Abstract
Statement of the problem. This study was designed to determine if there was a difference between selected aspects of the career patterns and perceptions of active duty Army officers in the grade of lieutenant colonel who were currently serving as professors of military science (PMS) in Army senior ROTC programs and the same selected aspects of the career patterns and perceptions of active duty Army officers in the grade of lieutenant colonel who were not currently serving as PMS in Army senior ROTC programs. Career pattern was defined as the type and frequency of occupational assignments, promotions, responsibilities, and level of education of active duty Army officers. Procedure. This study was sponsored by the Deputy Chief of Staff for ROTC, U.S. Army Training and Doctrine Command and was conducted under Department of the Army Survey Control Number DAPC-MSF-S-79-31. Two survey instruments were constructed: one was sent to 170 PMS in the grade of lieutenant colonel, resulting in a response rate of 98 percent; the other was sent to 535 officers in the grade of lieutenant colonel who were not PMS, resulting in a response rate of 90 percent. Findings. The findings were analyzed in three parts: part one pertained to the teaching, administrative responsibilities, and other information concerning PMS; part two consisted of findings pertaining to the career patterns of both groups studied; part three reported findings regarding the perceptions of ROTC duty collected from both groups. Significant differences existed between the two groups with respect to the highest academic degrees earned, the highest service school completed, plans for retirement, time in service, promotions from a secondary zone, sources of commission, previous assignments as either an assistant, associate, or PMS, expected military rank, the number of company commands held, the number of battalion commands held, the perception of whether an assignment as a PMS increased, decreased, or left unchanged the chances for promotion, and differences between those who requested/would request assignment as a PMS. Recommendations. The following recommendations were made: (1) That further study should be devoted to the subject of assigning Army officers to the position of PMS as a terminal assignment in terms of its effect on ROTC cadets, subordinate officers in the military science department, and the PMS himself. (2) That PMS take greater advantage of the opportunities available on college and university campuses to act as role models and professional educators in non-military science courses. (3) That the possibility of conducting a temporary duty (TDY) course for incoming PMS, sponsored by the Deputy Chief of Staff for ROTC, U.S. Army Training and Doctrine Command, be studied. (4) That an ROTC assignment be sold to potential PMS with the same zeal as it is sold to potential ROTC cadets. (5) That the attitudes brought to their college or university by the almost 25 percent of PMS who did not request assignment to ROTC duty, which may have reduced their effectiveness as PMS, be studied. (6) That the area of selection criteria and assignment priorities for the position of PMS--which does not appear to carry concomitant rewards--be studied further. (7) That college appointment, promotion, and tenure committees use the data in this study for comparative purposes as they assess the career patterns of PMS nominees. (8) That Army officers who are potential PMS use the findings in this study in order to make more informed career decisions. The views, opinions, and findings contained in this study are those of the author and should not be construed as an official Department of the Army position, policy, or decision unless so designated by other official documentation.