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Item Personal and professional needs of teachers in Montana's Class C schools(Montana State University - Bozeman, College of Business, 1991) Young, Nancy Kay; Chairperson, Graduate Committee: Norman L. MillikinThe major purpose of this paper was to determine the personal and professional needs of teachers in Class C schools in Montana, and how college and universities could better prepare them to teach in these school systems. To collect the data for the study, questionnaire packets were sent to each of Montana's 102 Class C schools. Each packet was addressed to the school secretary. A letter to the secretary asked him or her to randomly select three teachers from the school to complete the enclosed questionnaires. It was also specified that the secretary select one teacher from elementary, middle and high school if possible. Of the 306 questionnaires sent, 185 were returned for a 60 % response rate. The findings of the study showed that 72.4 percent of the teachers surveyed were adequately prepared to teach in the Class C school. Growing up in a small community and attending a Class C school helped 33 percent of the respondents be prepared to teach a Class C school. College and university training helped 30 percent of the responding teachers. There are adjustments for teachers who chose to live and teach in a small community. Some of these adjustments include: driving for everything, living in a fishbowl, friends sometimes limited to other staff members, school activities take up a majority of the teachers time both in and out of school, and professional development is limited due to isolation. In regard to the teaching itself, teachers found that the number of preparations involved for lessons and activities require good time management skills. Also they must learn to be creative in order to deal with limited resources. Teachers in Montana's Class C schools said they could have been better prepared to handle extra-curricular responsibilities, small town living and curriculum development. Based on the findings of the study, the writer recommends that college and universities better prepare future teachers by giving them realistic exposure to a teacher's role in the Class C school, addressing curriculum development in the teacher training programs, creating an awareness of small town living in their programs, giving some instruction on how to manage a multi-grade classroom and presenting education students with real exposure to schools of all sizes.Item Survey of the 1988-1992 office administration graduates of Lakeland College, Vermilion Campus(Montana State University - Bozeman, College of Business, 1993) Henry, Blanche Marie; Chairperson, Graduate Committee: Norman L. MillikinA follow-up study was made of the 1988-92 graduates of the Office Administration program at Lakeland College, Vermilion Campus, to complete a program evaluation that would facilitate curriculum development and improvement. Surveys were sent to the 115 graduates of the Office Administration program. Of the 77 surveys returned, only 69 or 60 percent were usable. The main conclusions are: (1) Office Administration programs at the postsecondary level continue to offer viable programs. (2) The high priority placed on computer applications in the Lakeland College Office Administration program has proven to be well founded. (3) Word processing is the most widely used software application followed by DOS, spreadsheets, databases, graphics, and Windows. (4) Demand for shorthand or fast notetaking continues to decline. (5) Machine transcription is not widely used in the workplace. (6) Graduates from the Lakeland College Office Administration program tended to rate the instructors and course material very highly. The main recommendations of the study are: (1) Lakeland College should continue to support the Office Administration Department in its efforts to keep pace with changes in technology and business practices. This support should include budget dollars to purchase equipment and software that students will encounter in the workplace. (2) The Office Administration Advisory Committee should review this study to assist the Office Administration Department with possible further curriculum revisions. (3) Increase the course hours devoted to word processing. (4) Implement a new computer course that would introduce students to graphics software. (5) Professional Notetaking be dropped as a compulsory course of the Office Administration program. (6) For a period of one year, Professional Notetaking be offered on a trial basis as an option to assess its demand. (7) Before implementing a two-year Office Administration program at Lakeland College that further study be done.Item The effect of increased graduation requirements on vocational education(Montana State University - Bozeman, College of Business, 1990) Hoyem, Tamra Susan; Chairperson, Graduate Committee: Norman L. MillikinThe major purpose of this study was to determine if vocational education offerings at the secondary level in Montana public schools were decreasing due to additional graduation and college entrance requirements. To collect data for this study, questionnaires were sent to 242 vocational educators and administrators employed in public secondary high schools in Montana for the year 1989-1990. The six strata used were (1) Agriculture, (2) Business, (3) Home Economics, (4) Industrial Education, (5) Marketing, and (6) Administrators. One hundred twenty-four usable returns were received. Sixty-five percent of the respondents said that they had faced a decrease in enrollment in vocational education classes, with the decreases occurring in all 5 areas. Most of the decreases occurred from 1987-1989 when most schools had increased graduation requirements in effect. The findings of this study showed that 77% of the respondents also had an overall decrease in school enrollment at the same time vocational education enrollments were decreasing. All areas in specific schools had vocational education classes that qualified as graduation requirement replacements or college entrance requirements. More classes were allowed for college entrance requirements. Qualifying vocational classes did not seem to have higher enrollments than non-qualifying vocational education classes. Vocational classes, multiple class sections, and vocational programs have been dropped from the high school curriculums. Non-vocational programs have also been dropped. The data for this study indicated that most secondary schools in Montana had decreased enrollments in vocational education classes. A reduction in both vocational and non-vocational educators occurred in the school systems. Based on the findings of the study, the writer recommends that vocational educators work with administration and other educational groups (OPI, Regents, MT Council for Voc. Ed., etc.) to show the importance of vocational education to the public, students, and parents. Use of cross-credits in similar content area for graduation requirements, keeping current with trends, and providing awards and recognition of students in vocational education are recommended.Item A follow-up study for business education at Bozeman Senior High School(Montana State University - Bozeman, College of Business, 1987) Ross, Margaret Saxman; Chairperson, Graduate Committee: Norman L. MillikinThe purpose of this study was to evaluate the business education program at Bozeman Senior High School, Bozeman, Montana by conducting a follow-up study of graduates from the classes of the past five years--1981 through 1985. Graduates were asked to answer questions in four major areas: (1) appropriateness of course content, (2) necessary standards of performance, (3) adequacy of preparation for entry-level positions, and (4) ranking of overall business education program. At the high school level, we wanted to determine the adequacy of instruction as it related to the goals of the high school graduates, the appropriateness of course content and instructional equipment, the nature of the entry jobs of graduates, and choices of graduates in post-high school education.Item Reasons for increased suspensions and probations in the department of business education and office systems(Montana State University - Bozeman, College of Business, 1986) Sulgrove, John Lyall; Chairperson, Graduate Committee: Norman L. MillikinThe purpose of this study was to investigate possible reasons for increased student suspensions from the Department of Business Education and Office Systems in the College of Business at Montana State University. The sources of data for this study were obtained from student records on file at the College of Business, Montana State University. Additional student record data and information was obtained from the Montana State University Office of Admissions and from Montana State University Testing Services. When all information had been gathered, the findings were compiled and analyzed. The results were then set up in tables for clarity. A written description and an analysis of the data supplement the tables. The conclusions were (1) the Department of Business Education and Office System's main concern over suspensions should be with the Administrative Assistant Program as evidenced by the large-majority (67 percent), of suspended students in that program, (2) below average stanine scores (less than 4) should immediately be an indicator that a student may have problems, (3) the university calculated high school grade point average for the students and the student's rank in high school class are strong indicators of future performance, (4) of the total number of suspended students, over half, 51 percent, were on probation from 2 to 3 quarters, (5) students enrolled in the Department, knowing they must meet minimum requirements in a pre-requisite type program as freshmen and sophomores in order to advance into the main program as juniors and seniors, will be less likely to encounter academic problems, and (6) the accounting course, BUAC 224, Principles of Accounting, remains the single largest stumbling block for students enrolled in the Department of Business Education and Office Systems. Some of the recommendations were (1) review any unique environmental and institutional factors so as to enhance capabilities for retaining students who may encounter academic problems, (2) prediction profiles should be developed and tested for freshmen as soon as a working profile is completed, and (3) since an overwhelming majority of the suspended students were enrolled in the Administrative Assistant program, a preparation program unique to students enrolled in this area should be instituted.Item The image of business education at Havre High School as perceived by students, teachers, counselors and administrators(Montana State University - Bozeman, College of Business, 1985) Hedstrom, Janie Barkus; Chairperson, Graduate Committee: Norman L. MillikinThe positive image of a program is essential if it is to be viewed by students, teachers, counselors, administrators, and community as an important curriculum to be studied. This study was conducted in order to review the image of the business education department at Havre High School as it is perceived by students, teachers, counselors and administrators. The researcher surveyed respondents at Havre High School as to their perception of the business education department, using a five point Likert scale for indication of responses. The responses were divided into sub-categories of business programs, business teachers and business students for ease in basing conclusions and recommendations. Though many of the statements were positive, it was noted that there were some areas of concern. Business educators should familiarize all segments of Havre High School and its surrounding community of it's offerings through good public relation efforts. Students should be proud to be enrolled in business education and can be assured of quality education received. The business education programs at Havre High School must continue to be up-dated and revised to keep current with trends being developed. It is imperative that program standards be set so goals can be established to meet high expectations. The business education teachers should continue to become professionally aware of trends and innovations in the constantly changing business environment. This will provide marketable students and give college-bound students a more complete and current background in business. It is recommended by this researcher that the conclusions and recommendations of this study be reviewed and ideas implemented into the business education program at Havre High School, Havre, Montana.Item The career lattice concept in the community college(Montana State University - Bozeman, College of School of Business, 1977) Mahon, Leslie J.; Chairperson, Graduate Committee: Norman L. MillikinThe purposes of this study were to: 1. Conduct a normative-survey of the community colleges in the Northwestern region of the United States in an attempt to ascertain what the philosophy of these college leaders was in regard to career education. 2. Compile information and materials that experts recommend for inclusion in a post-secondary career education program. 3. Implement the career development concept into the curriculum at the community college level.Item Evaluation of the master's degree and program in the School of Commerce at Montana State University by master's alumni and graduate students(Montana State University - Bozeman, College of Professional Schools, 1972) Hageman, Richard AlvinThe purposes of the research project were to attempt to determine the employment utility of a master's degree obtained through the School of Commerce at Montana State University; to evaluate the curriculum in the School of Commerce in search of additions and improvements; and to evaluate the organization and administration of the graduate program in the School of Commerce. Data were collected by mailing questionnaires to 59 alumni who had received master's degrees between June 1966 and August 1971, and hand-delivering questionnaires to ten graduate students who were currently enrolled in the School of Commerce during March 1972. Forty three questionnaires were returned. Alumni respondents had pursued occupations in the general fields of education, general business, and technology. Fourteen respondents felt that their possession of master's degrees had aided them in obtaining employment; seven respondents felt that their master's degrees had given them difficulty in obtaining employment. Twenty two respondents felt that the knowledge they gained while studying for their master's degrees was beneficial to them during the initial adjustment periods of their employment. Twenty five respondents felt that their gained knowledge was beneficial throughout their employment. The master's degree had enhanced the advancement opportunities of twenty two respondents. Twenty four respondents believed that their master's degrees were responsible for increased salary levels. Five of the forty three respondents expressed dissatisfaction with the standards and procedures for admission to graduate school. Four of the five felt that the Graduate Record Examination should not be required. Respondents were nearly equally divided on whether certification should be a prerequisite for a master's in Business Education. Four respondents suggested that the School offer an MBA, possibly coordinated with the University of Montana. Three respondents felt that too much "red tape" was involved with the graduate program. A majority of respondents felt that individual graduate programs should emphasize business subjects rather than education subjects. Many respondents were dissatisfied with the amount of guidance they had received from their graduate committees. Twenty two respondents preferred a comprehensive exam consisting of a combination of oral and written tests. It is recommended that: guidance activities for graduate students be examined; the administration of the graduate program be reviewed for possible simplification, and; the School of Commerce examine the possible use of the combination form of comprehensive exam.Item Income tax in Montana high schools(Montana State University - Bozeman, College of School of Business, 1977) Kuntz, Ronald LeeThe primary purpose of this study was to evaluate the teaching of income tax in Montana high schools. This evaluation was based upon responses from the various high schools in three areas: (1) General information, (2) Specific information, (3) Curriculum at the high school level. The population of this study included all of the public and non-public high schools in the state of Montana. In answer to the questionnaire, 136 out of 187 responded; this represents an overall response of 72.7 percent. The data was analyzed by the number responding to the individual questions and placing this on a percentage basis. Since every high school educator did not answer each question the percentage was determined by the total number who did answer the particular question analyzed. The conclusions of the study were: (1) Only a minority, or 24 percent of the total school enrollment, are receiving instruction in income tax, (2) The average number of weeks of instruction in income tax is 5.2, (3) Almost every high school educator felt that every Montana high school student should be exposed to income tax, (4) A significant majority of the respondents wanted income tax expanded into the Montana school system; (5) The worst weakness of the income tax course was that there was not enough time allowed to teach it, (6) The main comment was, "that income tax should be a separate class, and all seniors required to take it." The recommendations of the study were: (1) More Montana high school students be exposed to taxes, (2) Expand income tax into the Montana schools, 3) All Montana high school seniors be required to take the course.Item A study of the knowledge possessed by Montana's distributive education teacher-coordinators in the area of the systems approach to learning(Montana State University - Bozeman, College of Professional Schools, 1974) Kruse, Robert Mayer; Chairperson, Graduate Committee: Norman L. MillikinWith heavy emphasis being placed upon the development and implementation of an educational systems approach in distributive education curricula and with the construction of a new state distributive education curriculum in Montana serving as a background, it is the purpose of this study to see how well acquainted Montana's distributive educators are with the systems concept. A systems approach in distributive education curricula involves the systematic integration of all interrelated curriculum components into a unified, coordinated process in order to more efficiently accomplish a set of specific learning goals. This study is interested in finding out how much D. E. personnel in the state know about the systems concept in distributive education curriculum. By determining the level of understanding in this group of teachers positive steps can be taken to provide these people with systems' information. It is vital that Montana's distributive education teachers have an appreciation for and an understanding of learning systems and training in systems management whether they plan to write the new 1974-75 state curriculum, to implement this curriculum in their classrooms, or to simply keep updated in their field.