Persistent Link:
http://hdl.handle.net/10150/143035
Title:
COMPARATIVE INSTRUCTIONAL COSTS IN PROFESSIONAL EDUCATION.
Author:
FITZGERALD, PHYLLIS ANN.
Issue Date:
1982
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
The purpose of this exploratory study was to determine unit instructional costs and analyze the extent to which these costs differed in selected baccalaureate-level professional programs in a public Research I university. Interest also focused on the internal and external forces that impact on instructional costs in these programs. Double-digit inflation, declining state revenues, and projected enrollment decline have prompted legislators to ask (1) Why are increased appropriations for higher education needed, when enrollment projections indicate a decline? (2) Where in the public sector will the state realize the maximum benefit from any new dollars expended? Robinson, Ray, and Turk's environmental, volume, and decision forces that impact on cost behavior served as the analytical framework for this study. Presumed cost sources were identified, and costs were categorized into direct and indirect components. The research design included four phases of data collection; data collected provided responses to research questions concerning unit instructional costs in selected professional programs. Total costs per upper-division student credit hours in 1980-81 were highest for pharmaceutical science, followed by nursing, mining/geological engineering, architecture, civil engineering, secondary education, and accounting. Spearman rank correlation coefficients resulted in a -.86 correlation between average costs per student credit hour and student-faculty ratios, and a +.88 correlation between average costs per student credit hour and number of credits required for graduation. Interview responses by program administrators indicated that internal groups impacted more heavily on program policy issues overall than did external groups or organizations. The literature indicated that the accrediting agency was the only external force with substantial and consistent bearing on costs. The major conclusion drawn from this study was that, in relative terms, costs are very stable. Administrators must tailor a system of cost analysis that assesses the potential impact of proposed policy changes on program costs.
Type:
text; Dissertation-Reproduction (electronic)
Keywords:
Universities and colleges -- Finance
Degree Name:
Ph.D.
Degree Level:
Doctoral
Degree Program:
Higher Education; Graduate College
Degree Grantor:
University of Arizona
Advisor:
Leslie, Larry

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_US
dc.titleCOMPARATIVE INSTRUCTIONAL COSTS IN PROFESSIONAL EDUCATION.en_US
dc.creatorFITZGERALD, PHYLLIS ANN.en_US
dc.contributor.authorFITZGERALD, PHYLLIS ANN.en_US
dc.date.issued1982en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThe purpose of this exploratory study was to determine unit instructional costs and analyze the extent to which these costs differed in selected baccalaureate-level professional programs in a public Research I university. Interest also focused on the internal and external forces that impact on instructional costs in these programs. Double-digit inflation, declining state revenues, and projected enrollment decline have prompted legislators to ask (1) Why are increased appropriations for higher education needed, when enrollment projections indicate a decline? (2) Where in the public sector will the state realize the maximum benefit from any new dollars expended? Robinson, Ray, and Turk's environmental, volume, and decision forces that impact on cost behavior served as the analytical framework for this study. Presumed cost sources were identified, and costs were categorized into direct and indirect components. The research design included four phases of data collection; data collected provided responses to research questions concerning unit instructional costs in selected professional programs. Total costs per upper-division student credit hours in 1980-81 were highest for pharmaceutical science, followed by nursing, mining/geological engineering, architecture, civil engineering, secondary education, and accounting. Spearman rank correlation coefficients resulted in a -.86 correlation between average costs per student credit hour and student-faculty ratios, and a +.88 correlation between average costs per student credit hour and number of credits required for graduation. Interview responses by program administrators indicated that internal groups impacted more heavily on program policy issues overall than did external groups or organizations. The literature indicated that the accrediting agency was the only external force with substantial and consistent bearing on costs. The major conclusion drawn from this study was that, in relative terms, costs are very stable. Administrators must tailor a system of cost analysis that assesses the potential impact of proposed policy changes on program costs.en_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
dc.subjectUniversities and colleges -- Financeen_US
thesis.degree.namePh.D.en_US
thesis.degree.levelDoctoralen_US
thesis.degree.disciplineHigher Educationen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorLeslie, Larryen_US
dc.identifier.proquest8305980en_US
dc.identifier.oclc686747748en_US
All Items in UA Campus Repository are protected by copyright, with all rights reserved, unless otherwise indicated.