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Ml 48106 18 BEDFORD ROW. LONDON WC 1 R 4EJ, ENGLAND 9001913 RODNEY, LAXLEY WILLIAM THEORY BASED GUIDELINES FOR PLANNING A SYSTEM OF COMMUNITv COLLEGES FOR JAMAICA The Ohio State PH.D. 1070 University Microfilms International300 N. Zeeb Road. Ann Arbor, MI 48106 18 Bedford Row. London WC1R 4EJ, England Copyright 197q by RODNEY, LAXLEY WILLIAM All Rights Reserved PLEASE NOTE: In a ll cases th is material has been filmed 1n the best possible way from the available copy. Problems encountered with th is document have been Identified here with a check mark 1. Glossy photographs _ _ _ 2. Colored Illustrations _ _ _ 3. Photographs with dark background ________ 4. Illu stra tio n s are poor copy ________ 5. Print shows through as there 1s text on both sides of page__________ 6. Indistinct, broken or small print on several pages ^ throughout 7. Tightly bound copy with print lost 1n spine ______ 8. Computer printout pages with Indistinct print _ _ _ _ _ 9. 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Cunningham Lonnie Wagstaff is* William Moore, Jr. Advisor ~ Department of Educational Administration ACKNOWLEDGMENTS Thanks to Professor Cunningham, my major advisor, teacher and mentor for the invaluable assistance he pro­ vided by his creative thinking and gentle but firm approach to the dissertation process. Vern was an enduring source oi inspiration throughout the entire experience, and his intellectual input during the conceptualizing phase of the study will long be remembered. Professor William Moore, committee member, for his intellectual contribution, especially in my attempt to develop a set of guidelines which would reflect a balance between theory and practice. Professor Lonnie Wagstaff, committee member, for his intellectual input which proved to be invaluable during the refinement of the methodology of this study. Professor Richard Synder who served as a technical advisor during the early phase of the study. His familiar­ ity with the policy sciences played a major role in whatever success I had in translating the postulates of the late Harold Lasswell into l?nguage that could be understood by lay citizens. ii Thanks are due to the twenty-five resident doctoral students (1978-1979) in the Academic Faculty of Educational Administration at The Ohio State University, and the group of fifteen U.S. and Canadian policy science experts, who took the time to do a critique of the first and second sets of guidelines. Special thanks are also due to the group of twenty-five U.S. and Jamaican educators who participated in the final segment of the study. My sincere thanks to my family for the high degree of involvement and understanding which each one showed throughout the exercise. To my wife, Elaine, my heart felt gratitude for her encouragement and the pace which she set for me by completing her own dissertation in record time. To my two children, Denise and Rohan, who throughout the ordeal, displayed an unusual sense of maturity and patience. To them, I dedicate this dissertation. n• *i 9 VITA August 19. 19^1........ Born - Victoria Town. Manchester, Jamaica, IV. I. 1963.................... Teacher's Diploma, Mico Teachers' College, Jamaica, W.I. 1968.................... B.Sc., The University of the West Indies, Jamaica, W.I. 1968-1976 ............... Teacher, Vice Principal, Princi­ pal, Ministry of Education, Jamaica, W.I. 1976-197 7............... Administrative Assistant to the Chairperson, Faculty of Education­ al Administration and School Personnel, Western Carolina University, North Carolina. 1977.................... M.A., Western Carolina University, North Carolina. 1977-1979 ............... Administrative Assistant to the Chairperson, Faculty of Educa­ tional Administration, The Ohio State University, Columbus, Ohio. 1979.................... Woodrow Wilson Fellowship, Woodrow Wilson National Fellow­ ship Foundation, Princeton, N.J. 1979.................... Assistant Director of Institu­ tional Planning and Research, Wilberforce University, Wilber- force, Ohio. Fields of Study Major Field: Educational Administration Minor Field: Public Relations TABLE OF CONTENTS Page ACKNOWLEDGMENTS.................... ........... ii VITA........................................... iv LIST OF TABLES................................. viii LIST OF FIGURES................................ x Chapter I. INTRODUCTION........................... Background to the Study ....... 1 Statement of the Problem.......... 6 Purpose of the Study................ 7 Significance of the Study.......... 9 Limitations of the Study........... 10 Definition of Terms................. 11 Chapter Organization................ 12 II. RELATED LITERATURE.................... 14 Theoretical Frameworks and Models... 19 The Social Process Model.......... 23 The Decision Process Model......... 31 The Five Intellectual Tasks and the Lasswell Grid............ 33 Review of Studies Related to Policy Develpment: Using Lasswell*s Theoretical Framework for Inter­ pretation......................... 35 III. THE COMMUNITY COLLEGE IN THE JAMAICAN CONTEXT..................... 42 Section A - Historical Development of the Community College in the U.S. 43 Section B - The Community College within the Context of Education System in Developing Countries.... 48 v Page Section C - Historical Development of the Jamaican Community College.... 51 Section D - Jamaica as a Developing Nation: An Examination of recent Economic, Social and Political Issues................................. 58 Section E - Influences of Public and Private Organizations from North America on the Jamaican Education System* Implications for a Pro­ posed Community College System...... 69 IV. METHODOLOGY......... 88 The Decision Seminar................... 90 The Social Process Model.............. 92 The Five Intellectual Tasks........... 93 The Decision Process Model............ 9*+ The Eight Value Categories............ 95 Development of a Second Set of Guideline Statements.............. 100 Development of a Third Set Set of Guideline Statements.......... 103 The Use of the Delphi Technique for further Refining the Guidelines............................ 105 Development of the Fourth Set of Guidelines......................... 110 V. FINDINGS.................................... 117 Secti on A ......................... 11? Comments of Doctoral Students.......... 118 Comments of Scholars* In Response to the Second Set of Thirty-two Guideline Statements................. 122 Guidelines and Comments of Pane­ lists who participated in the First Round of the Delphi Technique............................. 129 Section B...... 176 VI. SUMMARY, CONCLUSIONS AND IMPLI­ CATIONS, RECOMMENDED GUIDELINES, AND RECOMMENDATIONS FOR FURTHER RESEARCH................................. 198 Summary of the Study...................