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60
Chapter 3
Methodology
Introduction
The purpose of this quantitative study is to compare instructional expenditures
of the CCC and to develop a cost benchmark. In addition, this study attempts to
establish a cost benchmark and a correlation analysis to illuminate the relationship of
instructional costs to other variables. The ultimate goal of this research is to create
new knowledge for policy makers and educational leaders to make decisions on
college funding and resource allocation based on the true cost of instruction and the
costs at comparable peer institutions per FTES. This research will require an
understanding of the accounting and budgeting system of the CCC, as well as an
analysis of its respective financial statements. In addition, a comparable peer group of
colleges must be identified in order to conduct comparative analysis. The aim of this
study is to answer the established primary research questions:
1. What are the instructional expenditures among peer community colleges
and how do they vary in respect to a valid benchmark?
2. What accounts for the variation of instructional expenditures among these
peer community colleges?
The study relies on quantitative analysis of financial reports that are in
compliance with the Accounting and Budgeting manual provided by the Chancellor’s
office. Previous research has focused on instructional expenditures of K-12 schools, or
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 68 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 60 Chapter 3 Methodology Introduction The purpose of this quantitative study is to compare instructional expenditures of the CCC and to develop a cost benchmark. In addition, this study attempts to establish a cost benchmark and a correlation analysis to illuminate the relationship of instructional costs to other variables. The ultimate goal of this research is to create new knowledge for policy makers and educational leaders to make decisions on college funding and resource allocation based on the true cost of instruction and the costs at comparable peer institutions per FTES. This research will require an understanding of the accounting and budgeting system of the CCC, as well as an analysis of its respective financial statements. In addition, a comparable peer group of colleges must be identified in order to conduct comparative analysis. The aim of this study is to answer the established primary research questions: 1. What are the instructional expenditures among peer community colleges and how do they vary in respect to a valid benchmark? 2. What accounts for the variation of instructional expenditures among these peer community colleges? The study relies on quantitative analysis of financial reports that are in compliance with the Accounting and Budgeting manual provided by the Chancellor’s office. Previous research has focused on instructional expenditures of K-12 schools, or |
