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By RONALD F. TUCKER Bachelor of Arts Morehead State University

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By RONALD F. TUCKER Bachelor of Arts Morehead State University ANALYSIS OF DECISION-MAKING PROCESSES RELATED TO CAREER EDUCATION AS EMPLOYED IN THE UNITED STATES HOUSE OF REPRESENTATIVES, COMMITTEE ON EDUCATION AND LABOR By RONALD F. TUCKER Bachelor of Arts Morehead State University Morehead, kentucky 1960 Master of Education Morehead State University Morehead, Kentucky 1968 Submitted to the Faculty of the Graduate College of the Oklahoma State University in partial fulfillment of the requirements for the Degree of DOCTOR OF EDUCATION /16 ·78· /! b ANALYSIS OF DECISION-MAKING PROCESSES RELATED TO CABEER EDUCATION AS EMPLOYED IN THE UNITED STATES HOUSE OF REPRESENTATIVES, COMMITTEE ON EDUCATION AND LABOR By RONALD F.• J;ICKER Bachelor of Arts Morehead State University Morehead, Kentucky 1960 Master of Education ·Morehead State University Mor~head, Kentucky 1968 Submitted to the Faculty of the Graduate College of·the Oklahoma State University in partial fulfillment of the requirements ·· for the Degree .of DOCTOR OF EDUCATION Ma.y5 1974 ame: Ronald Francis Tucker Date of Degree: May 24, 1974 ristitution: Oklahoma State University Location: Stillwater, Oklahoma itle of Study:· ANALYSIS OF DECISION-MA.KING PROCESSES RELATED TO CAREER EDUCATION AS EMPLOYED Ilf. THE UNITED STATES HOUSE OF REPRESENTATIVES, COMMITTEE ON EDUCA'l'ION AND LABOR. tges in Study: 279 Candidate for Degree of Doctor of Education Ljor Field: Vocational Technical and Career Education :ope and Method of Study: The scope of the study was macroscopic in its overview of the basic sociopolitical patterns of a large governmental body and microscopic in its analysis of decision-making processes in a legislative body. The research was more specifically concerned with career education and its dependency upon the inter-related and complex workings of the committee as a whole. Both qualitative and quantitative systemsof research were used. The qualitative research covered a five-month period of direct field observation in the United States House of Representatives, Committee on Education and Labor in Washington, D.C. The researcher's intern- ship was sponsored by Committee Chairman, Carl Dewey Pe:rkins of' Kentucky. Data was obtained by observations of deliberations and actions of' the Committee membership. Post actions of the Committee were also included and studied in order to identify residual effects of' the power structure. Interviews were made within the membership to ascertain self-identity and role perception as related to support for career education. Quantitativ~ methods of' research included comparative legislative activ­ ities as drawn from the 89th and 92nd Congressional Records, vital statistics of membership, key committee membership voting, voting patterns on major educational and labor bills, parlimentary hierarchy of' the commit­ tee, constituents responses as expressed in interviews, and.major educa- . tional goals as perceived by the membership. ndings and Conclusions: Any decision conc·erning career education made by the Committee-on Education and Labor is the end result of' a complex process, resulting in agreement between the President, the committee,.and the Congress. These forces, before reaching their own individual decisions, have had to weigh and consider the wishes of' their constituents, the pressures of' various lobbies, and the legal ramifications •. The research procedure resulted in tp.e following findings: career education is not seen as a priority item by connnittee membership; many of' the membership felt career and vocational education are synonymous or did not understand the concept of career education. Presently there is no specif'ic"group lobbying for career education •. The future success of' career education lies on the local or state level through revenue sharing or block grants. Funding is an acceptable·procedu.re of the committee, but is highly de­ pendent upon special needs for the underprivileged and needy. rther, the guidance counselor must improve and play a key role in the ?lementation of career education, and career education must expand to :lude a large portion of the out-of-school population. Other findings Late4 more specifically to the committee's organization and functions id to.~he conclusion that presently the committee chairman, Carl D. ~kins, is the dominating force. However, the President and Executive ~ch has the most influence on total legislation; of utmost importance Jng most members was effective and significant legislation for education i the good of the country as a whole. Partisan differences account for jor conflicts in committee decisions, seniority is a prominent force among nbershi-p, and minority leadership is highly significant within the committee.· :! investigation provided a procedural basis for. collecting explanatory data this type. The investigation also.illustrated that an exact methodical ;earch ~rocedure involving numerative and statistical methods is impossible :l i:Jn;praGtical. career education fs to become a viable working concept it must·be under­ :>od by committee membership -so they will implement the,necessary legislation ,: the ove_rall good of career education and for the Nation. "· llile: Ronald Francis Tucker Date of Degree: May 24, 1974 :istitution: Oklahoma State University Location: Stillwater, Oklahoma itle of Study: ANALYSIS OF DECISION-MAKING PROCESSES RELATED TO CAREER EDUCATION AS EMPLOYED IN THE · UNITED STATES HOUSE . OF REPRESENTATIVES, COMMITrEE ON EDUCATION AND LABOR. iges in Study: 279 Candidate for Degree of Doctor of Education ijor Field: Vocational Technical and Career Education 1Tpose: The concern of this study was to conduct a qualitative analysis of the decision-making process commonly used in the Committee on Education and Labor of the United States House of Representatives as related to Career Education. The in.vestigation attempted to discover, identify, and describe these ~recesses by direct observation and interviews. The study also dealt with decision-making processes commonly found in legislative committees and factors affecting career education. ~ope and Method of Study: The scope of the study was macroscopic in its overview of the basic sociopolitical patterns of a large governmental · body and microscopic in its analysis of decision-making processes in a legislative body. The research was more specifically concerned with career education and its dependency upon the inter-related and complex workings of the committee as a whole. Both qualitative and quantitative systems of research were used. The qualitative research covered a five-month period of direct field obser­ vation in the United States House of Representatives, Committee on Ed­ ucation and Labor in Washington, D.C. The researcher's internship was sponsored by Committee Chairman, Carl Dewey Perkins of Kentucky. Data · was obtained by observations of deliberations and actions of the Committee membership. Post actions of the Committee were also included and studied in order to identify residu,al effects of the power structure. Interviews were made·within the membership to ascertain self-identity and role per­ ception as related to support for career education. Quantitative methods of research included comparative legislative activ-· ities as drawn from the 89th and 92nd Congressional Records., vital statistics of mem9ership, key corrnnittee membership voting, voting patterns on major educational and labor bills, parlimentary hierarchy .of the com­ mittee, constituents responses as expressed in interviews, and majored­ ucational goals as perceived by tl:ie membership. Lndings and Conclusions: . .A:n:y decision concerning career education made by the Committee on Education and Labor is the end result of a complex process, resulting in agreement between the President, the committee, and the Congress. These forces, before reaching their own individual decision'3,have had to weigh and consider the wishes of their consti­ tuents, the pressures of various lobbies, and the legal ramifications. The research procedure resulted in the following findings; careered­ ucation is not seen as a priority item by committee membership; many. of the membership felt career and vocational education are synonymous or did not understand the ·concept of career education. ·Presently there ·is no specific group lobbying for career edu~ation. The future success of career education lies on the local or state level through revenue sharing or block grants. Funding is an acceptable procedure of the committee, but is highly dependent upon special needs for the under­ privileged and needy. Further, the guidance counselor must improve and play a key role in the implementation of career education, and career education must expand to include a large portion of the out-of-school population. Other findings related more specifically to the committee's organization and functions lead to the conclusion that presently the committee chairman, Carl D. Perkins, is the dominating force. However, the President and Executive· Branch has the most influence on total legislation; of utmost importance among most members was effective and significant legislation for educa­ tion and the good of the country as a whole. Partisan differences account for major conflicts in committee decisions~ seniority is a prominent force among membership, and minority _leadership is highly significant within the committee. The investigation provided·a procedural basis for collecting explanatory data of this type. The investigation also illustrated that an exact methodical research procedure involving numerative and ·statistical
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