Comparison of Instructional Costs Per Full Time Equivalent Student. Report No. 78-15.

Autor/inn/en	Hample, Stephen R.; Holzapfel, Mary J.
Institution	Montana State Univ., Bozeman.
Titel	Comparison of Instructional Costs Per Full Time Equivalent Student. Report No. 78-15.
Quelle	(1978), (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Comparative Analysis; Cost Effectiveness; Data Analysis; Data Collection; Definitions; Educational Economics; Educational Finance; Expenditure per Student; Full Time Equivalency; Full Time Students; Graduate Students; Higher Education; Institutional Research; Instructional Student Costs; Recordkeeping; Research Projects; Standards; State Universities; Statistical Analysis; Statistical Data; Surveys; Undergraduate Students + Suchen Sie Ihr Suchwort? Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken; Auswertung; Data capture; Datensammlung; Begriffsbestimmung; Bildungsökonomie; Bildungsfonds; Vollzeitstudium; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Hochschulbildung; Hochschulsystem; Hochschulwesen; Institutionelle Forschung; Leistungsnachweis; Forschungsvorhaben; Standard; Staatliche Universität; Statistische Analyse; Survey; Umfrage; Befragung
Abstract	A survey conducted to provide general information on instructional costs at universities similar to Montana State is presented in an effort to demonstrate difficulties involved in comparing costs among different universities. A sample of six comparable financial reports from Rocky Mountain area universities were collected. Figures are provided for the six institutions (not identified by school) including: Idaho State University; New Mexico State University; North Dakota State University; South Dakota State University; University of New Mexico; and University of Wyoming. Although detailed financial reports were received, only approximately half of the collected data could be reconciled into a common format. It is suggested that two major problems exist for this type of a study. First, the press for standard intrastate reporting methods across general types of institutions seems to preclude standard interstate reporting procedures for a specific type of institution. Secondly, significant differences exist in the definition of student credit hours and the calculation of full time equivalent enrollment. (Author/SF)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC