The University of Alberta the Goals of Universities in Papua New Guinea

Abstract

The primary purpose of this study was to identify and compare goal perceptions of writers, administrators and academics in two universities in Papua New Guinea (PNG). Three methods -- a survey based on the Institutional Goal Inventory (IGD, document Study, and focussed interview -- were used to gather data. Questionnaire data were analyzed using descriptive and inferential statistical methods while document and interview data were subjected to content and item analysis. The findings indicated that respondents perceived most IGI and specific local goals to be appropriate for universities in PNG. Academic development, inteliectual orientation, community, accountability/efficiency, advanced training, vocational preparation, intellectual/ aesthetic environment and democratic governance were among the highest rated goals. Similarly training of national staff for Papua New Guinea universities; cooperation with Commission for Higher Education in planning higher education in Papua New Guinea; promotion of language, mathematics and library skills of university students and establishment of a single salary and improved working condition for university staff; were among the highest rated local specific goals. Significant differences were evident between the respondents’ actual and preferred ratings. Respondents’ "preferred" ratings for 20 IGI goals and 10 '«7al specific goals were higher than the "actual." Differences were also evident in the goal ratings of administrators and academics, and in the ratings of respondents at the University of Papua New Guinea and the Papua New Guinea University of Technoiogy. Adminisirators generally had higher goal ratings than did academics. Respondents at the Papua New Guinea University of Technology rated the following actual goal: vocational preparation; advanced training; and meeting local needs; of higher importance than did respondents at the University of Papua New Guinea. Respondenis at the University of Papua New Guinea rated freedom, and democratic governance and social criticism/activism of higher importance than did respondents at the University of Technology. Respondents at the University of Papua New Guinea rated the following preferred goals: academic development; intellectual orientation, humanism/altruism; cultural aesthetic awareness; research, public service, social criticism/activism; freedom and inteliectual aesthetic environment of higher importance than did respondents at the Papua New Guinea University of Technology. On the same note, the University of Fapua New Guinea i espouse oual ratings of provision of in-service education and training for teachers/instructors; establishment of a single salary/working condition for university staff; and promotion of Papua New Guinea's cultural practices were higher than the Papua New Guinea University of Technology respondents. The latter rated adaptation of teaching methods te Papua New Guinean learning siyles; encouragement of Papua New Guinean women to obtain university education; and development of joint-university programs; of higher importance at their university. Diverse socio-cultural practices, inadequate finance, public misunderstanding of the universities’ goals, and inadequate educational curricula were identified as problems inhibiting goal achievement. Revision of socio-cultural pra::tices, improved financial assistance to universities, revision of educational structures and programs, and improved communications between the parties were among the recommendations to advance the goals of Papua New Guinea universities.