An Evaluation of Integrated Productivity and Budgetary Systems in New York State University Colleges. AIR Forum 1981 Paper.

Autor/in	Sprio, Louis M.
Titel	An Evaluation of Integrated Productivity and Budgetary Systems in New York State University Colleges. AIR Forum 1981 Paper.
Quelle	(1981), (16 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Accountability; Budgeting; Comparative Analysis; Cost Estimates; Departments; Expenditures; Faculty Workload; Higher Education; Information Systems; Productivity; Program Costs; Resource Allocation; State Standards; State Universities; Statistical Data + Suchen Sie Ihr Suchwort? Verantwortung; Department; Abteilung; Ausgaben; Hochschulbildung; Hochschulsystem; Hochschulwesen; Produktivität; Ressourcenallokation; Staatliche Universität
Abstract	The State University of New York's (SUNY) Budget System and the Course and Section Analysis (CASA) System, which were developed to ensure accountability at the campus level, are described. Problem areas and resulting inaccurate and potentially misleading information are examined for the 12 state university colleges. The Budget System and CASA System have been linked together to generate comparable information on instructional productivity and the associated costs. Allocations are made to each SUNY campus by major areas of activity, including instruction and departmental research (I & DR) and general institutional service (GIS). I & DR contains all of the academic departments within each institution, and generates all student and faculty workload activity. GIS provides services that have widespread campus usage and that must be recharged. The CASA system is designed to collect, process, and report information on faculty, student and department instructional workload, costs of instruction, and utilization of instructional facilities. At the end of the CASA cycle, information on support costs is generated. The Budget System and CASA System are two different functional entities; however, they have been integrated to estimate direct and indirect costs of instruction. Problems exist with the campus comparisons of indirect costs because of the inconsistencies in assigning costs to dean's units and academic units at the campus level and also differences in how recharge categories are established and assigned to budget units (e.g., computer services are used by academic departments at all institutions but are not always recharged at all of them). Suggestions are offered to help resolve the inconsistencies. (SW)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC