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107
Administrators should also note that districts with a large number of students
and faculty also pay part-time and full-time instructors higher wages and salaries.
Whether higher pay attracts more teachers or a larger faculty union can demand higher
wages is outside the scope of this study. However, as discussed in the literature
review, prior studies demonstrate that large union membership command higher
compensation when compared to smaller unions. So while administrators may be
concerned that a larger faculty size may signify higher instructor salary costs, these
same instructors will also serve a larger number of students per class. Hence, the
overall affect on instructional costs is favorable despite higher pay.
Limitations and Future Research
While the findings of this study may be applicable to single campus districts in
the Los Angeles area, it may not be as relevant to other districts. Multi-campus
districts were not considered in this study and their instructional expenditures may
vary; nor were non-unionized districts. Therefore, administrators at multi-campus
districts, non-unionized districts, or districts outside the Los Angeles area should use
caution when considering the implications of this study. The affect of discipline was
also not considered in this study. As the CCC must all adhere to the same mission as
outlined in the first chapter, their course offerings were not signaled out in this
analysis as they are assumed to be similar. However, this assumption was not tested.
The importance of course offerings may be more significant if comparing various
types of institutions, such as Cal State, UC, or private institutions within the same
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 115 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 107 Administrators should also note that districts with a large number of students and faculty also pay part-time and full-time instructors higher wages and salaries. Whether higher pay attracts more teachers or a larger faculty union can demand higher wages is outside the scope of this study. However, as discussed in the literature review, prior studies demonstrate that large union membership command higher compensation when compared to smaller unions. So while administrators may be concerned that a larger faculty size may signify higher instructor salary costs, these same instructors will also serve a larger number of students per class. Hence, the overall affect on instructional costs is favorable despite higher pay. Limitations and Future Research While the findings of this study may be applicable to single campus districts in the Los Angeles area, it may not be as relevant to other districts. Multi-campus districts were not considered in this study and their instructional expenditures may vary; nor were non-unionized districts. Therefore, administrators at multi-campus districts, non-unionized districts, or districts outside the Los Angeles area should use caution when considering the implications of this study. The affect of discipline was also not considered in this study. As the CCC must all adhere to the same mission as outlined in the first chapter, their course offerings were not signaled out in this analysis as they are assumed to be similar. However, this assumption was not tested. The importance of course offerings may be more significant if comparing various types of institutions, such as Cal State, UC, or private institutions within the same |
