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The College President : Citizen and Symbol

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The College President : Citizen and Symbol University of Massachusetts Amherst ScholarWorks@UMass Amherst Doctoral Dissertations 1896 - February 2014 1-1-1974 The college president : citizen and symbol. Julian Hugh Murphy University of Massachusetts Amherst Follow this and additional works at: https://scholarworks.umass.edu/dissertations_1 Recommended Citation Murphy, Julian Hugh, "The college president : citizen and symbol." (1974). Doctoral Dissertations 1896 - February 2014. 2880. https://scholarworks.umass.edu/dissertations_1/2880 This Open Access Dissertation is brought to you for free and open access by ScholarWorks@UMass Amherst. It has been accepted for inclusion in Doctoral Dissertations 1896 - February 2014 by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. THE COLLEGE PRE SIDENT--C IT IZ EN AND SYMBOL A Dissertation Presented by Julian Hugh Murphy Submitted to the Graduate School of the University of Massachusetts in partial fulfillment of the requirements for the degree DOCTOR OF EDUCATION Apr il 1974 Higher Education THE COLLEGE PRESIDENT — CITIZEN AND SYMBOL A Dissertation Presented by Julian Hugh Murphy (c) Julian Hugh Murphy 1974 All Rights Reserved i i THE COLLEGE PRESIDENT; CITIZEii AiH) SYM30L A Dissertation By Julian Hugh. Murphy April 1974 ACKNOWLEDGEMENTS No research is ever brought to closure without the support, both critical and affective, of one's academic mentors. I am particu- larly Indebted to Professor William Lauroesch, Chairman of ray Com- mittee, who allowed me the freedom—and the risk— to pursue vagueness before coming to grips with a fraction of the larger topic that was manageable. I still promise him my "Magnum Opus." I am equally in- debted to Professor Robert Wuerthner whose guidance on the original proposal and on methodology have made this study far more coherent than it might otherwise have been. My own Academic Vice President, Dr. Robert Campbell, a member of that Committee, has contributed in more ways than he knows. He has sustained me in some of the doldrums that must be a part of all research. As a former college president himself, his knowledge of the office has helped Immeasurably. To Professor William Kornegay, I owe especially the evening at Deerfield and his wit and wisdom that prevented, to some degree, a tendency to become "tendentious." Professor Frederick Brown, Jr., Dean of the Evening Division at Western New England College and my "independent rater," has been involved in this study in so many ways that no expression of gratitude is adequate. He has to be pleased that all is finished. Simultaneously, there are twenty-seven college and university presidents who gave generously of their time, interest, and knowledge iv V to make this study not only enjoyable but also an adventure into in- dividual perceptions. Their willingness to discuss sensitive issues delving into personal responsibility at this time of national soul- searching is encouraging. Research of this nature is also helped by ideas of others en' gaging in the same process. Granby House was the particular edifice in which Janet Owens, Allen Davis, Ed Harris, and Mike Schwartz, all students with me in the Higher Education Center in the School of Education, held my nose to the grindstone and made indefensible cer- tain propositions I would have liked to entertain. Their love of words and the content of ideas helped make this selection a reality. By no means the least are those members of one's family who suffer the agonies of a grumpy male fussing over ideas, words, and practical details. My wife has labored with these ideas and chores as much as I and, perhaps, some of the clarity is her achieve- ment. The children have missed fishing trips and other enjoyable pursuits to provide time that might have been rightfully theirs. Lastly, my strong sense of personal indebtedness is ac- knowledged to my own President, Dr. Beaumont A. Herman, who has en- couraged me in so many unrequired ways over many years of academic successes and failures. Without that encouragement and support, this document and its allied prerogatives might not have emerged. The College President— Citizen and Symbol April 1974 Julian H. Murphy, A.B., M.A. , Stetson University Ed.D., University of Massachusetts Directed by: Dr. William Lauroesch The purpose of this research was to examine the extent to which presidents of institutions of higher education felt a conflict existed between their respective roles as spokesman— the symbol of their institution— and as private citizen. Other related facets explored were as follows: (1) the relationship of the president's family to that role conflict; (2) the relationship between role conflict and specific reference groups; (3) the gains and losses incurred when enacting either or both roles; and (4) the primacy of one role over another. Twenty-seven presidents were interviewed in-depth to deter- mine if a conflict existed and if they would take, and have taken, stands on the following nine social issues through which the study was focused: partisan politics, busing, participation in public demonstrations, war, institutional investment policy, unjust laws, amnesty, abortion, and marijuana. Those interviewed headed institu- tions all of which are located in the Commonwealth. Eighteen head private institutions; nine are public presidents. Twenty represent vi vii secular colleges or universities; seven are sectarian. Three are from universities; sixteen represent four-year colleges; eight are from two-year colleges. The student bodies of seventeen are coeducational. Nine are women's colleges. One is a men's college. Sixty-three percent of the presidents believe that a con- flict exists. Public college and university presidents affirm its existence more strongly than other groups. Private college and university presidents are equally divided in their perceptions. Sectarian presidents do not generally affirm its existence; secular presidents do. Eighty-five percent thought they were always regarded by public and press as president. They believed, equally, that it was generally impossible for public and press to separate the presi- dent from his position. There appears to be some relationship between what presi- dents think they would do relative to social issues and what they actually do. Nineteen took action of some sort. War and politics generated the most action followed by abortion and participation in public demonstrations. Abortion, however, was the principal concern of sectarian presidents. Twenty-four presidents would not break the law. Three would. One did. Trustees and donors most influenced gains and losses. The losses identified in the presidential calculus are as follows: a sense of uneasiness, decrease in annual giving, and alienation of some segments of the college constituencies. Gains are measured as follows: better realtions with the trustees, counting as a private viil person, decreasing passion on campus, intact on Federal policy makers, increasing one's popularity with internal constituencies, and increasing donor support. While the tacit assumption of the problem statement that there is role conflict was confirmed, the extent to which that con- flict exists was found to be clearly influenced by several variables and possibly influenced by others identified in the course of the study. Within the methodological limitations and scope of the study, it is concluded that the extent of role conflict between the two roles of citizen and symbol is a function of seven variables: (1) public or private classification; (2) secular or sectarian affiliation; (3) the impact of felt obligations of the presidential office; (4) the nature of the social issue involved; (5) the in- fluence of particular reference groups; (6) the gains or losses achieved by taking a stand; and, (7) perception of the requirements of institutional leadership. Further, it may be related to two other variables; (1) time in office, and (2) the exercise of aca- demic freedom. Two variables have no impact on this type of role conflict; type of institution— two-year, four-year, or univer- sity—and sex of student body—men, women, or coeducational. TABLE OF CONTENTS Chapter I. THE COLLEGE PRESIDENT—A MAN IN THE MIDDLE 1 A Man in the Middle Need for the Study Statement of the Problem The Presidential Calculus II. COLLEGE AND UNIVERSITY PRESIDENTS—A REVIEW OF THE LITERATURE 12 Dimensions of the Literature The President's Job Biographical and Autobiographical Studies The Managerial Literature The Behavioral Literature The Function of Higher Education Citizen and Symbol in the Literature Institutional Neutrality Conclusion 111. METHODOLOGY 78 Definition of Terms Development of the Instrument Interview Sample Pretesting Protocol Administration of Protocol Treatment of Data Limitations of the Study IV. ANALYSIS OF THE DATA—DOES ROLE CONFLICT EXIST? ... 98 Institutional Data Does Role Conflict Exist? Always the President? The President's Family Summary V. ANALYSIS OF THE DATA— ISSUES AND ACTIONS 119 Social Issues Actions Taken Additional Issues Actions Contrary to the Law Summary XX X VI. ANALYSIS OF THE DATA—THE PRESIDENTIAL DECISION CALCULUS Reference Groups The Board of Trustees Act of Institutional Leadership Inhibit Debate Gains and Losses Summary VII. SUMMARY AND CONCLUSIONS 165 Summary Findings Limitations and Strengths of This Study Conclusion Discussion Future Research APPENDICES A. DEFINITIONS USED IN THIS STUDY 194 B. RESEARCHER'S CONTACT LETTER 198 C. STRATIFIED INSTITUTIONAL SAMPLE 200 D. INTERVIEW PROTOCOL 202 E. ADDITIONAL DATA--PERSON, POSITION, AND POWER ... 207 BIBLIOGRAPHY 244 LIST OF TABLES Table 1. College Presidents and Behavioral Styles 45 2. Presidential Tenure by Range of Years, Sex, Status, Affiliation, Tjrpe, and Student Body 101 3. Does Role Conflict Exist? IO 2 4. Role Conflict and Time in Office 110 5. Are You Always the President? 112 6 . Is the President's Family Also Involved? 115 7. Social Issues upon Which Presidents Would Act .... 120 8 . President's Who Have Taken No Stand on Any Issue . 124 9. Issues on Which Presidents Have Taken Stands 125 10.
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