Date of Award

12-1-1995

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Leadership

Abstract

Little research has been conducted of two-year branch campuses of higher education institutions. In particular, the relationship between the branch campus administrator and the main campus administrator has not been studied. Therefore, the purpose of this study was to compare perceptions of branch campus administrators with perceptions of their main campus administrators regarding the quantity and quality of their communication and interaction. The second purpose was to identify the elements which contribute to a positive or a negative relationship between branch and main campus administrators.

Specific research questions were the following: (1) What are the perceptions of branch campus administrators and main campus administrators of the time and attention devoted by main campus administrators to branch campus issues? (2) What elements of the branch/main campus relationship contribute to positive and negative relations between the two campuses? (3) What are the elements to be included in a model branch/main campus relationship? Both quantitative and qualitative methodologies were used to collect data for this study.

The study included 51 branch campus administrators who responded to a survey instrument. In addition, 14 college administrators from seven states participated in a qualitative follow-up study. The study reports perceptions about the amount of time spent interacting, the adequacy of the amount of time spent interacting, elements/activities which contribute to positive and negative relations, and elements/activities which should be present in a model relationship.

This study concluded that branch campus administrators are satisfied with the amount of time and attention the main campus administrator devotes to branch campus issues even though the amount of time spent interacting varies widely. Elements of a positive relationship include frequent face-to-face meetings, advocacy for branch issues by the main campus administrator, and professional respect. Elements of a negative relationship include main campus personnel who assume authority over the branch campus and main campus faculty who are indifferent toward the branch campus. Elements of a model relationship include common but flexible policies and procedures, a common transfer curriculum, and adequate time to interact.

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