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47
career programs in allied health, such as nursing and occupational therapy, tend to
have higher instructional costs (Brewer & Sumner, 2006). In reviewing The Kansas
Study, Brewer and Sumner (2006) postulate that perhaps one institution hires fewer
part-time faculty, or maybe a college's full-time faculty generate fewer student credit
hours than their peers at other institutions. A shortcoming of the Kansas Study is that
it does not adjust for differences in economic costs across the country. Data collection
does not take into account geographic location and the associated differences in living
costs, such as the Consumer Price Index.
Much like the Kansas Study, the “Delaware Study” by Middaugh, Graham,
and Shahid (2003) conducted another self-selected study on instructional costs at 4-
year institutions. The study spanned three years of data. The aim of the study was to
create a cost benchmark per student credit hour. The benchmark was derived by
formulating a refined mean of expenses. The refined mean omitted outliers that were
in the top 5% and the bottom 5% of costs (or two standard deviations). Presenting
findings on the basis of cost per student credit hour utilizes the framework described
by McEwan and McEwan of per student costs analysis. However, the study entailed
self-selected institutions that participated in the program. Hence, their results are not
from a random sample and cannot be generalized to a larger population. Furthermore,
the study focused on 4-year institutions that, unlike community colleges, conduct
research and graduate level instruction. While the methodology of this study is
applicable to community colleges, the subsequent quantitative results are not. The
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 55 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 47 career programs in allied health, such as nursing and occupational therapy, tend to have higher instructional costs (Brewer & Sumner, 2006). In reviewing The Kansas Study, Brewer and Sumner (2006) postulate that perhaps one institution hires fewer part-time faculty, or maybe a college's full-time faculty generate fewer student credit hours than their peers at other institutions. A shortcoming of the Kansas Study is that it does not adjust for differences in economic costs across the country. Data collection does not take into account geographic location and the associated differences in living costs, such as the Consumer Price Index. Much like the Kansas Study, the “Delaware Study” by Middaugh, Graham, and Shahid (2003) conducted another self-selected study on instructional costs at 4- year institutions. The study spanned three years of data. The aim of the study was to create a cost benchmark per student credit hour. The benchmark was derived by formulating a refined mean of expenses. The refined mean omitted outliers that were in the top 5% and the bottom 5% of costs (or two standard deviations). Presenting findings on the basis of cost per student credit hour utilizes the framework described by McEwan and McEwan of per student costs analysis. However, the study entailed self-selected institutions that participated in the program. Hence, their results are not from a random sample and cannot be generalized to a larger population. Furthermore, the study focused on 4-year institutions that, unlike community colleges, conduct research and graduate level instruction. While the methodology of this study is applicable to community colleges, the subsequent quantitative results are not. The |
