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1
Chapter 1
Introduction
Introduction to the Problem
The master plan for higher education for the state of California calls for a
differentiation of functions among public postsecondary education segments
(University of California, 2007). The University of California is designated as the
State's primary academic research institution and is to provide undergraduate, graduate
and professional education. The California State University’s primary mission is
undergraduate education and graduate education through the master's degree including
professional and teacher education. The California Community Colleges have as their
primary mission providing academic and vocational instruction for older and younger
students through the first two years of undergraduate education (lower division). In
addition to this primary mission, the Community Colleges are authorized to provide
remedial instruction, English as a Second Language courses, adult noncredit
instruction, community service courses and workforce training services (University of
California, 2007). Traditionally, California Community Colleges (CCC) have provided
substantial numbers of transfer students to four-year institutions, including University
of California (UC) and California State University (Cal State). California has a
particularly high rate of enrollment in Community Colleges, which account for
approximately 73 percent of undergraduate students in the state of California
(Melguizo, 2007).
Object Description
| Title | Finance in the California community college: Comparative analysis and benchmarking of instructional expenditures |
| Author | Karamian, Martin |
| Author email | martinsfsu@netzero.com; karamim@piercecollege.edu |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Leadership) |
| School | Rossier School of Education |
| Date defended/completed | 2011-03-17 |
| Date submitted | 2011 |
| Restricted until | Unrestricted |
| Date published | 2011-04-26 |
| Advisor (committee chair) | Picus, Lawrence O. |
| Advisor (committee member) |
Melguizo, Tatiana Vega, William |
| Abstract | The goals of this empirical study of community colleges are to 1) create a benchmark for per student instructional expenditures; and 2) account for variations in instructional expenditures among a peer group of community colleges in Southern California. The peer group sample included 22 single campus community college districts in the Los Angeles area. Using data for three fiscal years a refined mean benchmark value for instructional expenditures of $2,676.71 per full-time equivalent student (FTES) was estimated with a standard deviation of $326.54. Using Pearson product-moment correlation coefficient, 11 variables were correlated with instructional costs per FTES. The largest and only statistically significant determinant included the number of part-time instructors (-0.424). While other variables were correlated, none were statistically significant at the 95% confidence interval. The results from the sample suggest that larger colleges have lower instructional costs per FTES despite higher faculty pay. Expanding credit student enrollment within the funding growth limits set by the State, along with additional part-time instruction within the limits set by the State will likely result in lower instructional costs per FTES and an economy of scale effect. The effect of increased institutional size on quality of education was not assessed. |
| Keyword | finance; California; community college; comparative analysis; benchmarking; instructional expenditures; economics; higher education; spending; instruction; education; economy of scale |
| Geographic subject (state) | California |
| Geographic subject (country) | USA |
| Coverage date | 1990/2010 |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Provenance | Electronically uploaded by the author |
| Type | texts |
| Legacy record ID | usctheses-m3775 |
| Contributing entity | University of Southern California |
| Rights | Karamian, Martin |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | cisadmin@lib.usc.edu |
| Filename | etd-Karamian-4454 |
| Archival file | uscthesesreloadpub_Volume23/etd-Karamian-4454.pdf |
Description
| Title | Page 9 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 1 Chapter 1 Introduction Introduction to the Problem The master plan for higher education for the state of California calls for a differentiation of functions among public postsecondary education segments (University of California, 2007). The University of California is designated as the State's primary academic research institution and is to provide undergraduate, graduate and professional education. The California State University’s primary mission is undergraduate education and graduate education through the master's degree including professional and teacher education. The California Community Colleges have as their primary mission providing academic and vocational instruction for older and younger students through the first two years of undergraduate education (lower division). In addition to this primary mission, the Community Colleges are authorized to provide remedial instruction, English as a Second Language courses, adult noncredit instruction, community service courses and workforce training services (University of California, 2007). Traditionally, California Community Colleges (CCC) have provided substantial numbers of transfer students to four-year institutions, including University of California (UC) and California State University (Cal State). California has a particularly high rate of enrollment in Community Colleges, which account for approximately 73 percent of undergraduate students in the state of California (Melguizo, 2007). |
