critical issues facing suny community colleges open access resources community college image...
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Critical Issues Facing SUNY Community Colleges
• Open Access• Resources• Community College Image• Transfer and Articulation• Growth/Capacity• Turnover• Accountability Measures• Faculty Development• Comprehensiveness• Job Market Needs
Critical Issues for NCCC Efficiency/Accountability
• • Resources• • • Growth/Capacity• • Accountability Measures• • •
Critical Issue: Resources
Challenge of ensuring that sufficient resources are available to effectively fulfill the college mission
Because of limited resources there is only “so much to go around” to meet broad array of identified needs, therefore make best use of what IS available
Critical Issue: Growth/Capacity
Challenge of ensuring sufficient capacity to accommodate increasing demand
How does the college maintain a broad array of programs (including some low enrolled) while reallocating resources to growing programs?
Critical Issue: Accountability Measures
Challenge of ensuring that the college is responsive to public demands for accountability
Local sponsor becoming more concerned about getting value for dollars spent: tuition cost (“user fee”) vs. increasing taxes; number of students per class; greatest utilization of expensive equipment
SUNY CC Strategic Plan Goal 7:Quality and Accountability
The challenge of ensuring that institutions and the system are responsive to public demands for accountability and to identification of appropriate measures
SUNY Plan Strategy NCCC Activities
• Increase strategies to redirect resources to high priority areas as a result of cost efficiencies and savings achieved
• Develop costing model to be used as part of five-year academic program review
• Solicit input for model testing
• Educate BOT on variables and prepare for program closures
• Resist delays
An Overview of Program* & Discipline** Costs Related to Faculty Instruction
*Program refers to a student’s major, their intended degree; **Discipline is a specific knowledge area, e.g., psychology, accounting, history, music.
Key Cost Variables
• Faculty instructional salary and fringe
• Technical Assistant salary and fringe for TAs directly involved in classroom instruction
Key Revenue Variables
• Tuition• State Aid• Chargebacks• Fees
The Role of Credit Courses
• Faculty contact hours are taught either:
• ONLOAD – part of normal full-time load
• OVERLOAD – in addition to normal load
• PART-TIME – adjunct faculty
Annual Required Faculty Contacts for FT Workload
Discipline Lecture Lab
Most Disciplines
30 36
Nursing 32 32
Education 24 24
Type of Contact
Paying for Faculty Contact Hours• Full-time faculty receive
their salary and are required to teach a full contact hour load (ONLOAD)
• Part-time and overload contact hours are paid at an hourly rate (OVERLOAD, PART-TME)
The Approach to Determining Costs Related to Teaching• Average annual FT faculty salary
and fringe / # contact hours = cost for a FT contact hour
e.g., $70,000 (salary) + $20,000 (fringe) = $90,000 / 30 (contact hrs) = $3,000 for one FT lecture contact hour
- $2,500 for one FT lab contact hour
• Apply the FT rate to contact hours taught by FT faculty onload
• Apply the part-time/overload rate to contact hours taught by part-time faculty or full-time faculty teaching overload
Revenue Generation
• An average rate for revenue per student credit hour was determined by the VP for Finance
• The rate included revenue from tuition, fees, State Aid, and chargebacks for out-of-county students
• The rate for Fall 2004-Spring 2005 was $217.87 per student credit hour
Determining Revenue• The sum of student credit
hours for each discipline was calculated
• Using the average revenue per student credit hour ($217.87), the total revenue associated with each discipline was determined (# student credit hours x 217.87 = revenue)
e.g., History courses = 3,000 SCH * $217.87 = $653,610 in revenue from History courses
Comparing Costs and Revenue• Having established the costs
for teaching instruction and the revenue generated for each discipline, it is possible to subtract costs from revenue to determine the difference
• Dividing the difference by the number of student credit hours in each discipline results in the “Economic Impact per Student Credit Hour” for each discipline
• The economic impact can be positive or negative
The “Cost of Programs”
• Knowing the economic impact for student credit hours in each discipline, it is possible to determine the economic impact of each program at NCCC by multiplying the number of student credit hours taken in each discipline in each program by the economic impact per student credit hour for that discipline
ExampleStudent Credit Hours by Discipline and Program
Account-ing
Fine Arts
Liberal
Arts
Total
ACC 20 0 0 20
ART 0 100 20 120
BUS 15 0 30 45
HIS 3 25 100 128
PSY 0 35 125 160
Total 38 160 275 473
Summary
• The economic impact of both disciplines and programs is a function of faculty contact hours (the basis for costs) and student credit hours (the basis for revenues)
• The economic impact can be positive or negative
What Accounts for Variations in Economic Impact?• Student/faculty ratio – the
lower the S/F ratio (the number of
students per faculty member) the more likely it is that the economic impact will be negative; the higher the S/F ratio the more likely it is that the economic impact will be positive
• Proportion of contact hours taught by full-time faculty – the higher the proportion of FT faculty, the more likely it is that the economic impact will be negative; the lower the proportion, the more likely the economic impact will be positive
Summary
• The economic impact of both disciplines and programs is a function of faculty contact hours (basis for costs) and student credit hours (basis for revenues)
• Other variables need to be tested– Equipment costs (digital
media vs. history)– Supply costs– Space requirements (nursing
and/or computer labs)
Economic Impact
• The “impact” needs to relabeled because “Economic Impact” has broader connotations
• In this model, economic impact literally only deals with dollars and cents, and not the value of the program to the community
• Must consider expectations of:– BOT and Mission/Vision– Local Sponsor (19 legislators)– Community– Faculty and Staff
Issues for Trustees
• Approving the basis of the model used for program costing– Supporting broad-based
involvement– Agree on variables included– Agree on definitions
• Actual faculty cost vs. average faculty cost
• Whether to account for other faculty responsibilities such as advisement
• Making management accountable for meeting mission/vision of college in context of program costing strategies selected
• Supporting management in applying program costing data to decision making– Constituents crying FOUL!
