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98
The data provides evidence that the instructional expenditure, when derived as
dollars per FTES has a small level of variation among the 22 college sample. Only two
colleges were outliers by one standard deviation or more, and both exceeded the
benchmark. While a larger number of colleges fell below the benchmark, their
variation from the benchmark was relatively small. Overall, the level of instructional
expenditures do not vary significantly among the sample.
Step 2 Variation of dollars per FTES.
Correlation analysis was used to investigate the differences in instructional
expenditures for the 22 college sample using 11 variables. The primary investigation
includes an analysis in the variation to dollars per FTES due to the 11 variables.
Secondly, the 11 variables were correlated to each other. Some of the correlations are
not surprising, such as the number of FT faculty to the number of PT faculty; as
colleges grow, they hire both types of instructors, and as a result, a significant direct
relationship exists between these variables.
The only significant correlation to dollars per FTES is PT FTE. The higher the
number of PT FTE (or conceptually PT teachers), the lower the instructional costs per
FTES. This relationship is confirmed among numerous studies that PT instruction is
far more cost effective than FT instruction, either due to lower pay, lower benefits, or
both. Notable indirect, but none significant correlation is found between dollars per
FTES and FTES credit, as well as Total FTE. As both enrollment and faculty size
increase, instructional costs decreases. This lends support to some economies of scale
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 106 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 98 The data provides evidence that the instructional expenditure, when derived as dollars per FTES has a small level of variation among the 22 college sample. Only two colleges were outliers by one standard deviation or more, and both exceeded the benchmark. While a larger number of colleges fell below the benchmark, their variation from the benchmark was relatively small. Overall, the level of instructional expenditures do not vary significantly among the sample. Step 2 Variation of dollars per FTES. Correlation analysis was used to investigate the differences in instructional expenditures for the 22 college sample using 11 variables. The primary investigation includes an analysis in the variation to dollars per FTES due to the 11 variables. Secondly, the 11 variables were correlated to each other. Some of the correlations are not surprising, such as the number of FT faculty to the number of PT faculty; as colleges grow, they hire both types of instructors, and as a result, a significant direct relationship exists between these variables. The only significant correlation to dollars per FTES is PT FTE. The higher the number of PT FTE (or conceptually PT teachers), the lower the instructional costs per FTES. This relationship is confirmed among numerous studies that PT instruction is far more cost effective than FT instruction, either due to lower pay, lower benefits, or both. Notable indirect, but none significant correlation is found between dollars per FTES and FTES credit, as well as Total FTE. As both enrollment and faculty size increase, instructional costs decreases. This lends support to some economies of scale |
