Directory UMM :Data Elmu:jurnal:I:International Journal of Educational Management:Vol11.Issue2.1997:

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Inte rnatio nal Jo urnal o f Educ atio nal Manage me nt 1 1 ,2 [1997] 6 5 –7 1

Management skills from dif ferent educational

settings

Willem Burggraaf

Re se arc h Manage r in Busine ss and Anthro po lo gy at Nije nro de Unive rsity, The Ne the rlands Busine ss Sc ho o l, Bre uke le n, The Ne the rlands

Describes research

conducted in The Netherlands in the spring of 1992 among students of higher educa-tional and academic institu-tions. The research set out to discover whether living in a room, student house or resi-dential on campus contribute to the development of certain skills – in particular, manage-ment skills. Concludes that the skills which halls of resi-dence students acquire are in the fi eld of planning and organizing activities, while the skills of students living in a student house are more in the areas of control and co-ordination. Argues that, beside the compulsory nature of an educational

programme, professional socialization effects are also generated by groups of friends, the infl uence of a student society, the work experience of the student and also the way the type of housing for the student is organized.

Introduction

In T h e N et h er la n d s w e fr eq u en t ly h ea r s t u -d en t s s ay in g t h a t leav in g h om e, m ov in g in t o a r oom or st u d en t h ou sin g, b ein g in d e p en d en t a n d t a k in g ca r e of you r self a r e con d u cive t o on e’s over a ll d evelop m en t . Alt h ou gh leav in g h om e u n d ou b t ed ly h a s it s for m a t ive m er it s, w e s et ou t t o r es ea r ch w h a t it is exa ct ly t h a t con s t it u t es t h ese for m a t ive a dva n t a ges. Mor e sp ecifi ca lly, wou ld liv in g in a r oom , st u d en t h ou se or r es id en t ia l h a ll on a ca m p u s con -t r ibu -t e -t o -t h e d evelop m en -t of cer -t a in s k ills – in p a r t icu la r, m a n a gem en t s k ills ?

In t h e s p r in g of 1992 a n u m b er of h igh er ed u ca t ion a n d a ca d em ic in s t it u t ion s in T h e N et h er la n d s w er e a p p r oa ch ed – s ch ools w h ich ed u ca t e s t u d en t s t ow a r d s m a n a ger ia l fu n ct ion s. Seven p r ogr a m m es (t h r ee of w h ich a r e ca m p u s p r ogr a m m es w it h h a lls of r es i-d en ce: Tech n ica l Un iver s it y Tw en t e, H igh er H ot els ch ool Ma a st r ich t a n d N ijen r od e Un i-ver s it y – T h e N et h er la n d s Bu sin es s Sch ool) a gr eed t o co-op er a t e in t h e r es ea r ch p r oject . T h e la st t wo p r ogr a m m es w er e b a sed or igin a lly oigin t h e id eology of t h e t r a d it ioigin a l b oa r d -in g s ch ool m od el. Du r -in g t h e 1950s t h es e sch ools w er e t r a in in g in st it u t ion s w it h a st r on g lin k t o t h e r eq u ir ed sk ills of t h e p r ofes-sion a l p r a ct ice.

A social hybrid

As r e ga r d s t h e r es id en ce a n d ed u ca t ion for m of ca m p u s, Du t ch a ca d em ic a n d h igh er ed u ca -t ion h a s n o ca m p u s -t r a d i-t ion , con -t r a r y -t o -t h e USA a n d E n gla n d . Wh a t w e d o h ave is t h e p h en om en on of r es id en t ia l t r a in in g in st it u -t ion s w i-t h h a lls of r es id en ce.

H ow ever, d u r in g t h e 1960s, t h e t h r ee h igh er ed u ca t ion in st it u t ion s m en t ion ed in t h e in t r od u ct ion (Tw en t e Un iver s it y, M a a s t r ich t Colle ge a n d N ijen r od e Un iver s it y ) t ook over t h e ed u ca t ion a l con ce p t of a ca m p u s en v ir on -m en t .

T h e r esid en t ia l t r a in in g in st it u t ion is a n old con ce p t . It d evelop s you n g p eop le. Alr ea dy, cen t u r ies a go, you n g p eop le w er e ed u ca t ed w it h in in st it u t ion s t o b ecom e m em -b er s of t h e r e gu la r cler gy or t h e lay élit e (P r es t a ge, 1928). F a m ou s exa m p les a r e t h e

m on a st er y sch ool of t h e Ben ed ict in es, t h e cen t r es of n ob ilit y for t h e ed u ca t ion of you n g k n igh t s a n d t h e J es u it colle ges. T h es e or ga n i-za t ion s a s ed u ca t ion a l in st it u t ion s, h ow ever, d id n ot r em a in lim it ed t o t h e cler gy a n d n ob ilit y. Soon t h e cit izen s follow ed . Su b se-q u en t ly, in st it u t ion s w er e est a blish ed for gir ls, a n d fi n a lly a ls o for officer s.

Un t il q u it e la t e in t h e t w en t iet h cen t u r y in E u r op e t h e r esid en t ia l t r a in in g in s t it u t ion w a s a w id ely a cce p t ed p h en om en on . T h ey w er e in st it u t ion s w h er e you n g p eop le w er e sen t t o b e t a u gh t in t h e p er sp ect ive of t h eir fu t u r e p r ofession , for in st a n ce t h e p osit ion of p r iest or officer, bu t w h er e t h ey w er e a lso p r e p a r ed for t h eir r ole in societ y. In or d er t o fu lfi l t h is p osit ion a d eq u a t ely, t h e lea r n in g a n d for m in g of cer t a in b eh av iou r s w a s con -sid er ed eq u a lly or even m or e im p or t a n t (Delle p oor t , 1955; Lovell, 1974; Va n Door n , 1965).

In it ia lly t h e t r a in in g in st it u t ion s s h ow ed fa m ily r es em bla n ces. Most of t h e p u p ils/ st u -d en t s w er e h ou se-d in b oa r -d in g h ou ses ow n e-d by fa m ilies. T h ese fa m ilies m a in t a in ed close con t a ct s w it h t h e ed u ca t ion a l in st it u t ion . In t h is w ay t h e p u p ils/ s t u d en t s w er e n ot iso-la t ed . T h er e w a s op en com m u n ica t ion a n d socia l en cou n t er s b et w een t h e p u p ils of t h e sch ool a n d t h e loca l com m u n it y.

As fr om t h e yea r 1600 t h e ed u ca t ion a l in st i-t u i-t ion s in cr ea sed i-t h eir su p er v ision of i-t h e b oa r d in g h ou ses. T h is t r en d even t u a lly cu l-m in a t ed in t h e cla ssic b oa r d in g sch ool w e a r e on ly t oo fa m ilia r w it h fr om ou r exp er ien ce a n d t h e lit er a t u r e. T h e b oa r d in g fa m ilies w er e r eq u ir ed t o live in t h e close v icin it y or even in t h e gr ou n d s of t h e in s t it u t ion . In t h e p er iod t h a t follow ed , t h e b oa r d in g fa m ilies w er e r e p la ced by p er son n el, a cen t r a l k it ch en w a s est a blish ed a n d fen ces w er e p u t u p. T h e fa m ily a sp ect h a d d isa p p ea r ed . T h e r esid en t ia l in st it u t ion b eca m e a n ed u ca t ion a l com -m u n it y in isola t ion (Ar iés, 1962; McCon n ell, 1967; T r evelya n , 1949).

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Wille m Burggraaf Manage me nt skills fro m diffe re nt e duc atio nal se ttings

Inte rnatio nal Jo urnal o f Educ atio nal Manage me nt 1 1 / 2 [1 9 9 7 ] 6 5 –7 1

or ga n iza t ion s or igin a t e) a n d h ave d evelop ed gr a d u a lly in t o socia lly r ecogn iza ble p r ofes -sion s w it h a clea r n a m e a n d h om ogen eou s t a s k s.

T h es e p r ofes sion s p er for m t h e sa m e p r ofes -sion a l t a s k s a n d h ave a cer t a in com m on cu l-t u r e l-t o w h ich l-t h e m em b er s h ave l-t o con for m (E llis a n d Moor e, 1974; Va n M a a n en , 1976). In t h is w ay ch a r a ct er is t ic p r ofes sion a l com m u -n it ies a r e es t a blis h ed , for exa m p le off s h or e fi sh er m en , a r m y officer s a n d m ed ica l exp er t s.

Wh a t w e h ave t o r ea lize is t h a t a p r ofes sion a l com m u n it y d oes n ot h ave a n e ga lit a r -ia n s t r u ct u r e. Alt h ou gh colle g-ia lit y a n d t h e com m on exp er ien ce of va lu es a r e con sid er ed im p or t a n t , t h e exis t en ce of s u ch a com m u n it y is of a w h im sica l n a t u r e. A p r ofes sion a l com -m u n it y a ls o h a s h ier a r ch ica l levels, -m u t u a lly com p et in g gr ou p s a n d coop er a t ive r ela t ion -sh ip s w it h ot h er p r ofes sion a l com m u n it ies.

T h e com m on exp er ien ce of n or m s a n d va lu es, in con n ect ion w it h p r ofes sion a l p r a c-t ice, cr ea c-t es a n id en c-t ic-t y. M em b er s of c-t h e p r o-fes sion ca n s ee t h em selves r efl ect ed in t h is id en t it y. T h a t is w h y id en t it y d et er m in es t h e level of in st it u t ion a liza t ion of t h e r oles. T h e va lu e of t h e n ot ion of p r ofes sion a l com m u -n it y, t h er efor e, lies n t h e -n a t u r e of t h is n s t i-t u i-t ion a liza i-t ion .

J a n ow it z (1964) a n d Va n M a a n en (1976) p oin t t o t h e fa ct t h a t , w it h in t h e a r m y, bu t a lso in s er v ice in st it u t ion s s u ch a s t h e p olice a n d fi r e b r iga d e, a s t r on g n or m a t ive in t e gr a -t ion is con s id er ed n eces sa r y for a d eq u a -t e p r ofes sion a l p r a ct ice. In t h is ca s e, h ow ever, w e a r e r efer r in g t o or ga n iza t ion s t h a t op er a t e on t h e b or d er s b et w een life a n d d ea t h . T h er e-for e, m em b er s of t h e p r ofes sion a r e exp ect ed t o a d h er e t o a n et h ic of ser v ice a n d fa r r ea ch -in g loya lt y. It is t h u s n ot s u r p r is-in g t h a t , -in m a n y cou n t r ies, n ew m em b er s of t h e a b ove-m en t ion ed p r ofes sion a l coove-m ove-m u n it ies a r e ed u ca t ed in r es id en t ia l t r a in in g in st it u t ion s.

It t u r n s ou t t h a t t wo of t h e t h r ee ca m p u s p r ogr a m m es in t h is r es ea r ch (H igh er H ot els ch ool, M a a s t r ich t a n d N ijen r od e) a ls o le git im ize t h eir ra ison d ’être by t h e con v ic-t ion ic-t h a ic-t p r ofes sion a l p r a cic-t ice d em a n d s ver y s p ecifi c s k ills a n d t h a t p r ofes sion a l com m u -n it y d em a -n d s a st r o-n g i-n t er -n a liza t io-n of s p ecifi c n or m s a n d va lu es (Bu r ggr a a f, 1992). An ed u ca t ion in t h e con t ext of a ca m p u s ca n t h u s, b eca u se of it s (r ela t ive) isola t ion , a ch ieve a ch a r a ct er ist ic p r ofes sion a l d evelop -m en t .

Research

A t ot a l of 384 s t u d en t s p a r t icip a t ed in t h e p r oject ; 229 fi r s t -yea r a n d 155 for m er s t u d en t s

(on e-yea r a lu m n i). A d ist in ct ion w a s m a d e b et w een t h e t wo ca t e gor ies in or d er t o b e a ble t o com p a r e exp er ien ces.

T h e d a t a w er e collect ed by m ea n s of a q u est ion n a ir e, d evelop ed on est h e b a sis of liest er a t u r e, in t er v iew s, ob ser va t ion s a n d d ocu m en -t a -t ion of -t h e p r ogr a m m es. T h e q u es-t ion s w er e a im ed a t t h e t h r ee lifesp h er es of st u -d en t s: h ou s in g, e-d u ca t ion a n -d r ecr ea t ion .

Wit h r e ga r d t o t h e t h r ee life-sp h er es, in r ela t ion t o t h e h ou sin g s it u a t ion , t h e st u d en t s w er e a sk ed a b ou t t h eir exp er ien ces con cer n -in g t h e a cq u isit ion of m a n a gem en t sk ills. For t h e p u r p ose of d efi n in g t h ese sk ills, t h e v iew s of Boya t zis (1982), Min t zb er g (1989) a n d Selzn ick (1957) w er e ju d ged on t h eir

r eleva n ce for t h e r esea r ch . T h e v iew s of Boy -a t zis w er e t -a k en -a s ou r s t -a r t in g p oin t . In h is r esea r ch , follow in g Selzn ick , t h e

com p et en ces of a fu t u r e m a n a ger a r e m ea su r ed – com p et en ces by w h ich cer t a in m a n -a gem en t r oles c-a n b e s -a t isf-a ct or ily

p er for m ed . T h is m ea n s t h a t , in t h e fr a m e-wor k of t h ese com p et en ces, n o d ist in ct ion h a s b een m a d e b et w een s ocia l a n d m a n a gem en t sk ills.

Boya t zis d ist in gu ish es fi ve fu n ct ion a l a r ea s in w h ich a m a n a ger op er a t es:

1 p la n n in g; 2 or ga n izin g; 3 con t r ollin g; 4 m ot iva t in g; 5 co-or d in a t in g.

On t h e b a sis of t h ese fu n ct ion a l a r ea s, Boy -a t zis h -a s d efi n ed -a n u m b er of t -a sk s w h ich -a r e con n ect ed w it h t h e p a r t icu la r fu n ct ion s. On t h e b a sis of t h ese t a sk s (a n d t h e a ccom p a n y -in g com p et en ces) t h e ou t com es w er e in t er p r et ed .

Am on g ot h er fa ct or s, t h ese t a sk s en t a il t h e d et er m in a t ion of t h e goa ls of a n or ga n iza t ion , t h e d et er m in a t ion of w h ich p eop le a n d w h ich m ea n s a r e n ecessa r y t o r ea lize p la n s, m on i-t or in g i-t h e a ch ievem en i-t s of in d iv id u a ls a n d gr ou p s, p r ov id in g feed b a ck , cr ea t in g t oget h -er n ess a n d “sp ir it ” in t h e or ga n iza t ion a n d st im u la t in g co-op er a t ion . Alt h ou gh t h e va r iou s t y p es of s t u d en t h iou s in g h ave b een con -sid er ed in t h e su r vey, t h e r esea r ch focu sed esp ecia lly on t h e com p a r ison b et w een st u -d en t s liv in g in a s t u -d en t h ou se a n -d st u -d en t s liv in g on a ca m p u s. We d efi n e a st u d en t h ou se a s a h ou se w h er e m or e t h a n t wo st u d en t s live t oget h er.

Sample survey

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s t u d en t h ou s e, in a com m u n e, a lon e or t oget h er in a n a p a r t m en t , et c. On e cou ld a ls o t h in k of h y b r id t y p es of h ou s in g. In t h is s u r -vey t h e s t u d en t s w er e d is t r ibu t ed t h e t y p es of h ou s in g a s s h ow n in F igu r e 1.

As is s h ow n in F igu r e 1, m ost s t u d en t s (38 p er cen t ) live in a s t u d en t h ou s e, 26 p er cen t on a ca m p u s, 19 p er cen t w it h p a r en t s a n d 12 p er cen t on t h eir ow n . Also, w h en t h e ed u ca -t ion a l p r ogr a m m e offer s h a lls of r es id en ce a n d w h en t h is t y p e of h ou sin g is op t ion a l, t h e m a jor it y of t h e st u d en t s s t ill live in a s t u d en t h ou s e. F u r t h er, it is in t er es t in g t h a t t h e s h a r e of m a le a n d fem a le st u d en t s is a p p r oxim a t ely eq u a l for a ll t y p es of h ou s in g, exce p t for t h e ca t e gor y “on on e’s ow n ”. It t u r n s ou t fr om a s a m p le s u r vey t h a t 19 p er cen t of t h e fem a le s t u d en t s live in d e p en d en t ly, com p a r ed t o 6 p er cen t of t h e m a le st u d en t s.

Dif ferences and similarities

In T h e N et h er la n d s st u d en t h ou s in g on a ca m p u s a n d r e gu la r st u d en t h ou ses ca n d iffer con sid er a bly fr om on e a n ot h er. On a ca m p u s t h e gr ou p of occu p a n t s is u su a lly of a m or e h om ogen eou s n a t u r e. Ca m p u s s t u d en t s u s u -a lly follow t h e s-a m e t y p e of st u dy p r o-gr a m m e, w h er ea s s t u d en t s in a s t u d en t h ou se u su a lly follow d iffer en t st u dy p r ogr a m m es.

St u d en t s in a s t u d en t h ou se d o t h eir ow n h ou s ek ee p in g. On a ca m p u s, h ow ever, t h e fa cilit ies a r e m a in t a in ed by t h e in st it u t ion it self (in con su lt a t ion w it h t h e s t u d en t s). On ca m p u s t h e st u d en t s in gen er a l d o n ot cook in t h eir r oom s, w h ich is w h y t h ey ser ve m ea ls in a ca fet er ia . F in a lly, t h e t wo t y p es of h ou sin g d iffer in geogr a p h ica l loca t ion : a st u d en t h ou s e is u s u a lly loca t ed in t h e cit y w h er ea s a ca m p u s in T h e N et h er la n d s is loca t ed a t t h e p er ip h er y or ou t s id e t h e cit y.

Alt h ou gh s t u d en t h ou s es a n d t h e ca m p u s d iffer in m a n y r es p ect s, t h er e a r e a lso s om e s im ila r it ies. In b ot h t y p es of h ou s in g t h e m or e est a blis h ed s t u d en t s a p p ly en t r y p r oce-d u r es. By m ea n s of a ll k in oce-d s of r it u a ls it is m a d e clea r t o t h e n ew com er t h a t h e/ sh e w ill

h ave t o a d a p t t o t h e r u les of t h e ga m e, t h e h a b it s a n d t h e p r eva ilin g n or m s of t h e h ou se.

In a d d it ion t h e st u d en t s in b ot h t y p es of h ou sin g h ave a ch a r a ct er ist ic s t u d en t ver n a c-u la r, a cer t a in k in d of h c-u m oc-u r, a ch a r a ct er is-t ic fu r n ish in g of is-t h e r oom s a n d ch a r a cis-t er isis-t ic clot h in g. Old er st u d en t s ca n a lso cr ea t e a cer t a in a t m osp h er e by p a ssin g on h a b it s, p r oced u r es, et c. In b ot h t y p es of h ou sin g it in volves a r ea son a b ly h om ogen eou s gr ou p of occu p a n t s w h o a r e b et w een 18 a n d 25 yea r s of a ge a n d w h o a r e u s u a lly follow in g a h igh er p r ofes sion a l or a ca d em ic ed u ca t ion a l p r ogr a m m e.

The experiences of students

In t h e w ay s in w h ich st u d en t s a r e given t h e op p or t u n it y t o a cq u ir e m a n a gem en t sk ills (for in st a n ce, by m ea n s of p r a ct ice session s a n d d id a ct ica l m et h od s ), it t u r n s ou t fr om t h e d a t a t h a t t h e ed u ca t ion a l in st it u t ion s d iffer st r on gly fr om on e a n ot h er. Most of t h e r es p on d en t s, h ow ever, in d ica t ed t h a t m u ch em p h a sis w a s p u t on s t u d en t s elf-m ot iva t ion , t h e in d e p en d en t st u dy of ca ses a n d wor k in g in a t ea m . In t h e q u est ion n a ir e t h e st u d en t s w er e a lso a sk ed w h a t h a d b een t h eir m ot iva -t ion -t o s -t a r -t -t h e p r ogr a m m e. S-t u d en -t s w h o live on ca m p u s m or e oft en p r ov id ed m ot ives su ch a s m a k in g a ca r eer, self-a ct u a liza t ion a n d in t er est .

F r om t h e in q u ir y it t u r n s ou t t h a t st u d en t s w h o live on a ca m p u s d evelop st r on ger socia l sk ills t h a n s t u d en t s liv in g in a st u d en t h ou se, in d e p en d en t ly, t oget h er, or w it h p a r en t s. T h e ca m p u s st u d en t s d efi n ed t h ese sk ills a s in cr ea sin g r esilien ce, lea r n in g t o co-op er a t e, lea r n in g t o t a k e a ccou n t of ot h er s, a sser t iven ess, lea r iven iiven g t o set p r ior it ies, p r oblem solv -in g, a cq u ir -in g -in s igh t -in t o h u m a n n a t u r e, ca p a cit y t o a d a p t , m u t u a l u n d er st a n d in g, d ea lin g w it h p eop le w h o a r e n ot a u t om a t ica lly you r fr ien d s a n d b ecom in g m or e t oler -a n t . St u d en t s of N ijen r od e, T h e N et h er l-a n d s Bu sin ess Sch ool a n d t h e H igh er H ot elsch ool in Ma a st r ich t , m or eover, in d ica t ed t h a t t h ey d evelop ed t h eir s k ills p r ecisely b eca u se of t h e t y p e of h ou sin g. In a d d it ion , a ccor d in g t o t h e ca m p u s st u d en t s, liv in g on a ca m p u s h a s sever a l a dva n t a ges, su ch a s gr ea t er con v iv ia l-it y, st u dy fa cill-it ies w l-it h in close r a n ge, n o lon g d ist a n ces t o t r avel a n d t h a t t h er e is a lw ay s h elp fr om fellow st u d en t s.

Alt h ou gh s t u d en t s liv in g in a st u d en t h ou se in d ica t ed t h a t t h ey d evelop socia l sk ills t o a lesser d e gr ee, t h ey a lso m en t ion ed s im ila r lea r n in g exp er ien ces t o t h e ca m p u s st u d en t s. Besid es in cr ea sin g t h e ca p a cit y t o a d a p t , a sser t iven ess a n d t oler a n ce, t h e st u d en t s fr om st u d en t h ou ses s p ecifi ca lly m en t ion ed Figure 1

Pe rc e ntage o f stude nts pe r type o f ho using

Stude nt ho use 3 8 pe r c e nt

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in d e p en d en ce a n d lea r n in g t o d ea l w it h p eop le w h o h ave d iffer en t cu lt u r a l a n d socia l b a ck gr ou n d s a s im p or t a n t lea r n in g a sp ect s of t h is t y p e of h ou sin g.

F in a lly, it ca n b e a r gu ed t h a t ca m p u s st u -d en t s a n -d t h ose fr om s t u -d en t h ou s es -d evelop m or e s ocia l a n d m a n a gem en t s k ills t h a n st u d en t s w h o live a t h om e, t oget h er or in d e-p en d en t ly. Ca m e-p u s s t u d en t s, h ow ever, m or e oft en h ave con fl ict s a b ou t h ou s e r u les (t h ou gh con fl ict m a n a gem en t is a good m a n -a ger i-a l s k ill), t h ey m or e oft en or g-a n ize u n it p a r t ies a n d m or e oft en u n d er t a k e collect ive a ct iv it ies w it h t h eir h ou s e-m a t es. St u d en t s in a s t u d en t h ou s e, h ow ever, m or e fr eq u en t ly : h ave a job on t h e sid e; d ecid e on t h e a d m is -sion of n ew occu p a n t s; d is cu s s h ou s e r u les ; feel r esp on sible for t h e a t m os p h er e in t h e h ou se a n d feel m or e r es p on s ible for t h e m a in -t en a n ce of -t h e h ou se (s ee F igu r e 2).

F r om t h e r esea r ch it t u r n s ou t t h a t , fi r st of a ll, t h e m a n a gem en t sk ills ca m p u s st u d en t s a cq u ir e (p a r t icu la r ly t h ose a t Ma a st r ich t a n d N ijen r od e) a r e m or e of a p la n n in g a n d or ga n i-za t ion a l n a t u r e a n d in clu d e: t h e m a n a gem en t t a sk s wh ich r ela t e t o su ch a fu n ct ion a l q u a lit y a n d t h e com p et en ces wh ich a r e in volved a r e t h e d et er m in a t ion of t h e goa ls of t h e or ga n iza -t ion ; -t h e d evelop m en -t of p la n s -t o r ea lize -t h ese goa ls; t h e d et er m in a t ion of h ow t h ese p la n s h ave t o b e ca r r ied ou t ; t h e d et er m in a t ion of t h e r eq u ir ed (h u m a n ) r esou r ces a n d h ow t h ese h ave t o b e st r u ct u r ed ; t h e for m u la t ion of

a ch ievem en t st a n d a r d s; a n d , of cou r se, com -m u n ica t in g t h is t o ot h er s.

Secon d , it ca n b e a r gu ed t h a t t h e sk ills of st u d en t s fr om st u d en t h ou s es a r e m or e in t h e a r ea of con t r ol a n d co-or d in a t ion . T h e t a sk s of a m a n a ger con n ect ed w it h t h ese fu n ct ion s a r e t h e m on it or in g of a ch ievem en t s, p r ov id -in g feed b a ck t o -in d iv id u a ls a n d gr ou p s, r ew a r d in g a n d p u n ish in g, st im u la t in g co-op er a t ion , con fl ict h a n d lin g a n d r e p r esen t in g t h e or ga n iza t ion in t h e ext er n a l

en v ir on m en t .

Other activities and work

experience

St u d en t s w h o wor k ed b efor e st a r t in g t h e p r ogr a m m e of st u dy sp en d m or e t im e on t h eir st u d ies a n d a r e m or e p osit ive a b ou t t h e con t a ct s w it h in st r u ct or s t h a n a r e st u d en t s w it h ou t p r ev iou s wor k exp er ien ce. St u d en t s w it h m or e wor k exp er ien ce a r e a lso a ct ive in ext r a -cu r r icu la r a ct iv it ies su ch a s volu n t a r y wor k , sp or t s a n d st u d en t s ociet ies t h a n a r e st u d en t s w it h les s wor k exp er ien ce. In t h a t con t ext it is in t er est in g t o m en t ion w h a t t h e ot h er d iffer en ces in in t er p r et a t ion a r e b et w een t h e 229 fi r st -yea r st u d en t s a n d t h e 155 for m er s t u d en t s in t h e sa m p le s u r vey. F ir st -yea r st u d en t s a r e occu p ied m a in ly w it h leisu r e a ct iv it ies (in t h e for m of n igh t s ou t ). T h ey con sid er t h e p r ogr a m m e m or e d ifficu lt , t h in k t h a t t h eir st u d ies a r e n ot goin g t oo w ell, a r e less p osit ive a b ou t t h e st u dy -loa d , h ave few er good exp er ien ces in d ea lin g w it h t ea ch -er s a n d wor k t oget h -er les s fr eq u en t ly.

For m er st u d en t s clea r ly in d ica t ed t h a t t h ey w er e less occu p ied w it h t h em s elves, w er e m a n a ger ia lly m or e a ct ive (t h a n sen ior st u -d en t s), m or e oft en p r ov i-d e-d fee-d b a ck t o ot h er s, m ot iva t ed p eop le, m or e oft en fu n c-t ion ed a s r e p r esen c-t a c-t ives a n d m or e ofc-t en h a d a job on t h e sid e. Sen ior s t u d en t s a r e sim p ly m or e a ct ive. F in a lly, for m er s t u d en t s a p p ea r t o b e m u ch b et t er a ble t o r ela t iv ize t h e p er iod of ed u ca t ion .

Bes id es t h e t y p e of h ou s in g a n d t h e p r o-gr a m m e, t h er e a r e, of cou r se, ot h er a sp ect s of in fl u en ce on t h e a cq u isit ion of m a n a gem en t a n d s ocia l sk ills by s t u d en t s, su ch a s ext r a -cu r r i-cu la r a ct iv it ies a n d p r ev iou s wor k exp e-r ien ce. Ca m p u s st u d en t s, foe-r exa m p le, a e-r e m or e a ct ive in t h e socia l life, su ch a s sp or t s clu b s a n d st u d en t societ ies. T h ese st u d en t s m or e oft en h ave a n a d m in ist r a t ive/ m a n a ger ia l fu n ct ion in st u d en t societ y a s w ell. N ijen -r od e esp ecia lly d ist in gu ish es it self in t h is r esp ect . T h is is n ot su r p r isin g b eca u se a t N ijen r od e a ct ive in volvem en t in com m it t ees a n d b oa r d s is st r on gly en cou r a ged . As on e Figure 2

Diffe re nc e s be twe e n stude nts living o n c ampus and tho se in stude nt-ho use s

Jo b o n the side Re spo nsible fo r atmo sphe re

Re spo nsible fo r mainte nanc e o f

the ho use

Disc ussio n of the house

rule s

Admissio n o f ne w o c c upants 1 0 0

9 0

8 0

7 0

6 0

5 0

4 0

3 0

2 0

1 0

0

Key

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s t u d en t s a id : “At N ijen r od e ever y st u d en t is on s om e k in d of com m it t ee”.

Female and male students

F in a lly, w e in ves t iga t ed t h e ext en t t o w h ich t h er e w er e d iffer en ces in t h e exp er ien ces of m a le a n d fem a le st u d en t s. In gen er a l fem a le s t u d en t s s p en d m or e t im e on t h eir st u d ies a n d a r e a lso m or e s a t is fi ed a b ou t t h e p r ogr es s of t h eir s t u d ies t h a n m a le s t u d en t s. Fem a le s t u d en t s a r e less p osit ive a b ou t t h e con t a ct s w it h fellow s t u d en t s t h a n m a le s t u d en t s. Wit h r e ga r d t o t h e t h r ee ca m p u s p r ogr a m m es t h er e w er e a ls o d iffer en ces b et w een t h e sexes. T h e p er cen t a ge of m a le s t u d en t s fr om t h e s a m p le s u r vey (62 p er cen t ) is h igh er t h a n t h e p er cen t a ge of fem a le s t u d en t s (38 p er cen t ). Fem a le ca m p u s s t u d en t s a r e a lso m or e s a t is -fi ed w it h t h e p r ogr es s of t h eir st u d ies t h a n t h e m a le s t u d en t s. Fem a le s t u d en t s a r e a lso m or e p os it ive a b ou t t h eir t y p e of h ou sin g t h a n m a le ca m p u s s t u d en t s. T h e in q u ir y fu r t h er s h ow ed t h a t m a le ca m p u s s t u d en t s m or e oft en h ave a n a d m in ist r a t ive/ m a n a ger -ia l fu n ct ion w it h in t h e p r ogr a m m e.

Learning experiences and

management skills

F r om t h e r es ea r ch it t u r n s ou t t h a t t h e t y p es of h ou s in g – ca m p u s a n d st u d en t h ou s es – con t r ibu t e t o t h e s p ecifi c s ocia l a n d p er s on a l d evelop m en t of t h e s t u d en t . Bes id es t h e ed u -ca t ion a l a n d ext r a -cu r r icu la r a ct iv it ies, b ot h of t h es e t y p es of h ou sin g s t im u la t e cer t a in s k ills a s w ell. It ca n b e con clu d ed t h a t t h e s k ills w h ich ca m p u s s t u d en t s a cq u ir e a r e m or e in t h e fi eld of p la n n in g a n d or ga n izin g a ct iv it ies. T h e sk ills of st u d en t s fr om s t u d en t h ou s es, on t h e ot h er h a n d , a r e m or e in t h e a r ea of con t r ol a n d co-or d in a t ion .

We h ave t o r ea lize t h a t , b es id es t h e com p u l-s or y n a t u r e of a n ed u ca t ion a l p r ogr a m m e, t h e gr ou p s of fr ien d s, t h e in fl u en ce of a st u d en t s ociet y, t h e wor k exp er ien ce of t h e st u -d en t a n -d a lso t h e w ay t h e t y p e of h ou s in g for t h e s t u d en t is or ga n ized for m a n in t e gr a l p a r t of t h e in s t r u m en t a l lea r n in g con t en t a n d lea r n in g s t r a t e gies w it h in t h e p r ogr a m m e.

Aga in s t t h is b a ck gr ou n d , fu r t h er r es ea r ch w ill h ave t o b e u n d er t a k en in t o t h e w ay in w h ich a n ed u ca t ion a l p r ogr a m m e is or ga -n ized i-n a ll it s fa cet s (for exa m p le Ba t ley, 1989; H a t t on et a l., 1992; Rom is zow s k i, 1981a , 1981b, 1984; Wh et t en a n d Ca m er on , 1991) in r ela t ion t o t h e cu lt u r a l a n d st r u ct u r a l ch a r a ct er is t ics of t h e p r ofes sion a l com m u n it y a n d it s wor k a r ea . We h ave t o a sk ou r s elves, h ow ever, t o w h a t ext en t t h e w ay in w h ich s ocia l life is or ga n ized a ct u a lly con t r ibu t es t o t h e sk ills of

t h e in d iv id u a l st u d en t . Aft er a ll, a (fu t u r e) s t u d en t a lso feels a t t r a ct ed t o a cer t a in p r o-gr a m m e, a ct iv it ies a n d t y p e of h ou s in g, b eca u se of h is / h er p er s on a lit y a n d ch a r a ct er t r a it s. T h e st u d en t w ill m a k e h is/ h er ch oice a ccor d in gly. T h is wou ld m ea n t h a t t h e sk ills m en t ion ed , t h e p ot en t ia l for a ct ion , a r e n ot d evelop ed in a ca u sa l w ay, bu t t h a t t h e a lr ea dy p r esen t s k ills a r e le git im ized by t h e s p ecifi c en v ir on m en t a n d cir cu m st a n ces. H ow ever, d esp it e t h is ca u s a l r ela t ion sh ip, s t u d en t h ou ses a n d ca m p u s d o offer t h e st u -d en t t h e op p or t u n it y t o p u t cer t a in sk ills in t o p r a ct ice.

T h e q u est ion a s t o w h et h er t h e t y p es of h ou sin g – st u d en t h ou se a n d ca m p u s – con t r ibu t e t o t h e d evelop m en t of socia l a n d m a n -a gem en t s k ills, t h er efor e, c-a n b e -a n sw er ed a ffir m a t ively. We ca n t h u s exp ect som et h in g of ou r st u d en t s a n d t h eir p ot en t ia l a s fu t u r e m a n a ger s.

Summary

F r om t h e r esea r ch a t t h r ee u n iver s it ies a n d fou r p oly t ech n ics it t u r n s ou t t h a t t h e t y p es of h ou s in g – ca m p u s w it h h a lls of r esid en ce a n d st u d en t h ou ses – con t r ibu t e t o t h e sp ecifi c socia l a n d p er s on a l d evelop m en t of t h e st u d en t . Besid e t h e ed u ca t ion a n d ext r a cu r r icu -la r a ct iv it ies, b ot h t h ese t y p es of h ou sin g st im u la t e cer t a in sk ills a s w ell. It ca n b e con -clu d ed t h a t t h e sk ills w h ich h a lls of r esid en ce st u d en t s a cq u ir e a r e m or e in t h e fi eld of p la n -n i-n g a -n d or ga -n izi-n g a ct iv it ies. T h e sk ills of st u d en t s fr om a st u d en t h ou se, on t h e ot h er h a n d , a r e m or e in t h e a r ea of con t r ol a n d co-or d in a t ion . So w e h ave t o r ea lize t h a t , b esid e t h e com p u lsor y n a t u r e of a n ed u ca t ion a l p r ogr a m m e, p r ofess ion a l socia liza t ion effect s a r e a lso gen er a t ed by t h e gr ou p s of fr ien d s, t h e in fl u en ce of a st u d en t societ y, t h e wor k exp er ien ce of t h e s t u d en t a n d a lso t h e w ay t h e t y p e of h ou sin g for t h e st u d en t s is or ga n ized .

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