A Role for Homemade Financial Models in Faculty Staffing and Resource Allocations.

Autor/in	Pettit, Joseph
Institution	Georgetown Univ., Washington, DC.
Titel	A Role for Homemade Financial Models in Faculty Staffing and Resource Allocations.
Quelle	(1978), (8 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	College Faculty; Cost Effectiveness; Departments; Educational Finance; Expenditures; Financial Policy; Higher Education; Institutional Research; Instructional Student Costs; Models; Private Colleges; Program Budgeting; Program Costs; Research Projects; Resource Allocation; Staff Utilization + Suchen Sie Ihr Suchwort? Fakultät; Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken; Department; Abteilung; Bildungsfonds; Ausgaben; Fiscal policy; Finanzpolitik; Hochschulbildung; Hochschulsystem; Hochschulwesen; Institutionelle Forschung; Analogiemodell; Privathochschule; Forschungsvorhaben; Ressourcenallokation; Deployment of labor; Deployment of labour; Personaleinsatz
Abstract	Recent efforts at Georgetown University to formulate financial models to assist in staffing and allocation decisions are described. The analysis considers a departmental model that has been developed, a program model that is being designed, and the potential uses and misuses of the models. Both models use historical data and do not attempt to project future circumstances. The departmental model is a historical cost and enrollment model. Essentially the model distributes both the direct and indirect income and expenses of the main campus to 31 instructional units (usually academic departments) using formulas that include designated income, credit hour enrollment, assigned square footage, and actual expenditures. Once income and expenses are distributed to the units, a balance of payments is calculated to estimate the contribution or drain of each unit. The departmental model also made possible a program model by first estimating income and expenses for the academic departments. Once these figures are known, the next step is to break them down by courses offered, and then to the students enrolled according to the programs they are pursuing. A total of each program's costs can then be made from all of the instructional units (departments) contributing to the program in order to arrive at an overall cost for each program or major. Noncost factors involved in faculty staffing and allocation decisions are also summarized. (SW)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC