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101
Conclusion
Various themes are evident in this analysis. First, in answering the first
research question, the benchmark of instructional expenditures is $2,676 per FTES.
Out of the 22 colleges in the sample, 9 exceeded the benchmark while the remaining
13 were below (with one of the college only a few cents off from the benchmark).
While the variance of the sample is small, it is larger for the few colleges that
exceeded the benchmark. Thirteen of the colleges spent below the benchmark, but
their variance from the benchmark was small. Two colleges, Mira Costa and Copper
Canyon, exceeded the benchmark significantly. Overall, however, there is little
variation in the dollars per FTES.
The second step in the analysis resulted in identifying the cause of variation in
instructional costs. These differences are led, in small part, by student enrollment, or
more specifically FTES. FTES has both a positive and negative affect on instructional
costs. However, assuming the same student outcomes, larger schools are more cost
efficient than smaller schools. Larger schools, in terms of students (FTES) logically
have a higher number of faculty, both PT and FT. These larger school also offer higher
PT and FT pay. However, instead of leading to higher dollar costs of instruction per
FTES, these larger schools also have a higher student to faculty ratio, which appears to
offset the higher costs of PT and FT pay. The larger number of students results in
expenditures being spread out a larger student population. Overall, large institutions
have slightly lower instructional expenditures per FTES when compared to smaller
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 109 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 101 Conclusion Various themes are evident in this analysis. First, in answering the first research question, the benchmark of instructional expenditures is $2,676 per FTES. Out of the 22 colleges in the sample, 9 exceeded the benchmark while the remaining 13 were below (with one of the college only a few cents off from the benchmark). While the variance of the sample is small, it is larger for the few colleges that exceeded the benchmark. Thirteen of the colleges spent below the benchmark, but their variance from the benchmark was small. Two colleges, Mira Costa and Copper Canyon, exceeded the benchmark significantly. Overall, however, there is little variation in the dollars per FTES. The second step in the analysis resulted in identifying the cause of variation in instructional costs. These differences are led, in small part, by student enrollment, or more specifically FTES. FTES has both a positive and negative affect on instructional costs. However, assuming the same student outcomes, larger schools are more cost efficient than smaller schools. Larger schools, in terms of students (FTES) logically have a higher number of faculty, both PT and FT. These larger school also offer higher PT and FT pay. However, instead of leading to higher dollar costs of instruction per FTES, these larger schools also have a higher student to faculty ratio, which appears to offset the higher costs of PT and FT pay. The larger number of students results in expenditures being spread out a larger student population. Overall, large institutions have slightly lower instructional expenditures per FTES when compared to smaller |
