College and Departmental Funding and Its Relationship to Full-Time Equivalence at Appalachian State University. AIR 1995 Annual Forum Paper.

Autor/inn/en	Sharp, Bobby; und weitere
Titel	College and Departmental Funding and Its Relationship to Full-Time Equivalence at Appalachian State University. AIR 1995 Annual Forum Paper.
Quelle	(1995), (31 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	College Credits; Departments; Full Time Equivalency; Graduate Study; Higher Education; Institutional Research; Resource Allocation; State Universities; Teaching Load; Undergraduate Study + Suchen Sie Ihr Suchwort? College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; Department; Abteilung; Aufbaustudium; Graduiertenstudium; Hauptstudium; Hochschulbildung; Hochschulsystem; Hochschulwesen; Institutionelle Forschung; Ressourcenallokation; Staatliche Universität; Lehrdeputat; Grundstudium
Abstract	The way that funding allocations are made to colleges and departments at Appalachian State University (ASU) (North Carolina) was examined. Funding patterns related to full-time equivalent (FTE) enrollment and faculty allocation units (FAU) were addressed. An account is provided on attempts to gather information on how funds are distributed to colleges and universities in other states. Comparison data for 15 North Carolina universities are presented on funding ratios indicative of the number of FTEs per FAU and general funding appropriations per full-time student. For ASU, data and graphical displays are provided on: numbers of FTE positions assigned to the different departments; number of student credit hours generated for 1992-93 by level (lower division, upper division, and graduate) for the colleges of arts and sciences, business, education, and fine arts; and the relationship between credit hours and faculty allocations by college and level. Most of the variance in FAUs was explained by either total undifferentiated credit hours generated or FTE student numbers. Allocation of faculty resources was not conditioned by level of courses generating student credit hours. There was little relationship between FAUs and the number of student credit hours generated by upper division and graduate level courses. (Contains 16 references.) (SW)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC