Unknown 13 15 None 9 10 12 6 Miscellaneous 2 6 3 3 18 8

Total Responding 35 101* 88 100 212 99*

" Percentage totals are not 100 due to rounding.

^7

business school building; establishing chair of transpor-

tation and investment trust fund; recruitment program, and

financial support for minority students in business and

special college needs.

General planning was mentioned by five deans as the

most important activity and here the emphasis was on de-

veloping objectives for the school. One dean indicated

that a five-year plan had been prepared.

The provision of lecturers was indicated as the most

important board activity by two deans. In one instance

the dean mentioned lecturers who were provided for an annual

business conference. Another dean referred to the "de-

velopment of a speaker's bureau calling on individual

board members for specific work as required."

Two deans stated that consultation with the board was

the most important activity and two other deans responded

simply, "the annual meeting."

Department Heads' Views

Eighty-eight department heads provided replies con-

cerning their opinions of the most important board activity

during the past year. The largest number of responses (22

per cent) concerned general faculty-businessmen communica-

tion. Typical remarks were

Communication.

Maintain rapport with business leaders.

k8

Communications with business people.

Maintenance of academic-professional dialogue.

Thirteen department heads, 15 per cent, responded that

they did not know the most important activity. The responses

received included

Don't know.

No idea.

Not able to evaluate.

I do not know of any activities of the Board during the past year or if there were any.

Whatever meetings of the Advisory Board have been held, I do not know. It came as rather a sur-prise to learn that there was such a Board,

Twelve department heads, or 14 per cent, responded

that fund raising was the most important activity, providing

the greatest area of agreement with deans. While most re-

sponses were brief and of a general nature, specific pro-

jects mentioned included funds for a new business building,

business school library, scholarships, and alumni clubs.

Replies from nine department heads, 10 per cent, in-

dicated that there were no significant activities within the

past year and seven (8 per cent) wrote that the most im-

portant activity was related to interaction with students.

Responses related to the latter activity included

Established better student-businessman relations.

Meeting with 50 MBA's, seniors and juniors in small "rap" sessions.

k9

The opportunity to discuss with students and faculty the practical and realistic aspects of "business vis-a-vis the theoretical textbook approach.

We had one meeting where Advisory Board members met with a large number of students.

Advisory Board Members' Views

Responses concerning the question of the most important

board activity during the past year totaled 212 from board

members. The activities mentioned most often were advice

regarding programs, interaction with students, fund raising,

academic-business communication, and executive-in-residence

programs,

Thirty-five board members, 1? per cent, replied that

the most important board activity concerned the provision of

advice to the dean and faculty about school programs. Among

the responses were

Reviewing curriculum for undergraduate and graduate schools, and recommending changes geared to the business world.

Critique of business school programs.

Review of curriculum and discussion of common core elements for business and public administration degree candidates and relevance of curriculum to duties to be expected by graduates with the Master's degree in either business or government positions.

Assisting the faculty in reviewing and de-veloping alternative structures for their MBA pro-gram, together with providing continuing counsel with the administration of the Business School to the needs of the business community.

Reviewing programs of the School and offering suggestions.

50

Evaluation of the Business School programs in terms of real needs of the business world.

Interaction with students was cited as being the most

important activity by twenty-nine board members of 1^ per

cent of those responding. Among the responses were

A meeting with the students to determine the areas where more effective dialogue should take place.

Rap sessions with students.

Participating in a series of meetings with students and based on these discussions, making specific recommendations for changes and additions to the programs and teaching techniques.

Meeting with current students to discuss curricu-lum and objectives of the School (in small groups). Produced substantial improvement in Board comprehen-sion of student views, needs and perception of the School and its performance.

The monthly meetings we have on campus with the students—we call it dialogue—only four or five businessmen and students—no professors.

During the last year the most important activity was improving the relationships with students and providing exposure to them of business and individual companies.

Meeting with the students for a roundtable dis-cussion to determine first hand their attitudes and training relative to a future business career to give us a better perspective as to the strengths and weaknesses of the Business College.

Student internship program. Students are pro-vided work experience in business.

Interaction with students was not viewed positively

by all board members as indicated by the following remarki

Shocked and stunned upon learning the philoso-phy of four undergraduates at an' advisory board meeting, telling leading industrialists that now

51

that we have all this talent, what can industry do for us? Plus more strikes and fires etc. in the event the old fogies don't get out of industry and allow these simple-minded inexperienced "kooks" takeover. What's this country coming to? Most of this I find is learned in the colleges today.

Fund raising was prominently mentioned by board mem-

bers, as it was with deans and department heads, as a most

important activity. Although most responses did not state

specific purposes to which the funds would be put, the

following comments provide some insight.

Raising money to upgrade the School and pro-vide scholarships.

Establishment of various chairs for distinguish-ed professors.

By raising funds from local industries, the business school program will be able to offset at least part of the cutback in state funds.

Raising funds for new building.

To raise money in the recruitment of outstanding teachers.

Raising funds for the Dean's use as scholar-ships, studies, research, seminars, etc.

Work of . . . a subcommittee . . . in raising over one million dollars for the School.

Communication between students and faculty and busi-

nessmen was mentioned by thirty-one advisory board members

as being the most important activity during the past year.

One board member stated, "establishing a line of communi-

cations between students, faculty and businessmen." Simi-

larly, another wrote, "strengthening the relationship

52

between faculty and the Administration and students with

the faculty and both (or all three) with the aims and pro-

blems of business."

Other statements included

Continuation of a program for regular communi-cation between faculty, students and business world relative to preparing graduates for business careers.

I would not single out any single activity but would emphasize the benefits from interface of the academician and businessmen throughout the year,

. . . holding meetings wherein the faculty could meet prominent business people in selected situations during which there was dialogue in a mixed social and semi-seminar way.

Giving business viewpoint from real life.

Improvement of faculty understanding of real work situations in business.

Communication of depth of College involvement in outstanding areas of research and business pro-blems—even if only to a relatively small group.

Executive-in-residence programs were mentioned by

twenty-four advisory board members. However, twenty of the

responses were from members of the board of one school.

Members from two additional schools indicated that this

activity was the most important during the past year. It

was summarized by one member as followsi

Executive-in-Residence program, under which a member of the Board spends an entire week at College . . . attending classes, lecturing, meeting with students (brainstorming) individually and in small groups, including faculty.

53

Twelve board members stated that there was no signifi-

cant activity last year. Four of these responses indicated

that the reason for the board's inactivity was due to a

change in the dean's position. Another member indicated

that the board had not met last year. Other responses

included

There really hasn't been any worthwhile activity.

This Board has not been effective.

The Board was relatively inactive last year.

Have not been active.

Summary

In response to the question asking for the most im-

portant advisory board activity for the past year, deans,

department heads, and advisory board members provided this

informationi Advice regarding programs was mentioned most

often by deans (31 per cent) as being the most important

board activity during the past year followed by fund raising

(1^ per cent), and general planning (14 per cent) . Depart-

ment heads cited academic-business communication most

frequently (22 per cent) followed by fund raising (14 per

cent). Fifteen per cent' of the department heads indicated

"unknown."

Advice regarding programs was also mentioned most often

by board members as the most important activity. Academic-

business communication (15 per cent), interaction with

5^

students (1 - per cent), fund raising (11 per cent), and

executive-in-residence programs (11 per cent) were also

frequently mentioned.

More than 10 per cent of all three groups felt that

fund raising was the most important activity; a relatively

large percentage of deans and "board members believed that

advice regarding programs was the most important activity;

and a large group of department heads and board members

ranked academic-business communication as the most important

activity. These activities represented the areas of

greatest agreement among the three groups.

Department Head Participation in Board Functions

Several questions were asked of department heads, and

in one instance of deans, to determine the extent of depart-

ment head participation in advisory board functions. The

questions related to general participation, including de-

partment head membership on boards, and their involvement

in advisory board planning, specifically, their participa-

tion in the establishment of board objectives.

General Participation

One hundred ten department heads, representing forty-

one schools of business, replied to the question, "Are

you a member of the Advisory Board?" Eighty-two, or 75 per

cent, indicated that they were not members.

55

Table IX shows the frequency of responses to three

other questions related to department head participation.

TABLE IX

DEPARTMENT HEAD RESPONSES TO THREE QUESTIONS REGARDING THEIR PARTICIPATION IN

BOARD FUNCTIONS

Responses

Questions Never Occasionally Often Totals

No. * No. % No. * No. %

Do you.attend Board meetings? 25 23 30 28 52 49 107 100

Do you participate in preparation of agenda? 59 57 33 32 12 12 104 101*

Do you have access to minutes of Board meetings? 40 40 14 14 45 45 99 99*

^Totals are not 100 due to rounding.

Although only 25 per cent of the department heads re-

sponding indicated that they were members of their advisory

board, almost half of them—49 per cent—stated that they

attended board meetings frequently; and 45 per cent indi-

cated that they frequently had access to minutes of the

board's meetings. A much smaller per cent, 12 per cent,

participated on a frequent basis in the preparation of

agenda for board meetings.

56

Two additional questions were asked of department

heads and deans, to determine department head involvement

in the functioning of advisory boards. These data are pre-

sented in the following paragraphs.

Perception of deans.—Forty-three deans replied to a

question asking the extent to which department heads par-

ticipated in the functioning of the Board.

Four deans indicated that there was no participation

on the part of department heads or other faculty members by

simply stating

None.

No participation.

They don't.

Not at all.

Limited participation was reported by fifteen deans

who described the participation as follows«

Very little.

Limited.

Very limited.

Limited invited-visits to consider special topics.

Because our School has no budgeted departments, our department chairmen are less involved with ad-ministrative matters than is true in Schools with strong "permanent" department heads. Their involve-ment with Advisory Board activities has been limited but we hope that they will be more deeply involved and that the Board itself will be more active in the future.

57

They meet, on a rotating basis, to discuss their latest programs and activities.

Will be involved as relevant.

At discretion of Dean and as topics for discussion suggest.

These individuals are invited to partidipate at those times when it appears that their presence would add to the value of the meeting or their specific interests would be served.

Another form of limited participation mentioned by

five deans centered around the making of reports to advisory

boards by department heads and other faculty members. These

responses included

May attend meetings. Department makes presen-tations to Advisory Committee on their role in the College.

Only in making presentations to them (Advisory Board Members) and participating in follow-up dis-cussions based on their presentations.

The Board meets only once a year. At each meeting several faculty members attend and make presentations.

The remaining nineteen deans indicated that department

heads and faculty members were active participants in the

functioning of their advisory boards. Their participation

was described as follows«

Faculty committee works with the Board.

Department heads attend all meetings. Individual faculty attend to act as resource people for special topics.

They are invited to attend all meetings. Most do.

Both students and faculty are invited to Board meetings.

58

Invited to all meetings and participate in informal planning discussion.

Department heads participate in all meetings of the Board. Others participate at invitation of Dean.

Department heads attend each semiannual meeting. Faculty are now being assigned to Board committees.

Perception of department heads.—Ninety-one department

heads, representing thirty-eight schools of business, re-

sponded to the request for a description of the extent to

which they participated in the functioning of their advisory

boards.

Twenty-two department heads stated that they did not

participate in the functioning of their boards. Thirteen

of these simply replied "none." Other responses included

Do not participate.

I am vaguely aware of their existence to foster communication between the business community and our College of Business Administration.

Not at all.

I don't know enough about it to answer the questions.

Thirty department heads indicated that they participated

to a limited extent in the functioning of their boards. In

this category replies included were

Slight.

Occasional responsibility for organizing and participating in the program.

Peripheral.

59

Periodic attendance and presentation.

Only as a visitor.

I have met some members and have held informal discussions with them.

Met with Visiting Committee (Advisory Board)

once to describe department and programs.

Advice asked on some minor matters.

Primarily a listener.

Attend the meeting more or less as an observer.

Thirty-nine department heads made statements to indi-

cate that they were active participants in their boards'

activities. Included were such comments as thesei Invited to discuss problems of our College and

participate fully in the discussion.

We have a meeting twice yearly with the full Advisory Council and I am working directly with a special ad hoc Committee.

. . . I am involved in all their activities as I may deem necessary.

Participate in meetings and made recommendations regarding membership in Advisory Board.

Secretary to the Board.

I advise as do all the members.

Besides attendance at meetings . . . I ordinarily address the Board concerning the current status of the Department and its future plans; additionally I parti-cipate in Board discussions.

Set up programs; participate in the programs and communicate with the members.

Do program scheduling, etc..

60

I usually plan the program for the Advisory Board meetings in consultation with the Secretary to the Board.

Advise Board of developments in department teaching, research and other activities; also in-formation on students.

Attend meetings? report on activities of depart-ment; seek support for projects.

In making professional presentations of research activities and in reporting on departmental activities as Department Chairman.

Attend meetings. Have accounting subcommittee of Board which meets a couple of times per year.

Table X summarizes the extent of department head par-

ticipation in the functioning of advisory boards as perceived

by deans and department heads. Although deans and depart-

ment heads reported approximately the same degree of

extensive participation, there was a discrepancy in their

perceptions of limited department head participation with

*1-7 per cent of the dean's indicating this degree as opposed

to only 33 per cent of the department heads. Also, the two

groups were at variance in their perceptions of no depart-

ment head participation. Nine per cent of the deans

replying indicated this situation while 2k per cent of the

department heads responding reported no participation.

Participation in Establishment of Board Objectives

In reply to the question "to what extent were you in-

volved in establishing the current objectives for the

61

TABLE X

EXTENT OF DEPARTMENT HEAD PARTICIPATION IN FUNCTIONING OF ADVISORY BOARDS AS PERCEIVED BY DEANS AND

DEPARTMENT HEADS

Extent of Deans Department Heads

Participation Number Number Responding Percentage Responding Percentage

Extensive 19 39 kj Limited 20 ^7 30 33 None 9 22 24

Totals 100 91 100

Board?," ninety-four department heads from thirty-nine

schools replied. Their responses are shown in Table XI.

TABLE XI

EXTENT OF DEPARTMENT HEAD INVOLVEMENT IN ESTABLISHING CURRENT BOARD OBJECTIVES AS PERCEIVED BY DEPARTMENT HEADS

Extent of Involvement Number Responding Percentage

Extensive 22 23 Limited 13 Ik None 59 63

Totals 9 4 100

Fifty-nine of the department heads, or 63 per cent of

those responding, stated that they did not participate. Of

62

these, twenty-three wrote simply, "none." Seventeen de-

partment heads in this category wrote "not involved" and

other responses included

Nil.

No participation.

No involvement.

I wasn't (nor was the department).

Established by the faculty prior to my tenure as chairman.

The Dean each year sets forth the objectives . . . .

None—established by the Dean.

Thirteen department heads, or 14 per cent, indicated

that they had been involved in establishing objectives on a

limited basis. Typical replies were

Very little.

To a minor degree.

Hardly at all.

Only slightly.

Only incidentally in talks with the Dean,

. . . had little input to establishing them.

Twenty-two responses from department heads, represent-

ing 23 per cent of those responding to the question, gave

replies which suggested a high degree of participation in

setting objectives. These responses included

. . . when it was set up, I was consulted by the dean.

63

As Secretary for the Advisory Board, I am involved in most areas of development.

Fully involved.

I was on the faculty goals committee when the Advisory Board was organized to help develop objectives.

Participated since development of the program.

I wrote the statement of objectives.

I suggested its organization and worked with the Dean in determining the objectives, agenda, etc.

Department Chairmen and Dean discuss possible areas of Board interest and abilities, the Board is consulted and, with additions the Board makes, ob-jectives are determined.

Summary

The data gathered concerning department head partici-

pation and advisory board functions indicated that 25 per

cent of department heads were members of business school

advisory boards. A larger group attended board meetings

either often or occasionally (8? per cent); participated

in preparation of the agenda for board meetings either

often or occasionally (44 per cent); and had access to

minutes of advisory board meetings often or occasionally

(59 per cent).

Deans and department heads reported approximately the

same perceptions regarding extensive participation by de-

partment heads in the functioning of advisory boards.

However, the deans reported "limited participation" to a

6k

greater extent than did department heads. Department heads

reported more non-participation than did deans.

Insofar as department head involvement in planning

board objectives was concerned, 77 per cent of the depart-

ment heads reporting responded there was either no

involvement (63 per cent) or that the involvement was

limited (14 per cent).

Improvement in Effectiveness of Boards

To obtain suggestions for improving the effectiveness

of advisory boards, the question "what could be done to

improve the effectiveness of the Advisory Board?" was

asked. Thirty-six deans, eighty-three department heads

representing thirty-seven schools^ and 198 advisory board

members, representing twenty-four schools, responded. Their

suggestions are presented in the paragraphs which follow

and the data are summarized in Table XII.

Recommendations by Deans

A total of thirty-six deans made suggestions for the

improvement of the effectiveness of their business school

advisory boards. A majority of deans, 64 per cent, made

statements which indicated- that they believed there was a

greater need for board member involvement and closer con-

tact with the School. Their comments included

Closer contact. I visit them only four times a year. We meet as a body once a year.

65

We could consult them more often . . . .

. . . by involving members of the Board in the activities of the College to a greater degree.

Greater participation by them in planning meetings, agendas, etc.

Closer contact with members, encourage members to participate more; get them involved in activities of the College.

Bring the Board Member into closer contact with the academic operations of the College, both as ob-servers and participants. Currently, all Board meetings are held in the downtown business communi-ty with little opportunity to experience the operations first hand.

TABLE XII

RECOMMENDATIONS FOR IMPROVEMENT IN EFFECTIVENESS OF ADVISORY BOARDS AS SUGGESTED BY DEANS,

DEPARTMENT HEADS AND ADVISORY BOARD MEMBERS

Group

Area of Recommendation Deans Dept. Heads Bd. Members

No. * No. * No. %

Closer Contact—More Involvement 23 6k 28 33 113 57

Board Membership 4 11 11 13 14 7 Organization of Board— Defined Objectives 4 11 15 18 29 15 Satisfied—No Recommendations 3 9 5 6 8 4

No Recommendations 2 6 16 19 8 k Miscellaneous 9 11 26 13

Totals 36 101* 84 100 198 100

^Percentage not 100 due to rounding.

66

More personal contact with individual members in making known to them the nature and scope of a professional school of business.

More frequent visits.

Increase frequency of meeting. Clearly define and identify the reciprocal advantages in such an association.

Four deans, or 11 per cent of those responding, made

comments indicating changes in the membership of their

boards. For examplei

New members; younger members.

Very careful selection of members to insure interest in attendance and participation in meetings.

Weed out ineffective members.

Expansion of its membership to include repre-sentation of the minorities, government, younger businessmen, women, foreign corporations.

Four deans also seemed to believe that their boards

should be reorganized to some extent. Their statements

included

Tighter organization, with chairman, minutes, etc.

Enlargement of the Board with division of the enlarged group into task forces for such areas asi Fund raising, management internships, admissions, executive-in-residence programs, etc.

Reconstitute it and give it an important mission.

Three deans did not make recommendations for improving

the effectiveness of their board and stated

Service is satisfactory.

67

We're happy with it.

Am satisfied.

Two other deans also refrained from providing sug-

gestions and stated simply, "I'm not sure," and "unknown."

Recommendations by Department Heads

Eighty-four department heads representing thirty-seven

schools of business provided suggestions for improving

their advisory board. As was the case with deans, the most

frequently made suggestions dealt with the need for closer

contact between the advisory boards and schools and more

involvement on the part of the boards. Thirty-three per

cent of the department heads' statements fell into this

category. The comments included

Less talk, more action.

Board does not meet often enough. Does not get into the internal affairs of the College.

Meet more often (we meet once a year—should try to meet three times)—try to involve individuals in our program to a greater extent.

Involves them more in School of Business activities.

More frequent meetings—more involvement by Board members in School's program.

Meet with faculty to learn more about the School.

More active participation in plans for School and greater communication with faculty.

More frequent association. Smaller sub-groups to meet with individual departments.

68

Use them to a greater extent as an actual working group rather than for other purposes, including (to some extent) "window-dressing."

Meetings should be held several times a year (perhaps quarterly) in smaller groups where a more person to person approach could be used. It was my feeling that the faculty was out of touch with busi-ness reality and the students were doomed to extreme frustration when they first entered the business world and were not accepted as God's gift to the economy.

More frequent meetings with business community participation in College of Business programs.

Should be more active—meet more often. Should get involved in curriculum needs of College.

Much more involvement of Board members and the Dean.

More sessions which acquaint them with problems of inadequate financial support within B.A. College.

Get more personal involvement by advisory group in the Business School.

Quarterly visit on campus to talk to students, faculty, administration and in general learn about their problems, frustrations and aspirations.

Better attendance; take action on suggestions made; get with the faculty to understand problems.

More meetings of the Board should be scheduled— both with School Administration and the faculty—our Board is all but unused.

Thirteen per cent of the department heads responding

felt that changes needed to be made in the membership of

their advisory boards. Typical of their comments were

Select advisors who can attend meetings.

Board is now too large. Should hold to 20-25.

Better balance—probably need some younger members who may not be quite so prestigious but closer to operations.

69

Better selection of members—elimination of some politicians and middle management representatives.

Get prominent alumni, retired faculty memberst etc., who would have pride in and interest in promoting the School. One at least who appreciates our function and believes in State College programs.

Make certain appointees to the Board have a real interest in the School.

Broader representation. Most are business manage-ment oriented and are not familiar with the needs of the Accounting, Economics and Business Education de-partments .

Our Board . . . contains no alumni of the State Colleges. Our Advisory Board may have one at most. This means that we are looked on as pale reflections of the schools they attended. This tends to lead them to regard us as inferior in all things.

Eighteen per cent of the responses related to a

need for reorganization and review and possible change of

established objectives. A majority of this group believed

that there was a need for more clearly established objectives,

Their statements included

Specify objective and/or a specific charter for the Board.

A clear definition of its purpose.

More specific objectives.

Establishment of a planning process with goals and objectives to be attained.

Clarification of'the role and objectives of the Board.

Get some objectives . . . .

That a more complete statement of its goals and functions be developed. Also, that faculty-advisory board relationships be more clearly defined.

70

One department head indicated that he felt the role of

the board was too broad and general in nature while another

wrote, "I suggest that the Board have a wider scope in terms

of the whole school."

A department head wanted to "make it an action group

with sub-committee assignments to specific school problems

and issues." Another type of problem was suggested by the

statement, "Perhaps making them ([the members^ solely the

responsibility of the Dean. The President currently names

them to the Board and there is some feeling they are his

Board."

Six per cent of the department heads stated that their

board was operating satisfactorily and that no changes in

the functioning of their boards were needed. For examplei

Is O.K. as it is.

Ours is very effective as it now operates. I do not know where it could be improved short of having the members a part of our faculty.

I think it operates about as efficiently as such a board can.

Our Board is very effective and probably could not be improved.

Nineteen per cent of the department heads responding

to the question made no suggestions for improvement of

their boards. In most instances these department heads were

not familiar enough with the boards' activities to make

judgments.

71

Since I don't know what has bten den® In tht past, I cannot suggiit hew to improve it.

Because I am not aequainttd with all aipteti of the board . . . I ean makg no §ugg§ition§ for improvement.

Since I do not know what tht Board hai aeeom-plished, I do not have any ideas about improving effectiveness.

Really do not know enough about the Board'i activity. It's really a "Dean's Committii,"

?—No involveffiint.

Several other respon§e§ in this eatigory rtfltetid a

reluctance to make sugge^tioni beeauge the board had only

recently been established, for §xampl©i

Can't really say yet» it is too new,

It is too early in the program to till.

No experience t© go on ytt.

Other replies did not reveal th# reason for not having

suggestions for improvement of the effe0tiven§§8 of boards.

These included

Nothing.

Don't know.

Is difficult for me to lay,

Little opinion.

Eleven per cent of th© department headi' repliii pro-

vided suggestions which w§r§ unr§lat§d to eithar thi

previously discussed categoriii or to eaeh othtr,

72

Schedule meeting with prepared agenda on items of long range interest and implication.

The Dean needs a more creative approach in deal-ing with the Board and the business community in general.

Doubt that it is needed except as a PR Cpublic relations]! tool.

Recommendations by Advisory Board Members

One-hundred-ninety-eight advisory board members

serving twenty-four schools of business provided sugges-

tions for improving the effectiveness of advisory boards.

The various areas in which recommendations were made are

shown in Table X along with those made by business school

deans and department heads.

Closer Contact—more involvement.—A majority of board

member recommendations, 57 per cent of those members re-

sponding to this item, dealt with a need for more involve-

ment of the board in school activities and closer contact

with the school, including faculty and students. Included

in this category were twenty-six suggestions for more or

longer meetings. Among the board member comments were

More frequent meetings and maximizing the input from the Advisory Board Members , . . giving them a greater role of participation rather than merely as auditors.

More frequent meetings so that continuity in discussions could be maintained.

More frequent meetings.

Longer meetings preferably in the evening . 9 • •

73

More frequent meetings of sub-committees.

Possibly increasing the number of meetings that are held with the Advisory Board. At the pre-sent time only one per year.

Meeting more frequently, particularly with the faculty members of the College and some of the stu-dents (with which there is little contact).

We meet once a year . . . for a two hour meeting to have department heads tell us what they did the past year and what plans are for the coming year. I believe the Board's activities could be broadened to a three or four meeting schedule throughout the year and actually solicit help of the Board; find out what problems are facing business these days? learn what increasing government control means to a businessman. The Board meeting must be of value to all to do any good.

More meetings, perhaps five or six times a year, so that all members of the Board could be closer to the problems facing the running of a complex University,

Other recommendations for closer contact and more

involvement were

There are only two meetings a year . . . thus the members are really out of touch. Because members are very busy persons probably more meetings are not a possibility. Possibly the Dean should send quar-terly written reports (or perhaps two a quarter) on important matters and development—asking members for their suggestions and comments in return.

It is difficult to achieve maximum effective-ness in terms of the contribution of Board members where each spends only a small amount of his avail-able time on this activity. The way to improve the effectiveness obviously is to increase the amount of time Board members are involved in this type of work.

More contact with students.

More discussions with Board members.

As far as the improvements and effectiveness of the Advisory Board is concerned, it seems to me that they can only become effective when there are better communications established between the School and the Board itself, with a clear understanding of what is expected of the Board.

Better attendance at meetings to insure the widest inquiry and the broadest participatory discussions.

More communication between Board and faculty.

Additional written exchange. Longer meeting to afford more time for informal exchange. Time is well used and it may be difficult to get any more contri-bution from the group.

More frequent contact with the University cli-mate and problems although this is difficult to achieve because of the busy schedules of all participants.

To be more effective the members must be con-vinced . . . to devote more time to it. This will not be easy.

Establish and maintain closer communication with the Business College leaders and students.

A closer liaison between the College and the Board, and a striving for better communications be-tween the two bodies.

I think the key to effectiveness is to be cer-tain that Board members are fully aware of the opportunities which the Graduate School faces, the problems it encounters and the means by which ob-jectives can be achieved.

None of this can be accomplished without good communication, and I think too often the communica-tion between faculty and Board is too spasmodic. The Board itself has not a cohesive idea of what its functions should be.

Businessman-in-residence program, i.e., in-viting top business leaders to spend a week at a time on campus, giving lectures, commentary, holding seminars, sitting on panel discussion—to expose both

75

students and faculty to the competitive realities, the organizational problems, and proven workable solutions in everyday business operations,

I suspect most such boards are willing to do more than they are asked to do. They need intelli-gent staff direction and specific project involvement— and a firm realization that their function is advisory . . . .

Our Board is broken into various sub-committees which has proven to be very effective. Any improve-ment in this effectiveness must relate to better communications so that more opinions are received to develop better ways of accomplishing Board objectives.

Meetings are held only twice a year with minimum dialogue taking place or follow-up by the School of Business faculty. Therefore more contact is necessary between sessions to ensure that programs are being implemented.

Have faculty get to know committee and vice versa.

Use the Board as a source of information, knowledge, opinions, ideas, etc. and listen. Tendency is for the faculty to do all the talking and care less about how the Board reacts.

Board is frequently asked to evaluate worth of a particular course or a series of courses. However, lack of in-depth knowledge of course specifics permits only a very generalized evaluation.

Broaden base of activities and participation. Little is asked of the Board so they do little.

The advisors should be consulted more on effec-tiveness of schools in preparing students in basic requirements of business career.

I could write you a book but faculty must ask and want help and point out the areas. In my opinion success or failure depends on the faculty members.

A closer tie with students,- perhaps more class-room and faculty involvement.

76

The Board should seek actively to assist the School, but this is difficult when the School doesn't seem much interested in what the Board thinks and just goes through the motions of talking to it and trying to get its members to give money. In other words, as it exists, it is pretty useless and many of the members have lost interest, so that it is very difficult to get very many of them to show up at a meeting. There is a good Board here that could be very helpful if the School would seek its advice and experience and pay some attention to it.

Closer liaison with faculty—which needs under-standing of business fully as much, if not more than do students.

Board membership.--Fourteen board member recommenda-

tions, 7 per cent of those responding, referred to board

membership, including attitudes of board members, age of

board members and their professional background. Following

are typical responsesi

Advisory boards are only valuable if the board members are interested in the School,

. . . make members in my age group (85) — "Emeritus."

Review of membership to maintain representative segment of community. Retired people often stay overly long.

The Board itself should include a broad spectrum of businessmen, both alumni and non-alumni.

Get a couple of them (board members) on the legislature . . . ;

A smaller board—limiting number by attendance record.

Membership of "big shots" who do not come to the meetings presents a problem. Restructuring the Board so that they are composed of knowledgeable and interest* ed people and asking the Board for specific advice.

7?

. eliminate the deadwood at least once a year,

Broader membership and probably additional meetings.

Board members are widely scattered throughout the U.S. which limits its effectiveness; it has the advantage, however, of bringing broader and less provincial views to problems and solutions.

Reorganization—defined objectives.—Twenty-nine ad-

visory board members, or 15 per cent of those responding,

made suggestions dealing with the need for reorganizing

the board in some manner or the development of more precise

objectives for the board. Statements made by board members

included

Have clearly communicated objectives, i.e.,

what does the School want from the Board.

Clear definition of objectives of Board.

Clarify its objectives.

More specific determination of objectives and role.

Adopting certain definite objectives.

Spell out in advance the duties and responsibili-ties of the Advisory Board.

A definition of objectives and some way of measuring progress toward them.

Any board should decide whether its primary pur-pose is fund raising or advice.

Less shot gun approach or forget the whole thing if it is just window dressing. The quality and ability of the men on the . . . Board is too valuable to waste.

78

Early determination of objectives for the current year. Assignment of committees to draw up plans to pursue these objectives.

Objectives, charter, agendas, project involve-ment, follow-up, minutes, i.e., a busines-like rela-tionship versus permissive collegiate.

Establishment of small member committees with specific assignments—spending more time at the School to develop better feel of operations.

Have smaller "committee units" participate in defining and reaching objectives.

Election of chairman . « « «

Operate through an executive committee as Board itself . . . too large to decide policy matters.

Satisfied—no suggestions.—Eight board members pro-

vided comments which indicated that they were satisfied with

the functioning of their board and they did not provide

suggestions for improving their effectiveness.

I think the Board is doing an excellent job and I have no suggestions for improvement.

Nothing. This one serves its objectives quite well.

Nothing at this time as members are verbal and interested, continue to shape Board's objectives with each get-together.

I believe we are contributing all we can at this stage of the Boards' development. As time passes, and experience is gained, the Board can be of even greater benefit to the College . . . .

I felt it was an effective communication vehicle and would have no suggestions for improvement but I have no way of knowing whether or not the School benefitted from the existence of the Advisory Board.

79

No recommendations.—Eight other board members failed

to provide suggestions for improvement of the effectiveness

of their boards' operations but did not indicate one way

or the other whether they were satisfied with the boards'

operations. Replies, in each instance, were brief such as

No suggestions,

I have no specific recommendations.

None.

Nothing at this time.

Two members gave responses which were interpreted to

suggest that either they had insufficient experience on

their board to make recommendations or that their board had

not been in existence long enough to permit the forming of

an opinion.

I'm not qualified yet.

I am too new to the Board to make any suggestions.

Too early to tell.

Miscellaneous.—Twenty-six board members, or 13 per

cent of those replying, made other suggestions for improving

the effectiveness of their boards. These included

Desire on the part of the Administration, but especially faculty, to obtain advice.

Allocate more time for reports at semi-annual meetings from executives-in-residence . • • •

More time for discussion of critical issues, less describing the existing curriculum.

80

Longer advance time on agenda and reading material.

More active alumni would certainly help.

Less personal involvement in projects and more advising.

Would take pages to answer.

Improvement in economic climate (easier to be effective when funds more readily available).

Ask the Advisory Board for positive suggestions on preparing potential graduates for the business world as compared with the academic world, and give the Board some actual power in determining School policies.

Summary

Thirty-six deans, eighty-four department heads^ and

198 advisory board members made suggestions for improving

the effectiveness of advisory boards. A majority of the

deans replying (64 per cent) and advisory board members

(57 per cent) made suggestions which called for closer

contact among the parties concerned and more involvement

on the part of board members. A large group of department

heads (33 per cent) made similar recommendations.

Other suggestions made by the three groups dealt with

board membership, and reorganization of the board and de-

fined objectives.

Nine per cent of the deans, 6 per cent of the depart-

ment heads, and 4 per cent of the board members responding

indicated satisfaction with the performance of their boards

81

and provided no recommendations for improving efficiency.

Nineteen per cent of the department heads declined to make

recommendations, generally without stating the reason. Six

per cent of the deans and 4 per cent of advisory board mem-

bers were in this category.

CHAPTER IV

PRESENTATION OF DATA FOR SELECTED SCHOOLS

Introduction

This study identified fifty-one schools of business

administration that had functioning advisory boards. Data

in the preceding chapter contained perceptions of deans

representing each of these schools. In some cases data

were not obtained from department heads because the schools

were not departmentalized and therefore had no such person-

nel. Three schools were in this category. Twenty-four of

the deans, for various reasons, declined to provide names

and addresses of members of their advisory board and there-

fore, responses from these groups were not acquired for

this study.

31 J Three deans who declined to reveal this data made

these statements«

Not available for distribution.

I have made it a cardinal policy that I will preserve the Advisory Board members from any exposure to questionnaires, surveys and the like . a • t

My reason for not giving you the names of the Advisory Board is that we are just getting this group established and frankly, I do not believe at this stage the men would be able to provide you with significant responses.

82

83

Table XIII presents the perceptions of deans, depart-

ment heads, and advisory board members from each of the

twenty-four schools for which data were available from all

three groups. These perceptions indicated objectives con-

sidered to be significant for each school and also those

that were perceived as being achieved to a high degree. As

in the previous chapter, objectives perceived as being of

"much" or "great" importance by either the dean or by at

least 50 per cent of the department heads or 50 per cent of

the advisory board members were considered to be "signifi-

cant" objectives for the school,

A high degree of success in achieving objectives was

assumed when two of the following groups perceived the

extent of accomplishment to be "much" or "great"1 the dean,

at least 50 per cent of the department heads, at least 50

per cent of the advisory board members.

In reviewing Table XIII, it can be seen that there is

a wide difference in the number of significant objectives

established for boards representing the various schools and

in the success the schools' boards have had in achieving

these significant objectives. For example, School Number 12

had seventeen significant objectives but did not accomplish

any to a high degree. School Number 4 had but five signifi-

cant objectives and also did not accomplish any^to a high

degree. School Number 9 had seven significant objectives

and all were perceived to be accomplished to a high degree.

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86

Three schools were selected for individual analysis

in order to provide insight into possible answers to the

questions posed in Chapter II. The emphasis of these

questions focused on a consideration of the differences in

perceptions that exist among deans, department heads, and

advisory board members within an individual school. More

specifically, the questions dealt with the advisory board's

success in achieving its most significant objectives, the

outstanding activities undertaken by the board, the extent

of department head participation in board activities, and

ideas concerning what might be done to improve the effec-

tiveness of the board.

In selecting schools for use in the presentation of

additional data, the following criteria were established!

in addition to having a reply from the dean, having received

responses from at least 50 per cent of the advisory board

members serving each school, and replies from at least *4-0 per

cent of the department heads representing each school.

Considering these criteria, three schools were selected to

represent varying degrees of success in achievement of board

objectives.

School Number 1

School Number 1 is an organizational unit within a

state supported Midwest university with a student enrollment

between 20,000 and 25,000. The Advisory Board established

87

for the School had been in operation for at least three

years.

In addition to the Dean, responses were receivtd from

two of five department heads (40 per cent) and from seven-

teen of twenty-seven advisory board members (63 per cant),

Accomplishment of Significant Objectives

Eleven objectives were considered to be significant

for School Number 1, and of these, five were achieved to a

high degree. Each of the five objectives determined to be

significant on a composite basis (Objective Numbers 3i St

8, and 16) were included and four of them were achieved to

a high degree. At the same time, two objectives which were

considered insignificant on a composite basis (Objective! 1

and 13) were considered by School Number 1 to be significant.

Table XIV indicates the objectives considered to be signifi-

cant for School Number 1 and those that were consid©r©d to

be achieved to a high degree.

Table XV provides a detailed breakdown of the ptr-

ceptions of the dean, his department heads,and the Adviiory

Board members concerning the extent of achievement of the

School's significant objectives. As can be determined from

the Table, the Dean, his department heads, and advisory

board members do perceive success of the Board differently

in many instances. For example, in Objective Number 3, the

Dean perceived the Board's success to be "little"; one

88

department head responded "some" while another felt the

degree of success to "be "great." Six per cent of the Board

members responding indicated "none," 31 per cent reported

"little," 37 per cent indicated "some," 18 per cent replied

"much," and 6 per cent reported "great" success.

TABLE XIV

PERCEPTIONS OF DEAN, DEPARTMENT HEADS AND ADVISORY BOARD MEMBERS REGARDING HIGH DEGREE OF ACHIEVEMENT OF SIGNIFICANT OBJECTIVES

SCHOOL NUMBER 1

Significant Perceived High Degree of . Achievement

Objective By Dean Department Heads (Per cent)

Board Members (Per cent)

Objective No. 1* X 50 6 3 ' 50 2k 4* X 50 43 5* 50 68 6 50 8* X 50 73

12 35 13 X 18 16* X 50 87 17 k6 19 35

•^Significant objectives in which a high degree of achievement was attained.

The area of greatest agreement concerned Objective

Number 16. Here, the Dean indicated "great" success in

achieving the objective as did one department head and five

board members (31 per cent). Nine board members, or 56 per

89

cent, indicated "much success; one (6 per cent) reported

"some" success and one more replied "uncertain."

Outstanding Activities

In response to the question asking for the most

important Board activity for the past year, the Dean pro-

vided several responses, including the provision of "advict

and counsel." Related to this were these replies from ad-

visory board members.

Possibly the most important activity was advising the Dean and other senior faculty members on the practical concerns of business . . . .

The Board acts primarily in an advisory capacity to the Business School Administration, and various members meet with students in one capacity or another,

. . . counseling of the Board in the area of priority for resource allocations and effort expen-ditures .

The Dean also mentioned "reaction to new program pro-

posals" as being an important activity. Two board members

made similar statements. One replied, "evaluation of the

Business School program in terms of real needs of the

business world." Another stated, "evaluation of the on-

going programs with the intent of keeping the objectives

relevant and removing problems to attaining them."

The Dean also mentioned undergraduate seminars as

being an important activity. Two board members provided

these supporting statements i

90

TABLE XV

ACHIEVEMENT OF SIGNIFICANT ADVISORY BOARD OBJECTIVES AS PERCEIVED BY THE DEAN, DEPARTMENT HEADS

AND ADVISORY BOARD MEMBERS SCHOOL NUMBER 1

Objective

Number

Group

No. of

Responses Perceived Achievement

Objective

Number

Group

No. of

Responses

None

No. %

Little

No. fo

Some

No. $

Much

No. %

Great

No. %

Uncer-tain

No. %

1

Dean

Dept. Heads

Bd. Members

1

2

15 2 13

i 5 0

1 6 11 73

1 100

1 6

1 50

3

Dean

Dept. Heads

Bd. Members

1

2

16 1 6

1 100

5 31

1 50

6 37 3 18 | i 1 VA

ON O

4

Dean

Dept. Heads

Bd. Members

1

2

16 2 12

1 50

7 ^3

1 100

3 18

1 50

4 25

5

Dean

Dept. Heads

Bd. Members

1

2

16

1 100

1 50

2 12 3 18 L I 68

1 50

6

Dean

Dept. Heads

Bd. Members

0

2

13

1 50

6 '46 2 1 5 5 38

1 50

8

Dean

Dept. Heads

Bd. Members

1

2

15

I 5 0

4 26

1 100

6 40

1 5 0

5 33

TABLE XV —Continued,

91

0) t> •H -P <L O rC

CD £ •r~D $ rQ 2 O

12

ft o u

Dean

Dept. Heads

Bd. Members

a Ch u

O £ C

• P O u.:

a PH

1

2

14

Perceived Achievement

None

No. f

1 50

Little

No. %

1 100

1 50

3 21

Some

No. %

6 42

Much

No. %

4 28

Great

No. %

Uncer-tain

No. %

13

Dean

Dept. Heads

Bd. Members

1

2

16

50

2 12

1 50

L0 62

1 100

2 12

16

Dean

Dept. Heads

Bd. Members

1

2

16

1 50

1 6 9 56

1 100

1 50

5 31 1 6

17

19

Dean

Dept. Heads

Bd. Members

1

2

15

1 50

1 100

l 50

5 33 3 20 6 40

Dean

Dept. Heads

Bd. Members

1

2

14 7

1 100

2 100

1 7 7 50 4 28

Percentages do not total 100 due to rounding

Establishment of formal business leader lectures to students which has helped bring practical experi-ence to the classroom'.

. . . activities with students which consisted of some of the Board Members lecturing studentsj other Board Members meeting with them in seminar situations in relatively small groups on a give-and-take basis . . . .

92

The Dean also stated that faculty internships had been

an important activity during the past year? however, neither

the department heads nor the board members mentioned this

activity.

One department head stated that the most important

activity had been to "provide relationships with fcthejl

business community." Five Board members gave responses

which were related.

. . . holding meetings wherein the faculty could meet prominent business people in selected situations during which there was dialogue in a mixed social and semi-seminar way.

Improved communication between faculty, students and business community.

Discussion groups composed of business leaders and faculty and business leaders and students.

. . . identification with faculty.

Sponsorship of faculty—businessmen luncheon to acquaint latter with School of Business programs, faculty, etc.

Another department head reported that "involvement

with students" was the most important Board activity for the

year. .Several comments have been previously cited which

referred to students and three other board members made

these comments

The monthly meetings we have on campus with the students—we call it dialogue—only four or five busi-nessmen and students—no professors.

Students-businessmen informal dialogues.

. . . businessmen-student informal meetings.

93

The two remaining responses from board members were,

"building a framework . . . for future . . and "the

interest, willingness and actual contributions of time,

ideas (even money) to School 'of Business has been most

significant. Attendance and enthusiasm has been exception-

ally good—possibly due to the choice of individuals

invited to serve."

Department Head Participation

In replying to the question concerning department

head participation, the Dean wrote that his department

heads attend each semi-annual meeting. He expressed a de-

sire to improve faculty involvement and stated that members

of the faculty were now being assigned to Board committees.

Neither of the department heads replying were members

of the Advisory Board; however, one indicated that he

attended Board meetings regularly and the other, often.

Both department heads replied that they occasionally par-

ticipated in preparation of agenda for Board meetings and

that they often had access to minutes of the meetings.

Insofar as participating in the establishment of Board

objectives, one wrote "advice solicited" and the other

stated "not at all." They were asked to describe the

extent of their participation in the functioning of their

Advisory Board and both did in a very concise manner,

stating "attend meetings," and 'primarily a listener."

9k

Recommendations for Improving Board Effectiveness

In replying to the question, "What could be done to

improve the effectiveness of "board activities?" the Dean

statedi "We're happy with it." However, as previously

mentioned, he did indicate a desire to improve faculty

participation.

One department head declined to make suggestions for

improving the Boards' effectiveness but the other stated

"more realistic goals." Two advisory board members provided

suggestions relating to the latter suggestion. They were

More specific determination of objectives and role,

Positive program to identify the needs of busi-ness in minds of faculty and staff.

Several other Board member suggestions related to the

need for more involvement and closer contact between the

School and the Board. Comments included

Better communication with members between Board meetings.

Our Board is broken into various sub-committees which have proven to be very effective. Any improve-ment in this effectiveness must relate to better communications so that more opinions are received to develop better ways of accomplishing Board objectives.

Critical part is to consistently make all meetings.

More frequent meetings of sub-committees.

Meetings are held only twice a year with mini-mum dialogue taking place or follow up by the School of Business faculty. Therefore, more contact is necessary between sessions to ensure that programs are being implemented.

95

Continued meetings on campus with students and active businessmen—cannot be retired ones. The students like the realism.

Maintain continued interest by business execu-tives in the program plus the same continued interest on the part of the staff of the School of Business.

An executive-in-residence program was recommended by

one board member as a means of providing an opportunity for

selected top executives to spend a week on campus to lecture,

participate in seminars, and engage in other activities which

might further improve the communication between student and

business.

Another Board member implied that members might be

more effective if they resided closer to the School. He

ammended his statement, however, by pointing out an advan-

tage of having members scattered throughout the United

Statesi the "bringing of broader and less provincial

views to problems and solutions."

While a majority of Board members made statements

which encouraged a greater degree of involvement, one Board

member recommended "Less personal involvement in projects

and more 'advising'."

Another Board member summarized what he believed to

be a problem common to all advisory boards and in the same

context mentioned the faculty internship program referred

to by the Dean in an earlier section ,

The problem with all boards of this kind is to find sufficient time for the quality of people on the

96

board to really carry out their intention. This year we are beginning to encourage faculty members to spend two or three days with a number of firms in which they will be exposed to the inner workings of the firm.

School Number 2

School Number 2, a unit of a Midwestern university

with a student enrollment between 5*000 and 10,000, was

privately supported. The Advisory Board serving School

Number 1 had been functioning for ten years.

The Dean, four of four department head^ and eight of

fifteen advisory board members (53 per cent) serving School

Number 2 participated in this study. One department head

did not reply to the rating scale portion of the question-

naire, stating, "I do not presume to judge how others feel

about these points. I could tell you how I feel."

Accomplishment of Significant Objectives

Six objectives were considered to be significant for

School Number 2, and one was achieved to a high degree. Of

these six objectives, four had previously been determined

significant on a composite basis (Objectives 3» 5» and

16). One of the objectives, number 7» had been considered

insignificant on a composite basis. Table XVI shows the

objectives considered to be significant for School Number 2

and the one that was considered to be achieved to a high

degree.

97

Table XVII shows details of perceptions held by the

Dean, his department heads, and the Advisory Board members

concerning the degree to which the School's significant

objectives were accomplished.

Objective Number 5 provides the best illustration of

the diversity of opinions among the Dean, department heads,

and Board members. The Dean, for this objective, indicated

TABLE XVI

PERCEPTION OF DEAN, DEPARTMENT HEADS AND ADVISORY BOARD MEMBERS REGARDING HIGH DEGREE OF ACHIEVEMENT OF SIGNIFICANT OBJECTIVES

SCHOOL NUMBER 2

Significant Objective

Perceived High Degree of Achievement Significant Objective By Dean Department Heads

(Per cent) Board Members (Per cent)

Objective No. 3 33 k 66 12

5 66

7 66

16* X 66

17 66

•Significant objective in which a high degree of achievement was attained.

the perceived achievement as "none"? one department head

indicated "some"i two department heads reported "much"

achievement? three board members indicated "little" achieve-

ment; three indicated "some".and one reported that he was

"uncertain."

98

The objective in which agreement among the three groups

was greatest was Objective Number k. Here, the Dean, one

department head, and four board members selected "some" as

the extent of Advisory Board achievement.

Outstanding Activities

During the past year, the most important Board activi-

ty at School Number 2 was reported by the Dean as being the

"development of a survey to determine the image of the Col-

lege in the community."

Three department heads responded

Don't know.

Not able to evaluate.

I don't know.

The fourth department head declined to provide a

reply.

One advisory board member agreed with the Dean by

stating, "making a survey to determine the image of . . .

this University in general on the part of students, the

business community, high school students." Another member

wrote, "In this case especially, the Board could be, and is

useful in helping to create a better image of the School in

the business community."

"Helping find visiting lecturers for improtant series,"

was the response from one board member and three members

made these repliesi

99

TABLE XYII

-ACHIEVEMENT OF SIGNIFICANT ADVISORY BOARD OBJECTIVES AS PERCEIVED BY THE DEAN, DEPARTMENT HEADS

AND ADVISORY BOARD MEMBERS SCHOOL NUMBER 2

Objective

Number

Group

No. of

Responses Perceived Achievement

Objective

Number

Group

No. of

Responses

None

No. <f*

Little

No. %

Some

No. %

Much

No. %

Great

No. %

Uncer-tain

No. %

3 Dean Dept. Heads Bd. Members

1 3 7 2 28 1 14

1 100 1 33 3 42

1 33 1 33 1 14

4 Dean Dept. Heads Bd. Members

1 3 8 2 25

1 100 1 33 4 50

2 66 1 12 1 12

5 Dean Dept. Heads Bd. Members

1 3 7

1 100

3 42 1 33 3 42

2 66 1 14

7 Dean Dept. Heads Bd. Members

1 3 5 3 60

1 100

1 20 1 33 1 33 1 33

1 20

16 Dean Dept. Heads Bd. Members

1 3 6 2 33

1 33 4 66

1 100 2 66

17 Dean Dept. Heads Bd. Members

1 3 5 1 20

1 100 1 33 2 40

1 33 1 20

1 33 1 20

Percentages do not total 100 due to rounding.

There were no important activities with one exception—effort was made to set up luncheon with graduates and one board member to discuss current business and social progress.

The board met only once and I did not attend.

100

This board has not been effective.

Department Head Participation

The Dean, in reply to a question concerning department

head participation in Advisory Board activities, wrote,

"they meet, on a rotating basis, to discuss their latest

programs and activities."

Each of the four department heads indicated that he was

not a member of the Advisory Board but all four replied that

they attended meetings occasionally. Three department heads

replied that they never participated in preparation of

agenda for board meetings while one indicated that he

occasionally participated.

Two department heads answered that they never had

access to minutes of Advisory Board meetings and two replied

that they occasionally had such access.

In revealing the extent to which they were involved in

establishing the current objectives for the Board, each

department head gave the same response» "None." Replying

to the request for a description of their participation in

the functioning of their Board, these responses were

None.

Peripheral.

I am in occasional contact with the men who specialize in my field. I send them reprints of arti-cles and try to establish a channel of communication if they desire to communicate.

101

Report to Board on whatever Dean requests. Listen to discussions and participate if agenda re-lates to my department.

Recommendations for Improving Board Effectiveness

The question, "what could be done to improve the effec-

tiveness of the Advisory Board?" was answered by the Dean,

"I believe it (effectiveness) is a result of the leadership,

either institutional or external."

Department heads responded to the same question

Don't know.

No suggestions.

Have the faculty be aware of the Advisory Board proceedings.

I have no suggestions.

A majority of the advisory board member recommendations

for improving Board effectiveness was concerned with organi-

zation of the Board and objectives. Comments in this area

were

Develop program . . . that is attainable.

Set up time table for accomplishment.

Early determination of objectives for the cur-rent year. Assignment of committees to draw up plans to pursue these objectives.

A definition of objectives and some way of measuring progress toward them.

Five recommendations were related to the need for

closer contact and more involvement on the part of the

Board.

102

More frequent (regular) meetings; less dominance by the Administration.

Monthly meetings.

More specific use can be made to take full use of specific talents and experience of members of the Advisory Board.

Broader base of activities and participation. Little is asked of the Board so they do little.

I suspect most such Boards are willing to do more than they are asked to do. They need intelligent staff direction and specific project involvement—and a firm realization that their function is advisory and not a cloak for fund raising.

School Number 3

School Number 3» a school within a large state sup-

ported university with an enrollment exceeding 25,000, was

located in the Midwest. The Advisory Board serving School

Number 3 had been operating for four years.

Along with the Dean's reply, participation in this

study came from three of seven department heads (kj per

cent) and forty of seventy-eight Advisory Board members

(51 per cent).

Accomplishment of Significant Ob.iectives

According to the criteria previously described, this

School had nine significant objectives, two of which were

accomplished to a high degree. Four of the nine significant

objectives were previously determined to be significant on

a composite basis (Objectives Number k, 5, 8, and 16),

103

Three of the objectives were previously determined to be

insignificant on a composite basis (Objectives number 1, 7,

and 11).

Table XVIII indicates the objectives considered to be

significant for School Number 3 and those that were consi-

dered to be achieved to a high degree. An examination of

the Table discloses that Objectives number 4 and 5 were

considered to be achieved to a high degree. However, the

Dean perceived high achievement for all but one of the

objectives (number 16).

TABLE XVIII

PERCEPTION OF DEAN, DEPARTMENT HEADS AND ADVISORY BOARD MEMBERS REGARDING HIGH DEGREE OP ACHIEVEMENT OF SIGNIFICANT OBJECTIVES

SCHOOL NUMBER 3

Significant Objective

Perceived High Degree of Achievement Significant Objective By Dean Department Heads

(Per cent) Board Members (Per cent)

Objective No. 1 X 28

X 100 52

5* X 100 52

6 X

7 X 3 8 X 27

11 X 1^

12 X 21 16 100 30

^Significant objectives in which a high level of achievement was attained.

10k

Four of the significant objectives (Objectives 4, 5i

8, and 16) were perceived to be significant on a composite

basis. Objectives 1, 7, and 11, considered significant for

School Number 3> were determined to be insignificant on a

composite basis.

Table XIX provides a more detailed version of the per-

ceptions of the Dean, his department heads,and Advisory

Board members concerning the extent of achievement of the

school's significant objectives.

The highly achieved objectives, Objectives number 4 and

5, represent the greatest area of agreement: the Dean,

Department Head, and 52 per cent of the Board members per-

ceiving both objectives to be achieved "much" or "great."

Disagreement was reflected in the reported perceptions

of several objectives; for example, number 8. Here, the

Dean indicated "much" achievement? the department head,

"little" achievement? 3 per cent of the board members indi-

cated "no" achievement; 21 per cent, "little"; 39 per cent,

"some"; 24 per cent, "much"; 3 per cent, "great"; and 9 per

cent, "uncertain."

Outstanding Activities

"Fund raising for special college needs" was, in the

Dean's opinion, the most important Board activity for the

past year.

105

One department head wrote that the Advisory Board had

served as "a kind of sounding board" for the School.

Another department head mentioned four areasi (l) continuing

education for business; (2) an "executive-in-residence"

program? (3) orienting minority students for careers in

business andf(^) a special fund raising campaign to pro-

vide money for the College to meet special needs.

According to one department head, the "Executive-in-

Residence" program

. . . involves the selection of certain people from the big committee who are willing to spend a full week on the . . . campus, meeting with small groups of students and small groups of faculty mem-bers. Purpose is to have the "Executive-in-Residence" discuss informally with these groups the details of the participant's business, and how "business oper-ates" generally. This program calls for the parti-cipation of one "Executive-in-Residence" each month over a six month period. Twelve committee members have participated so far? six others are now being scheduled for this Fall and early Spring of 1972.

The minority student program, according to this depart-

ment head

. . . involves company sponsorship of one or more minority high school graduates, who plan to enter each Fall as freshmen in the College . , . each company participating agrees to help finance the cost of a pre-registration Summer course, prior to actual freshman registration; and will agree to provide a job for the sponsored student during Summers between freshman and senior years. Purpose is to get more minority students interested in careers in business.

The same department head, writing about the fund

raising campaign, mentioned that it was for the purpose

106

TABLE XIX

ACHIEVEMENT OF SIGNIFICANT ADVISORY BOARD OBJECTIVES AS PERCEIVED BY THE DEAN, DEPARTMENT HEADS

AND ADVISORY BOARD MEMBERS SCHOOL NUMBER 3

Objective

Number

Group

No. of

Responses Perceived Achievement

Objective

Number

Group

No. of

Responses

None

No. %

Little

No. fo

Some

No. %

Much

No. %

Great

No. %

Uncer-tain

No. %

1 Dean Dept. Heads Bd. Members

1 1

2,5 4 16 1 100 7 28 6 24

1 100

k 16 3 12 1 4

4 Dean Dept. Heads Bd. Members

1 1 ?2 3 9 12 37

1 100 1 100 14 43 3 9

5 Dean Dept. Heads Bd. Members

1 1

JZ 3 9 12 37

1 100

13 40 1 100 4 12

6 Dean Dept. Heads Bd. Members

1 1 W

1 100 3 9 20 60 10 30

1 100

7 Dean Dept. Heads Bd. Members

1 1

26 13 50 1 100 5 19 4 15

1 100

1 3 3 11

8 Dean Dept. Heads Bd. Members

1 1

1 3 1 100 7 21 13 39

1 100

8 24 1 3 3 9

11 Dean Dept. Heads Bd. Members

1 1

28 1 100 10 35 10 35 3 10 1 3

1 100

4 14

12 Dean Dept. Heads Bd. Members

1 1 K

1 100 5 15 19 57

1 100

•4 12 3 9 2 6

16 Dean Dept. Heads Bd. Members

1 1

2 6 2 6

1 100

19 57 1 100 8 24 2 6

Percentages do not total 100 due to rounding.

107

of meeting special needs which cannot be met from legisla-

tive appropriations or student fees.

We have raised about $55»000 on a continuing basis, and we hope to have this amount of money, or more, coming in each year . . . .

A third department head at School Number 3 declined

to answer the question and stated, "I have had but minimal

contact with out College's Advisory Board and have not

given systematic thought to many of the questions you

raise."

Forty responses were received from Board members con-

cerning the Advisory Board's most important activity for

the past year. Twenty board members, or one-half of those

replying, cited the Executive-in-Residence program.

Twelve of these replies were simply, "Executives-in-

Residence," or "Executive-in-Residence Program." Other

comments included

Executive-in-Residence program, under which a member of the Board spends an entire week at College . . . attending classes, lecturing, meeting with students (brainstorming) individually and in small groups, including faculty.

Maintaining schedule of "Executive-in-Residence" program of one week on-campus direct relationship be-tween a qualified business executive and the students and faculty of the College.

Executives in residence at the University, for weekly periods, attend classes, participate in discussions.

Successful implementation of our Executives-in-Residence program.

I believe the most important was the Executive-in-Residence program . * « •

108

More details of the Executive-in-Residence program

were revealed by three Board members who had served one

week each at School Number 3 as an "Executive-in-Residence."

One such executive wrote

During these five busy days while attending course lectures and class discussions, meeting with administrators, participating in technical and academic discussions, and visiting with students, I never once regretted my decision to serve in this role. Prom my viewpoint I found the experience to be extremely worthwhile and I heartily recommend the continuation and possible expansion of the program so that perhaps an even greater number of executives could participate. Each person attend-ing would be sufficiently rewarded by the experience and I believe the benefits to the students resulting from communication and an exchange of ideas, serve to deepen their knowledge and understanding of life in our business world.

He continued his description of the weeks activity

by describing a specific event.

I approached the graduate class taught by Professor £XJ . . . with some degree of trepida-tion, because of its title "Business and Urban Affairs," but was most pleased and gratified with the experience. The ten graduate students in-volved were objective and the instructor projected the philosophy that hiring of black employees was not a charitable operation, but rather business needed to expand its labor supply, and that training, education, and rehabilitation of minority groups can be profitable to the business and to the community, A refreshing approach.

In summarizing his experience as an "Executive-in-

Residence," the Board member continued

, , . the week was a pleasant experience. I encountered no beligerent, nor antagonistic atti-tudes which unfortunately seem to command all the headlines these days. The experience was reassuring in that the vast majority of our students are dedi-" cated to obtaining a formal education and pursuing

109

lives as good constructive citizens. Obviously they are concerned about our many problems of the world, but most detest the actions of the militant and the violent.

Another "Executive-in-Residence" gave this account of

his experience«

My overall impressions of the student body and the faculty were quite favorable. Judging from the questions that were asked, there is a need for better understanding on the campus of what the business world is really like. The Executive-in-Residence program is obviously one way of bridging this gap. Another way would be to encourage the development of more active interchange of personnel between the university and business communities. By this I mean that university personnel could be hired for full-time assignments in business establishments for periods ranging upwards from six months, and suitably qualified business personnel could serve as instruct-ors in the university system for appropriate inter-vals. In my own case, just a week on campus stimu-lated a large number of ideas that appear to be worth pursuing, and I think that a faculty member working in our establishment would similarly benefit.

A third "Executive-in-Residence" accounted for his

time during his stay at the University and described it by

writing

My schedule was very full, but it would be a mistake to give any more leisure time and I believe there was about the right balance between classroom sessions, office conferences, and luncheon meetings. I spent twenty-three hours in classes, twelve hours in conferences with faculty members and students and five noon day lunches with faculty members.

This Board member continued

The graduate students are keen to learn but most of their knowledge of business and industry is from the textbook and the classroom. More than one of the MBA students told me during the week that it was terribly important to hear about business from someone from the business community, to hear it like

110

it really is. This should tell those of us in industry how important it is to find a way to tell our story on the campus. And I think we have to start telling it to freshmen and sophomores in the small colleges as well as to the graduate students in.the universities. The antagonism and even hatred for the business community by undergraduates today is a stern indictment of our failure to communicate with them.

Eight board members, or 20 per cent of those replying,

cited fund raising as the most important activity. Four

of these members wrote simply "fund raising." Others pro-

vided these comments!

Raising money to upgrade the School and pro-vide scholarships.

Raising funds for the Dean's use as scholarships, studies, research, seminars, etc.

. . . developing a special purpose fund.

. . . a successful campaign was launched to pro-vide a fund for special needs of the Business School that cannot be appropriated by the state legislature.

Four board members, or 10 per cent of those respond-

ing, mentioned the minority student program as the most

important. Their replies included

Helping to get minority students interested in Business College.

Task force on training minority . . . students for business careers.

A program to attract black students to the College . . . and giving them a Summer course prior to registration together with Summer jobs.

Four additional replies from board members referred to

meetings at the School or visits by members.

Ill

The one day seminar on campus with faculty representatives.

The two semi-annual meetings at which ideas and objectives were discussed.

Campus visits by businessmen to become acquainted with students desires and outlooks.

We attended two sessions at the University . . . on two different periods. At least a small measure of adult laymen get a chance to see the University and the College of Commerce in particular in action. I believe that basically we are all amazed and pleased with what we see and hear.

Other board member statements regarding the most

important activity were

Communication with the school.

Sounding board for the Administration,

Curriculum advice.

The opportunity to counsel faculty members with regard to concepts and techniques being developed by our firm for our clients as well as providing case study material.

Department Head Participation

The Dean at School Number 3 wrote that his department

heads were "invited to all meetings and participate in

informal planning discussion." The only department head

response to the questions regarding department head par-

ticipation in board activities indicated that he was a mem-

ber of the board; he did regularly attend Advisory Board

meetings; he frequently participated in preparation of the

agenda for Board meetings, and he frequently had access to

112

minutes of the meetings. Further, this department head

stated, concerning the question of involvement in estab-

lishing board objectives, "I wrote the statement of

objectives."

Recommendations for Improving Board Efficiency

"More effective communication with Dean, faculty, and

Advisory Board members" was the reply given by the Dean

of School Number 3 to the question concerning recommenda-

tions for improving Board efficiency.

The only department head responding to the question

wrote, "better balance—probably need some younger members--

who may not be quite so prestigious but closer to

operations."

Twenty-four Advisory Board members provided replies to

the question seeking recommendations for improving the

efficiency of the Board. Eleven of these replies related

to the need for greater involvement on the part of the

Board members, faculty, and students. Their comments

included

A closer tie with students, perhaps more class-room and faculty involvement.

More frequent contact (in depth) with the Dean of the College.

Frequent small meetings.

Greater involvement.

113

More frequent opportunities to exchange thoughts with faculty regarding the needs of business that can be provided by the Business School graduates.

Closer liaison with faculty—which needs under-standing of business fully as much, if not more than do students.

More communication between Board and faculty.

Continued rapport with College Administration on current matters,

One board member, while calling for more involvement

on the part of laymen, qualifies his suggestion

Probably try to get more laymen involved for these sessions. I would hesitate to encourage more visitors to classes than the one per month that presently is used. It would put a real strain on the instructor I am sure . . , and from the students' standpoint, enough could be enough.

One Board member recommended that the School "estab-

lish a standard that says only participating members may

retain their membership in the Advisory Board.

Five replies concerned organization of the Board and

a need to "clarify its objectives." As a recommendation,

another board member stated that there should be a 'blear

definition of objectives of the Board." Other responses

were

Have smaller committee units participate in defining and reaching objectives.

Assignment of Advisory Board members to "work-ing committee" for action on specific matters.

Operate through an executive Committee as Board itself . . . too large to decide policy matters.

Ilk

Two Board members stated that they had no recommenda-

tions and five other members provided miscellaneous comments

which included

Desire on the part of the Administration, but especially faculty, to obtain advice.

Additional time. The Advisory Board is active and time will make it more effective.

I believe we are contributing all we can at this stage of the Board development. As time passes, and experience is gained, the Board can be of even greater benefit to the College.

I think the program is good. It is new and should be given some additional time with its present objectives and methods of operation. I was disap-pointed to see the Board used so soon in fund raising efforts.

Summary

Using defined criteria, three schools were selected

for individual analysis to determine perceptual differences

that existed among three groups associated with each school

(deans, department head^ and advisory board members) con-

cerning! the success of advisory boards in achieving their

most significant objectives; the outstanding activities of

the Board; the extent of department head participation} and

suggestions for improving the board's effectiveness.

The three schools selected also represented varying

degrees of success in achievement of significant board

objectives.

115

School Number 2 achieved one of its six (16.7 per cent)

significant objectives to a high degree, School Number 3

achieved two of nine (22.2 per cent),and School Number 1

achieved five of eleven (^5*5 per cent).

School Number 1 was chosen as an example of a school

with a relatively successful board. This selection was made

not only on the basis of the number of significant objec-

tives achieved, but on other factors as well, including the

Dean's statement that he was satisfied with the performance

of the Board.

In relating the Board's most important activity for

the past year, and suggestions for improvement of the Board's

effectiveness, many of the statements made by the Dean,

his department heads, and Advisory Board members were closely

related—more so than was the case with less successful

boards such as the one serving School Number 2.

The Advisory Board serving School Number 2 not only

failed to perform well in achieving its significant objec-

tives, the data also provided other indications of problems

associated with functioning of the Board. The Dean himself

perceived only one objective to be achieved to a high de-

gree; and, while his department heads reflected more

optimism in their reported perceptions, there is evidence

that they were not aware of what the Board was doing. For

example, in giving their views of the most important Board

116

activity, three replied that they did. not know and the

fourth (all four department heads in the School responded

to the study) declined to comment.

In addition, the Dean avoided a direct response to a

request for suggesting ways to improve the effectiveness of

the Advisory Board. Three of the four department heads

also had no suggestions. One of the eight Board members

stated that "little is asked of the Board so they do

little."

Insofar as successful achievement of Board objectives

was concerned, the Board serving School Number 3 ranked be-

tween those representing Schools Number 1 and 2. However,

the Board was viewed as being successful, if within a

narrower scope.

The Dean of School Number 3 perceived a high degree of

achievement for all but one of his Board's nine significant

objectives; and, in spite of the fact that his department

heads and the Board members did not agree with most of his

perceptions, there did appear to be more agreement among

the three groups concerning the Board's most important acti-

vity and recommendations for improving Board efficiency.

The Executive-in-Residence Program at School Number 3

was mentioned by twenty of forty Board members replying to

the study as being the most important Board activity for

117

the past year. Descriptions of this activity by Board

members indicated a successful program.

CHAPTER V

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

Summary of the Study

The purpose of this study was to evaluate the per-

formance of advisory boards serving schools of business

that were members of the American Association of Collegiate

Schools of Business. The evaluation was based upon per-

ceptions held by business school deans, department heads,

and advisory board members concerning the most significant

.objectives established for advisory boards and the extent

to which they have been attained.

To aid in the analysis of data, several questions were

prepared. Questions asked of data on a composite basis were

1. How many boards are actively serving schools of

business?

How important is each objective as perceived by (a)

deans, (b) department heads, and (c) advisory board members?

3. How successful have the boards been in achieving

•the most significant objectives as perceived by (a) deans,

(b) department heads, and (c) advisory board members?

What outstanding activities have resulted from

advisory board action during the past year according to (a)

deans, (b) department heads, and (c) advisory board members?

118

119

5. To what extent do department heads participate

in the functioning of advisory boards as viewed by deans

and department heads?

6. What are the main actions that could be taken to

improve the effectiveness of advisory boards according to

(a) deans, (b) department heads andf (c) advisory board

members?

Questions asked of data from selected individual

schools were

7. To what extent are the most significant objec-

tives established for advisory boards accomplished? Do

deans, department heads,and advisory board members per-

ceive success of the board differently in this respect?

Are there differences of opinion among board members

serving each council?

8. What outstanding activities resulted from the

advisory board's pursuit of objectives during the past year?

Within each board, is there essential agreement among the

dean, department heads, and advisory board members regarding

these activities?

9. To what extent do department heads participate

in board activities? Do deans and department heads view

this participation alike?

10. What, in the opinion of the dean, department heads»

and advisory board members could be done to improve the

effectiveness of the board?

120

The instrument used to obtain perceptions of deans,

department heads, and advisory board members was a question-

naire consisting of a rating scale which the participants

utilized to present their perceptions of the importance

of board objectives and their perceptions as to the extent

of accomplishment of these objectives. The instrument also

posed open-end questions including a request for the par-

ticipants to express their conceptions of board activities

which might serve to improve the effectiveness of business

school advisory boards. Opinions from several leading

educators were obtained to ensure that each item on the

questionnaire was relevant to the purposes of the study.

Representative samples of the three groups completed the

questionnaire« 111 business school deans representing

1^7 member schools of the A.A.C.S.B.; 139 department heads,

and 259 advisory board members.

Summary of the Findings

Data on a Composite Basis

Fifty-one of the deans replying, or 4 7 per cent, indi-

cated that their schools had a functioning advisory board.

In a majority of these schools, 76 per cent, only one board

existed and it served the entire school of business.

Of the schools without advisory boards, 13 per cent

had boards in the past but had discontinued them, The

121

primary reasons given for dissolving boards weret a change

in deans j asking the "boards to become involved in fund

raising; a lack of or poorly defined objectives; and a

general lack of interest. Six per cent of the schools had

plans for organizing an advisory board.

Of nineteen objectives commonly established for ad-

visory boards, ten were found to be of "little" or "no"

importance on a composite basis although, within some indi-

vidual schools, they were perceived as being of "much" or

"great" importance by the dean, department heads,and board

members. The ten objectives were

Objective No. li To provide lecturers.

Objective No. 2\ To assist in the recruitment of students and the placement of graduates.

Objective No. 7s To open business firms' libraries to faculties and student researchers, and to make extra copies of professional journals available to the school's library.

Objective No. 9» To provide opportunities for student work, either outside the academic program or as a part of a work-study experience in some way made part of the total program.

Objective No. 10j To aid in securing outstanding faculty.

Objective No. 11i To provide research assistance.

Objective No. 13« To provide internships and other work experience for faculty members, to give them first hand knowledge of current business practice.

Objective No. 1 -j To establish and/or administer student loan funds.

122

Objective No. 15* To sponsor awards, banquets, and other honors and recognition for outstanding students.

Objective No. 18» To provide opportunities for plant tours by students.

Five objectives were found to be of "much" or "great"

importance on a composite basis. There were instances of

deans, department heads, and board members serving indivi-

dual schools perceiving these objectives as being of

"little" or "no" importance. These significant objectives

were

Objective No. 3' To act as a communications bridge with other cultural and social leaders in the community.

Objective No. To promote good relations and a good image for the school with the business community.

Objective No. 5» To provide a channel of communication to the business community on the objectives of the school, its curriculum, its effectiveness, etc,

Objective No. 8» To provide advice to the dean and faculty, e.g., to discuss problems related-to preparing graduates in business.

Objective No. 16* To act as a sounding board for present and proposed activities of the business school,

Of the five objectives determined to be signifi-

cant on a composite basis, only Objectives number k and 16

were perceived to be achieved to a high degree by over 50

per cent of either deans, department heads, or advisory

board members.

123

The most important board activity during the past

year was the provision of advice regarding programs ac-

cording to 31 per cent of deans replying to the question.

The next largest group of deans cited fund raising (lk

per cent) and general planning (also 14 per cent).

The largest group of department heads (22 per cent)

mentioned academic-business communication as the most

important activity followed by fund raising (1 - per cent).

Fifteen per cent of the department heads replied "unknown"

to the question and 10 per cent declined to make any

comment.

The largest group of board members, 17 per cent, cited

the giving of advice regarding programs as the most im-

portant board activity. Fifteen per cent mentioned academic

business communication; 14 per cent cited interaction with

students, and 11 per cent mentioned fund raising. Eleven

per cent of the board members also mentioned an executive-

in-residence program, however the majority of these members

were representatives of one school.

Almost one-half of the deans replying, per cent,

and department heads, per cent, reported the extent of

department head participation in the functioning of advisory

boards to be extensive. Forty-seven per cent of deans and

33 per cent of department heads reported limited participa-

tion and 9 per cent of the deans and 2k per cent of the

124

department heads replied that there was no participation.

Only 25 per cent of the department heads responding indi-

cated that they were members of the advisory board, but

49 per cent reported that they frequently attended board

meetings and per cent replied that they frequently had

access to minutes of board meetings. Twelve per cent indi-

cated that they participated in preparation of agenda on

a frequent basis. Twenty-three per cent of the department

heads reported that they were extensively involved in

establishing board objectives and 63 per cent reported "no

involvement."

In making suggestions for improving the effectiveness

of advisory boards, a majority of the deans (64 per cent)

and board members (57 per cent) made suggestions relating

to the need for closer contact among the parties concerned

and more involvement on the part of the groups concerned,

primarily board members. Approximately one-third of the

department heads made similar suggestions.

Board membership, organization of the board, and a con-

cern for better defined objectives were other areas re-

ceiving attention.

Data for Selected Schools

Of the eleven objectives determined to be significant

for School Number 1, five were found to be achieved to a

high degree. School Number 2 achieved one of its six

125

significant objectives to a high degree and School Number 3

achieved two of its nine objectives to a high degree. In

each of the three schools, perceptions of the dean, de-

partment heads, and advisory board members varied consider-

ably concerning importance and achievement of objectives.

Substantial perceptual differences also existed among de-

partment heads of each school and also among advisory board

members.

For School Number 1, the outstanding Board activities

for the past year were the provision of advice and counsel;

serving as a sounding board for new program proposals;

undergraduate seminars; the provision of relationships and

communication with the business community; and involvement

with students. Although these achievements were not men-

tioned by all three groups, there was considerable over-

lapping of perceptions as to the most important activity.

The Dean of School Number 2 cited, as the Board's most

important activity of the year, the development of a survey

to determine the College's image in the community. One

board member agreed with this opinion; however, other re-

sponses from the Board were unrelated and the department

heads either were not aware of the most important activity

(75 per cent) or declined to respond to the question.

An Executive-in-Residence program, fund raising, and a

minority student orientation program were cited by School -

126

Number 3 as the most important Board activities. Although

not mentioned by the Dean, the Executive-in-Residence pro-

gram was cited by one department head and one-half the

Board Members replying to the question.

Neither of the department heads replying for School

Number 3 were members of the Board although one attended

Board meetings regularly and the other often. Both

occasionally participated in preparation of the agenda for

Board meetings and they frequently had access to the minutes.

Both dean and department heads described department head

participation by stating that they "attend meetings" and

one department head added that he was "primarily a listener."

The Dean expressed a desire to improve department head and

faculty involvement in Board activities.

The Dean of School Number 2 indicated that his depart-

ment heads met with the Board on a rotating basis although

none were members of the Board. In describing their par-

ticipation in Board activities, one-half of the department

heads indicated little or no participation and the other

two gave responses suggesting limited participation.

The only department head representing School Number 3

responding to the question concerning his participation in

Board activities wrote that he was a member of the Board

and indicated that he was fully involved in its activities.

12?

Concerning recommendations for improvement of the effec-

tiveness of Board activities, the Dean of School Number 1

indicated that he was happy with his Board. One depart-

ment head also declined to make a recommendation, but the

other indicated a desire for more realistic goals. This

suggestion was reiterated by two Board members. A number

of Board member suggestions cited a need for more involve-

ment and closer contact between the School and the Board.

The Dean of School Number 2 avoided making a specific

recommendation for improving the Board's effectiveness by

making a statement concerning the function of leadership.

Three department heads either stated that they did not know

or did not have suggestions. The fourth department head

recommended more involvement on the part of the faculty.

Most of the Board member's recommendations concerned organi-

zation of the Board and a need for better defined objectives,

closer contact and more involvement on the part of the Board.

Improved Board efficiency could be achieved through

more effective communication between the School and the

Board according to the Dean of School Number 3. The only

response from department heads concerned membership of the

Board and in this category the recommendation was made for

a better balanced board with younger members. Almost one-

half of the replies from Board members suggested the need

for more involvement on the part of Board members, faculty,

128

and students. Another large group of replies concerned

organization of the Board and a need for more clearly

defined objectives.

Conclusions

1. Based an the findings, almost one-half of the mem-

ber schools of the American Association of Collegiate

Schools of Business had functioning advisory boards. This

represented no change within the past six years; however,

boards in the latter study represented an average of fewer

years of existence, and the membership of the boards, on

the average, was somewhat greater.

2. There was a substantial difference in the number

of significant objectives achieved to a high degree by

individual advisory boards. Using this criterion as an

indicator of success, some boards were much more effective

than others.

3. Advisory boards, as utilized by some schools of

business, can provide an effective means of bridging the

"communications gap" that allegedly exists between the aca-

demic community and the business world. However, based on

the perceptions of deans, department heads, and advisory

board members, a considerable communication problem exists

within many individual boards. The reported perceptions of

the three groups, in many instances, indicated a lack of

agreement regarding not only the importance of objectives,

129

but also the extent to which the objectives had been

achieved. Disagreement was found to be common not only

between groups, but within groups as well.

Closer contact among the parties concerned,

qualified and interested board members,and better defined

and communicated objectives were, according to the findings

of this study, needed in order to improve the effectiveness

of advisory boards.

5. The most important activities engaged in during

the past year by advisory boards were reported to be the

provision of advice regarding programs, fund raising,and

academic-business communication.

6. Of the objectives commonly established for advisory

boards, only a few were considered to be significant on a

composite basis, Of these only two were perceived to be

accomplished to a high degree.

7. Department head participation in the functioning

of advisory boards ranged from apparently no participation

at all to extensive participation. A majority of the de-

partment heads responding were not members of their

advisory board and in many cases their participation seemed

to be superficial; in many instances they served as ob-

servers at the board meetings. As a group, in responding

to questions posed, there was a greater degree of uncer-

tainty expressed than with deans and board members.

130

8, While advisory boards can "be used to effectively

accomplish certain objectives, it has not been established

whether the same goals could be accomplished through other

means such as the establishment of informal contacts with

businessmen.

Recommendations

1. Objectives established for advisory boards should

be realistic, clearly defined and,communicated to the

parties involved in a manner to ensure understanding.

2. In the process of developing objectives, partici-

pation should actively be sought of the parties involved

to ensure that they are appropriate to the specific needs

of the school, pertinent to the interests of the partieq and

to achieve a high level of understanding by all concerned

as to what is to be done.

3. A means of determining the extent to which objec-

tives are accomplished should be developed and also steps

should be taken to ensure that the parties concerned are

aware of the results of their efforts.

4. While fund raising appears to be an appropriate

objective for some schools, it is clear that this activity

is a very sensitive one and should be approached with cau-

tion. Any suggestions for pursuing fund raising as an

objective should emanate from the board and not the school.

131

5. Although there were only isolated cases evident

where board members felt otherwise, the "advisory" role

of the board should be stressed to the board members to

minimize the possibility of members thinking that they are

serving in a line, or "order giving," capacity.

6. Advisory board members should be selected not

only on the basis of their technical competence, but also

on their keen interest in the school to be served and on

their ability to provide the necessary time. These charac-

teristics should not be sacrificed for prestigious names

unless the primary objective of the board is to provide

"window dressing."

7. If department heads and/or other faculty are to

participate in the functioning of the advisory board, they

should be encouraged to become involved more fully and be

kept informed of the activities of the board. They should

be aware of board objectives, their relative importance to

the board, the plans made for achieving the objectives, and

the extent to which the objectives are achieved.

8. Agenda for board meetings should be carefully

planned in advance and distributed to the members. The

meeting itself should not consist of lengthy reports where

one-way communication is sufficient. While effective board

members need information about the school, its programs,

132

faculty,and students, this information should be dissemi-

nated in writing between meetings when feasible.

9. Executives-in-residence programs, mentioned by

only a few schools, should be investigated and given care-

ful consideration by more schools. This type of program

appears to offer much to support the most prominent sug-

gestions made for improvement of board effectiveness,

specifically the provision of closer contact and increased

involvement by advisory boards.

10. Advisory boards should meet more often and main-

tain closer contact with the school served and become more

deeply involved in its programs. The business school dean

should take the initiative to bring this about.

Implications for Research

Some of the findings in this study, while not suf-

ficiently substantial to permit formulation of conclusions,

did suggest several areas of needed research.

1. The study seemed to point up the fact that advisory

boards would function more efficiently if board members were

better acquainted with the schools* faculty and programs.

There is a need to determine just what inputs to the advisory

committee should be provided by academicians in order to

improve the quality of its advice to the school. In many

instances department heads were not aware of board

133

activities and, in all likelihood, other faculty members

were even less knowledgeable of the boards' functions. De-

partment heads and the faculty at large would seem to be

excellent sources of information vital to the needs of the

advisory group. Therefore, it is important that they be-

come more actively involved with boards and that their

roles be clearly defined to eliminate the confusion that

currently exists regarding their status.

2. Board members rated "interaction with students"

near the top in response to a question asking for the most

important board activity during the past year. This area

did not receive the same attention from deans and depart-

ment heads. This might be explained by the fact that the

latter groups are, by virtue of their positions, routinely

interacting with students. However, a number of statements

made by businessmen seem to reflect a distrust of faculty

and a sensed need to deal directly with students to give

them the "straight story" rather than have them subjected to

a strictly theoretical approach.

Similar negative attitudes were expressed by depart-

ment heads concerning advisory boards and the impression

was given that they felt neither businessmen nor the boards

they served really had anything worthwhile to offer their

schools' programs.

13^

While these attitudes do not reflect the reported

sentiments of a majority of either board members or depart-

ment heads, the adverse comments were sufficiently common

to warrant a thorough investigation of the causes of such

feelings and their effects on board functioning.

3. While some department heads reported extensive in-

volvement in the functioning of their boards, at the other

extreme some administrators were not even aware of the

existence of boards at their schools. A study of these

phenomena might shed light on several possibilities, in-

cluding « Are boards viewed by deans as being more useful

in some academic areas than others? Is the apparent dis-

crimination brought about inadvertently, or does it reflect

deliberate judgment of the decision makers? If the latter

possibility applies, has the scope of the board been too

narrowly defined?

A number of other possibilities might be considered,

including faulty communication. Is there a discrepancy in

the perceptions of deans and faculty regarding the nature of

involvement; i.e., do deans perceive their department heads

as being meaningfully involved when the department heads

themselves do not feel that they are being adequately

utilized?

4. Throughout the study the impression was created

that, to a large extent, advisory committees were "deans'"

135

committees rather than "schools of business'." If this

question were researched, valuable insights might be pro-

vided regarding the extent to which boards fail in the

accomplishment of their established objectives because they

are not able to venture beyond the dean's office. In either

event, it is clear that the business school dean is the key

figure in the operation of an advisory board. His attitude

toward board members and the board in general is a highly

significant factor in the success or failure of a board, and

it very likely sets the tone of the attitudes of the other

participants, both faculty members and businessmen.

5. In analyzing the objectives commonly established

for advisory boards, some may be categorized as action pro-

grams whereas others are more philosophical in nature. This

gives rise to the question of the types of persons needed

for service on boards and whether one board is adequate to

pursue all objectives or whether several specialized boards

might be more comprehensively effective.

6. Further research might also be undertaken to un-

cover additional ways by which advisory boards can provide

a broader service to business schools. It seems very pos-

sible that the Executive-in-Residence program, with its

numerous ramifications, will provide the spawning ground

for possibilities not yet developed.

A P P E N D I C E S

EAST TEXAS STATE UNIVERSITY EAST TEXAS S T / . T I O N

C O M M E R C E . T E X A S 7 5 4 2 8

SCHOOL OF B U S I N E S S ADMINISTRATION 1 3 7

DEPARTMENT OF MARKETING AND MANAGEMENT

Date

Dr. John Smith, Dean School of Business Administration State University

Dear Dean Smith:

Continued cooperation between business and the business school is of utmost importance, and the successful utilization of business school advisory boards would seem to be an important factor in ensuring this cooperation.

These boards have been in existence for a number of years at many schools; however, very little has been published concerning the extent to which they have accomplished their primary objectives.

I am making a study of the judgments of business school deans, department heads and advisory board members of all A.A.C.S.B. schools concerning the relative importance of the objectives of their respective advisory boards and the extent to which they have been accomplished. I am therefore ask-ing for your assistance in completing and returning to me the attached questionnaire.

You may be assured that all replies received will be treated in confidence and neither institutions nor individuals will be mentioned by name in the report.

For your convenience, a stamped, addressed envelope is enclosed for mail-ing your reply.

Your assistance will surely be appreciated.

Yours very truly,

Robert M. Noe

Assistant Professor of Management

RMN/lsr

138

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S C H O O L O F B U S I N E S S A D M I N I S T R A T I O N 1 4 4

DEPARTMENT OF MARKETING A N D MANAGEMENT

Date

Dr. Joseph Jones, Head Department of Business Education School of Business Administration State University

Dear Dr. Jones:

In an attempt ot improve communication and cooperation between businessmen and business educators, a number of schools, such as yours, have established and are utilizing advisory boards.

Your Dean has been kind enough to provide data for a nation-wide study of A.A.C.S.B. schools regarding the relative importance of objectives established for advisory boards and the extent to which they have been accomplished. In addition to soliciting information from deans, the study will also include perceptions of these areas held by department heads and advisory board members.

I am asking for your assistance in making this study by completing the attached questionnaire and returning it to me. For your con-venience, a stamped, addressed envelope is enclosed.

Your cooperation will certainly be appreciated. If you wish to receive a summary report of the study, I shall be glad to provide it.

Yours very truly,

Robert M. Noe

Assistant Professor of Management

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EAST TEXAS STATE UNIVERSITY EAST T E X A S STATION

C O M M E R C E . T E X A S 7 5 4 2 8

S C H O O L OF B U S I N E S S ADMINISTRATION 1 4 9

DEPARTMENT OF MARKETING AND MANAGEMENT

Date

Mr. Advisory Board Member Address

City, State Zip Code

Dear Mr. ABM:

Communication and cooperation between businessmen and business educators is generally not as effective as it might be. A number of our leading colleges and universities have established and are utilizing advisory boards to achieve several different objectives in the area of college-business relationships. These objectives are known in a general way, but their relative importance is not, nor is the extent to which they are being accomplished.

The Dean of the School of Business where you have given valued advisory service has provided data for a nation-wide study of A.A.C.S.B. schools regarding the relative importance of advisory board objectives and the extent to which they have been accomplished. I am also seeking your assistance as a member of this advisory board.

Would you please complete the attached questionnaire? Perceptions held by businessmen serving on advisory boards are extremely impor-tant to the success of this study.

Your responses to this inquiry will surely be appreciated and you may be assured that your reply will be held in strict confidence. Enclosed is.a self-addressed, stamped envelope for your reply. I shall be glad to furnish you with a brief summary report of the study if you desire it.

Yours very truly,

Robert M. Noe

Assistant Professor of Management

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BIBLIOGRAPHY

Books

Baumhart, Raymond, Ethics in Business, New York, Holt, Rinehart and Winston, 1968.

Castetter, William B., Administering the School Program, New York, The Macmillan Company, 1962.

Drucker, Peter F., "New Directions in Professional Busi-ness Education," Preparing Tomorrow's Business Leaders Today, edited by Peter F. Drucker, Englewood Cliffs, N.J., Prentice-Hall, Inc., 1969.

Holden, Paul E., Carlton A. Pederson and Gayton E. Germane, Top Management. New York, McGraw-Hill Book Company, 1968.

Kappel, Frederick R., Business Purpose and Performance. New York, Duell, Sloan and Pearce, 1964.

Articles

Addison, A,, "Work-Study Graduate Programs in Personnel Management," Personnel Journal. 49 (March, 1970), 209-212.

Arnold, Matthew C., "Businessmen—To the Front of the Class-room," Personnel Journal. 48 (March, 1969), 174-178.

Baily, Nathan A., "The Role of Business and Business Schools in Raising Ethical Standards in Business," MSU Business Topics. 16 (Spring, 1968), 29-32.

Beckhard, Richard, "From Confusion to Fusionj Integrating Our Educational and Managerial Efforts," Industrial Management Review. 10 (Fall, 1968), 1-11.

Bibby, Dause L,, "Whose Business is Business Education," Credit and Financial Management. (July, 1963), 12-44.

"Business Schools on Course," The Economist. 222 (March 18. 1967), 1048-1049. ~

15^

155

"Business School Throws Away the Book," Business Week. (April 22, 1967), 104-108.

Ferber, Robert, "The Role of the University in Business Research," Business Horizons, 11 (April, 1968), 17-22.

Hancock, William 0. and James E. Bell, Jr., "An Effective Model for Changing Curriculum," Collegiate News and Views. 23 (March, 1970), 7-9.

Hekimian, James S., "Closing the Gap Between Business and the Schools," Financial Executive, 37 (September, 1969)1 52-61.

Hennessy, Elizabeth, "More Thrust to the Smaller Firms," The Director, (May, 1970), 270-271.

Herman, Susan J., "Business Education! Does it Serve Busi-ness Needs?," Administrative Management, 27 (June, 1966), 20-23.

"Is Industry-B-School Marriage Pffft?," Iron Age. 203 (March 27, 1969), 25.

"Industry Learns to Teach," Industry Week. 166 (March 30, 1970), 42-48.

Kirkpatrick, Forrest H., "Improving the Image of Business on the Campus," The Conference Board Record, 5 (May, 1968), 46-48.

Luthans, Fred, James W. Walker and Richard M. Hodgetts, "Evidence on the Validity of Management Education," Academy of Management Journal. 12 (December, 1969) , 451-457.

Lynn, Edward S., "Education and Professional Training," The Journal of Accountancy, (July, 1965)» 83-88.

"Marketers, Business Schools Should Join Forces in Con-sumer Research," Advertising Age, 40 (January 27, 1969), 8.

"New Dean, New Era for Harvard B-School," Business Week, (January 27, 1970), 58-66.

Phillips, Clinton A., "Tulane University's Undergraduate Business Program," The Journal of Accountancy, 120 (July, 1965T, 83-88~.

156

Pinnel, W. G., "The Obligations of Education for Business," Business Horizons, 10 (Spring, 196?), 5-1^.

"Ringing a Bell for B-School Support," Business Week, (November 7, 196 -), 172.

Scott, Neil, "The University-Industry Interface," Personnel (London), (July, 1968), 16-17.

Spalding, Keith, "Business, Colleges Must Share Effort to Ban Mediocrity," Administrative Management. 29, (March, 1968), 66-67.

Wingo, Walter, "Pattern for Success," Nations Business, 53 (September, 1965), ^7-56.

Zalaznick, Shelton, "The M.B.A., the Man, the Myth, and the Method," Fortune, 77 (May, 1968), 168-206.

Public Documents

Gromaki, Chester, A Study of Current Practices and Develop-ment of an Advisory Committee Handbook, Vocational Bulletin 3^0, Trade and Industrial Education Series No. 60, Office of Education, Washington, D. C., 1966.

Kind, Sam W., Organization and Effective Use of Advisory Com;aittees. Vocational Bulletin No. 288, Trade and Industrial Education Series No. 71i Office of Educa-tion, Washington, C. C., 1965.

Simon, Kenneth A., and W. Vance Grant, Digest of Educational Statistics. 1970 Edition, Washington, U.S. Government Printing Office, 1970.

Reports

Brown, Courtney C., The Corporation as Catalyst, New York, The Graduate School of Business, Columbia University, 1967.

Business Looks at Business Education. Chapel Hill, School of Business Administration, University of North Caro-lina, 1958.

157

Educating; Tomorrow's Managers . . . The Business Schools and the Business Community, A Statement on National Policy by the Research and Policy Committee of the Committee for Economic Development, New York, Com-mittee for Economic Development, 1964.

Grayson, C. -Jackson Jr., Towards a New Philosophy in Busi-ness Education, Dallas, School of Business Administra-tion, Southern Methodist University, 1969-.

Hill, Robert E., Guidelines—Business Advisory Council, Kent, Ohio, College of Business Administration, Kent State University, 1963.

Tully, John E., The Business School Advisory Committee t An Evaluation, Research Faper Number 38, Atlanta, Bureax of Business and Economic Research, School of Business Administration, Georgia State College, 1967.

Williamson, Richard L., Suggested Guidelines for the Forma-tion and Operation of an Advisory Council for the Business School. an exposure draft, St. Louis, Ameri-can Association of Collegiate Schools of Business, 1970.

Unpublished Materials

Carlson, H. L., "Functions and Activities of Lay Advisory Committees for Selected Junior College Vocational Programs," unpublished doctoral dissertation, Univer-sity of California, Los Angeles, California, 1967.

Gaines, F. B,, "The Functioning of Local Junior College Advisory Committees in Florida's Public Community Colleges," unpublished doctoral dissertation, The University of Florida, Gainsville, Florida, 1967.

Keating, M. A., "The Advisory Boards of Catholic Men's and Co-Educational Colleges and Universities in the United States," unpublished doctoral dissertation, The Catholic University of America, 1964.