Service Oriented Universities: Their Characteristics and Motivating Forces

These universities have a three-fold objective: to develop the future leaders for government, industry, and education; to find answers to problems that concern the state and nation; and to extend those answers to the specific public that will benefit. The integration of teaching, research, and extension education is crucial for a university to make a significant impact on agricultural and livestock production and utilization. The primary goal of service-oriented universities is to develop and provide men and women with the capacity and motivation for leadership in the state and nation. This goal is achieved through the integration of teaching, research, and extension education. The universities have a three-fold objective: to develop the future leaders for government, industry, and education; to find answers to problems that concern the state and nation; and to extend those answers to the specific public that will benefit. The placement of graduates in industry and governmental services will depend on the type of training that meets the demands of the employer. Effective service-oriented universities have certain characteristics and motivating forces. These include university leadership with the ability to gain support from national, state, and local agencies to provide adequate funds, manpower, land, facilities, and legislative authority. The university must have sufficient autonomy and authority to conduct the teaching, research, and extension education functions in cooperation with related state agricultural agencies and supporting divisions. Long-range plans for teaching, research, and extension programs and related campus development are also essential. The administration of a service-oriented university should be structured to provide service for those working within the organization. Leadership is critical, and all administrators and administrative offices should be structured to provide service for those working within the organization. Autonomy and authority are also essential, and the university administration should have authority for action in selection, placement, and promotion of staff on a merit basis in consultation with the concerned departmental head or other direct supervisory official. Financial support is also crucial, and funds should be adequate to support present programs and provide needed expansion. The administrative structure of a service-oriented university should encourage college and departmental initiative in planning teaching, research, and extension education programs. Clear lines of administrative command are essential, and these administrative lines should be developed on the basis of academic disciplines. Staff officers who are capable of providing facts and opinions to line officers so that sound decisions can be made are also necessary. Provision for university-wide service in the administrative structure is also essential. Personnel policies should be developed which base selection, promotion, and salary improvement on merit rather than seniority alone. These policies should provide rewards and security for capable personnel. Coordination is also essential, and teaching, research, and extension education should be coordinated at all levels-inter-university, university, college, and department. There should also be coordination with state agricultural departments, agri-business, research agencies, and industry.