Content area
Abstract
The study examines organizational effectiveness within Nebraska's six community college districts from the perspective of constituent satisfaction as measured by (1) goal appropriateness and (2) goal related performance. The constituent groups chosen for study were limited to those whose position appeared to confer the greatest influence both in goal setting and in appropriation of resources for goal achievement: Nebraska's state senators, members of the Nebraska Coordinating Commission for Postsecondary Education, members of the six college governing boards and the campus and district presidents. The total population of each group was surveyed, permitting data to be used descriptively when the number of tests being performed did not allow them to be used statistically.
Statistically, ANOVA and Tukey tests revealed that significant differences on appropriateness ratings existed between the presidents and all other groups. On satisfaction with performance ratings, a significant difference was found between the presidents and senators only. Descriptively, the data appeared to indicate that: (a) In rating both goal appropriateness and satisfaction with performance, presidents had the highest mean sum scores while senators and commissioners had the lowest. (b) There was general agreement among all groups on the most and least appropriate goals. (c) Ratings of satisfaction with performance were lower for all groups than ratings of goal appropriateness. (d) Differences among groups were minor.
Interpretation of findings was based on the researcher's sixteen years in Nebraska community college administration. Misunderstandings among groups appeared to exist with regard to: academic level and transferability of community college courses; cost of delivering courses off campus; availability and use of video courses; important of diversity efforts; and need for effective input by all members of a dominant coalition.
Suggestions for future research include: (a) Expand number and diversity of constituent groups as well as perspectives of constituent satisfaction included in a single study. (b) Add constructive dissatisfaction to perspectives studied.
