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.

by Ma Hing Tong, William. / Thesis (M.A.Ed.)--Chinese University of Hong Kong, 1991. / Bibliography: leaves [106]-112. / ACKNOWLEDGEMENTS / ABSTRACT / Chapter CHAPTER ONE --- OVERSEAS EDUCATION FOR HONG KONG STUDENTS / Chapter 1.1 --- Review of the Situation : Global Trends and Hong Kong Situation --- p.1 / Chapter 1.2 --- Importance of Cost Study of Overseas University Education --- p.6 / Chapter 1.3 --- The Aims of This Study --- p.7 / Chapter 1.4 --- Sources of Data --- p.9 / Chapter CHAPTER TWO --- MAJOR ISSUES IN OVERSEAS EDUCATION / Chapter 2.1 --- Overseas Student Policy in the Selected Major Host Countries --- p.11 / Chapter (i) --- Britain's Full-coat Fees Policy / Chapter (ii) --- Canada's Foreign Student Policy Development / Chapter (iii) --- Australia's Private Pull Fee Policy / Chapter (iv) --- United States of America / Chapter (v) --- Political Conaideration of Overseas Chinese Education in Taiwan / Chapter 2.2 --- Costs and Benefits of Overseas Students from the Perspective of Host Country --- p.26 / Chapter 2.3 --- Costs and Benefits of Overseas Students from the Perspective of Sending Country --- p.29 / Chapter (i) --- Cost Analysis / Chapter (ii) --- Benefit Analysis / Chapter CHAPTER THREE --- COST ANALYSIS FOR OVERSEAS EDUCATION FROM THE PERSPECTIVE OF SENDING COUNTRY / Chapter 3.1 --- The Problem --- p.37 / Chapter 3.2 --- Cost Analysis of Overseas Education --- p.39 / Chapter 3.3 --- Coat of Overseas Education --- p.42 / Chapter (i) --- Tuition Fees / Chapter (ii) --- Living Costs / Chapter (iii) --- Traveling Expenses / Chapter (iv) --- Foregone Earnings / Chapter 3. 4 --- Cost to Each Constituency --- p.45 / Chapter (i) --- Host Country / Chapter (ii) --- Sending Country / Chapter (iii) --- Personal/family / Chapter CHAPTER FOUR --- ANALYZING COST OF HONG KONG OVERSEAS STUDENTS / Chapter 4.1 --- Britain --- p.52 / Chapter 4.2 --- Canada --- p.56 / Chapter 4.3 --- Australia --- p.58 / Chapter 4.4 --- America / Chapter 4.5 --- Taiwan --- p.63 / Chapter CHAPTER FIVE --- RESULTS AND CONCLUSIONS / Chapter 5.1 --- Possible Bias of the Result --- p.67 / Chapter 5.2 --- Summarizing the Data --- p.68 / Chapter 5.3 --- Conclusions and Discussions --- p.73 / Chapter APPENDIX A --- HONG KONG STUDENTS IN BRITAIN --- p.81 / Chapter APPENDIX B --- HONG KONG STUDENTS IN CANADA --- p.87 / Chapter APPENDIX C --- HONG KONG STUDENTS IN AUSTRALIA --- p.91 / Chapter APPENDIX D --- HONG KONG STUDENTS IN AMERICA --- p.93 / Chapter APPENDIX E --- HONG KONG STUDENTS IN TAIWAN --- p.98 / Chapter APPENDIX F --- TRAVELLING EXPENSES OF HONG KONG STUDENTS --- p.102 / Chapter APPENDIX G --- ENROLLMENTS AND EXPENDITURE OF HONG KONG UNIVERSITIES --- p.104 / BIBLIOGRAPHY --- p.106

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The purpose of this study was to compare the sources of revenues received by Historically Black Colleges to the sources of revenues received by predominantly white colleges during the 1970’s. More specifically, seventy-six HBC were paired with seventy-six predominantly white colleges, and the basis of control (public or private), Carnegie classification, size, and geographic location, were arranged into two groups. Public comprehensive colleges, both black and white, were identified as group 1. Private liberal arts colleges, both black and white, were identified as Group 2. The sources of revenues for these two groups were analyzed to determine how sources of revenues compared between black and white colleges, within groups, fiscal years 1971 through 1979. The sources of revenues were (a) tuition and fees, (b) federal government revenues, (c) state and local government revenues, (d) private gifts, grants and contacts, (e) endowment, (f) other sources of revenues, and (g) total revenues. Fourteen null hypotheses were formulated to determine if statistically significant differences existed between black and white colleges, within each group, for each of the seven sources of revenues. Data were obtained from the Higher Education General Information Surveys of the National Center for Education Statistics. The MANOVA procedures were used to analyze the data and the .05 level of significance was required to reject the hypotheses. Analysis of the data for black and white public comprehensive colleges showed: 1. There was not a statistically significant difference between black and white public comprehensive colleges for revenues received through the sources of tuition and fees; private gifts, grants and contracts; endowment; and other sources of revenues. 2. There was a statistically significant difference between black and white public comprehensive colleges for revenues received through the sources of federal government revenues, state and local government revenues, and total revenues. Analysis of the data for black and white private liberal arts colleges showed: 1. There was not a statistically significant difference between black and white private liberal arts colleges for revenues received through the sources of endowment and other sources of revenues. 2. There was a statistically significant difference between black and white private liberal arts colleges for revenues received through the sources of tuition and fees; federal government revenues; state and local revenues; private gifts, grants and contracts; and total revenues. The MANOVA procedures were also used to analyze the sources of revenues for public comprehensive colleges with black land grant institutions removed. Chapter five listed some of the past operational practices of historically black colleges which may have contributed to the higher cost of operation where revenues are calculated on a per student basis. / Ed. D.

Enrollment shifts, declining public expenditures, and retrenchment characterize higher education in the 1980s. The prevailing atmosphere of attenuation has resulted in the excision of academic programs and units no longer central to institutional mission. Like other areas of higher education, home economics has become a subject of analysis in universities dealing with financial stress as evidenced by program reorganization and discontinuance. The purpose of this study was to identify factors leading to the continuance of discontinuance of home economics programs or units. Specifically, significant indicators of enrollment and financial stress were identified as they relate to home economics programs that have continued or have been partially discontinued in public doctorate-granting universities. The results of the current study were derived from the analysis of responses from fifty-six (74% return) home economics administrators in public doctorate-granting universities. The major conclusions drawn from the results include the following: (1) No empirical evidence was found to establish a relationship between accreditation status and the continuance or discontinuance of home economics programs in public doctorate-granting universities. (2) Ten statistically significant factors were identified which were characteristic of or related to home economics programs which have discontinued academic units. Eight factors supported previous contentions, including increased teaching loads; encouragement of unselective early retirement; reduced supplies, equipment and travel budgets; decreased diversity of student profiles; decreased rate of applications for admission; decreased rates of funding for additional students; decline in the flow of students from high school; and decline in the level of the socioeconomic status of the student population. (3) Findings regarding two factors contradicted previous contentions. Decreased federal funding was not characteristic of home economics programs that have experienced retrenchment to the extent of discontinuing academic units. Likewise, a shorter period between the closing date for applications and registration characterized continuing home economics programs, not retrenching programs as previously thought. Consideration of these significant factors could aid college and university administrators in strategically planning for the future of higher education, and of home economics in particular, to maintain institutional and programmatic quality and flexibility.

It is the objective of this dissertation to highlight the legislative and administrative aspects of teacher training for Indians in Natal. However, because the field which could be covered was so extensive, it was decided to focus attention primarily on those aspects pertinent to teacher training for Indians in Natal. Attention by way of example is invited to the following fields which had to be explored as they serve as the basis for teacher training of Indians in Natal: 1) A synopsis of the history of teacher training with special reference to recent developments. In this regard the survey inter alia, reveals that teacher training gained momentum during the last few decades. Prior to that, commencing from the close of the last century, the problem of an adequate corps of qualified teachers arose mainly as a result of historical circumstances. It was only during the 1950's that the Department responsible for Indian Education made concerted efforts to tackle the Indian teacher training problem in all seriousness. Thus, for almost six decades little was done to alleviate teacher training facilities for Natal's Indian community. 2) An overview of the basic legislation for teacher training in the South African context. The rapid growth of the South African population and to a lesser extent the effects of the Second World War prompted the South African Government to introduce numerous legislative and administrative measures to meet the teacher training needs of prospective students. National legislation presently places most of the responsibility for providing adequate teacher training facilities for the different population groups on the shoulders of the different education departments. 3) An overview of the financing of teacher training institutions and trainee teachers with special reference to the Springfield College of Education. It is the responsibility of the Central Government to fund education. Since the financial means of the Government are limited, it is not possible presently to provide all the population groups with adequate facilities for teacher training. A larger percentage of the national budget will have to be spent on teacher training than at present. Incentives, such as, inter alia, bursaries, are awarded to successful candidates for teacher training. On the financing of the tertiary educational sector, the Universities advisory council has completed an investigation into a revised subsidy formula for universities. A subsidy formula for technikons has been designed and will be adapted to the basic formula for universities. 4) A description of the administrative framework and basis for selecting prospective students for admission to teacher training institutions. No other single factor is as decisive in determining the quality of education in a country as the quality of the corps of teachers, lecturers and instructors. The recruitment and selection methods employed by the Department of Education and Culture (House of Delegates) are comparable to those employed by other education departments in South Africa. Since supply exceeds demand in the case of the number of applicants for teacher training in the Indian education department, applicants are carefully screened and the best are obviously selected. 5) An overview of teacher training and practice in essence with special reference to the University of Durban-Westville. Teaching practice forms an integral part in the moulding of a prospective student for teaching. Teaching practice is basically in two forms, that is, school-based and campus- based. A detailed study of the teaching practice programme implemented by the University of Durban-Westville indicates that students are subjected to almost all aspects of a teacher's normal work. Furthermore, if students are successful in following all aspects of teacher training as offered, the possibility exists, that they could be successful teachers The following recommendations are, inter alia, made, viz. that - i) an investigation into a more cost-beneficial system of financing of the tertiary education sector be undertaken; ii) a broad model for recruitment and selection of trainee teachers be drawn up by the Education Authorities; iii) facilities for continued education be carefully planned in terms of accessibility; and iv) that training institutions be geographically and demographically well placed. / Thesis (MPA)-University of Durban-Westville, 1985.

The objective of this dissertation is to evaluate the current marketing practices as viewed by students at the University of Natal - Pietermaritzburg (UNP) for self-funded courses. Data was collected from a sample size of 221, of which 196 student opinions were established. A sample size of 196, represented 38,7 % of the total population, and can be considered as an adequate sample size. This also confirms that the sample size is a true representation of the population. The instrument used for the research was a structured questionnaire, formulated by reviewing the literature in Chapter 2 and Chapter 3. The analysis of the data was done using a software package called SPSS vII,S. The interpretation of these results was illustrated with the use of bar graphs and pie charts, with a written narration for each question of the questionnaire. The analysis of the results reflects that students feel very positive about the University's current marketing practices. All departments were rated as at least "good" by the students in terms of reliability, responsiveness, assurance, empathy and tangibles. Recommendations were formulated as the result of the findings, and challenges facing the University of Natal were presented. / Thesis (M.B.A.)-University of Natal, Durban, 2003.

Ratio analysis is a financial analysis technique used by the corporate sector and public colleges and universities. Private colleges and universities have been largely unsuccessful utilizing this technique because of the varied accounting techniques used by the private institutions. This study attempted a different technique. The controllers of five institutions were asked to meet and agree on definitions of categories necessary for completing ratio analysis.Ratios are useful as a tool for monitoring financial changes over time within one institution, comparing similar institutions one with another and evaluating institutions in better financial condition for use as goal ratios.The resultant model consisted of a data dictionary which contained the definitions the controllers had created and iteratively refined, a data spreadsheet which contained the numbers over a five year period matching the definitions, and a ratio spreadsheet which presented the 58 ratios for each institution over a five year period. The controllers, acting as an expert panel for the study, believed the results to be reliable because of their level of involvement in setting the definitions and supplying the numbers. Average ratios were also calculated using the data from all five institutions over all five years. All resulting spreadsheets are contained in their entirety in the dissertation. / Department of Educational Leadership