You’ve Got Questions You’ve Got Questions We’ve Got Answers-- We’ve Got Answers-- The National Study of The National Study of Instructional Costs and Instructional Costs and Productivity Productivity Dr. Heather A. Kelly Dr. Heather A. Kelly Assistant Director, Office of Institutional Assistant Director, Office of Institutional Research & Planning Research & Planning University of Delaware University of Delaware 2006 SUS Data Workshop Tallahassee, FL July 27, 2006
Transcript
You’ve Got QuestionsYou’ve Got QuestionsWe’ve Got Answers--We’ve Got Answers--The National Study of The National Study of
Instructional Costs and Instructional Costs and ProductivityProductivity
Dr. Heather A. KellyDr. Heather A. KellyAssistant Director, Office of Institutional Research & Assistant Director, Office of Institutional Research &
PlanningPlanningUniversity of DelawareUniversity of Delaware
2006 SUS Data Workshop
Tallahassee, FL
July 27, 2006
The Delaware StudyThe Delaware Study
Begun in 1992 with 15 research universities, 16 Begun in 1992 with 15 research universities, 16 doctoral universities, and 65 comprehensive and doctoral universities, and 65 comprehensive and baccalaureate institutions to address “Who is baccalaureate institutions to address “Who is Teaching What to Whom, and at What Cost?”Teaching What to Whom, and at What Cost?”
With funding from TIAA-CREF and Fund for With funding from TIAA-CREF and Fund for Improvement of Postsecondary Education (FIPSE), the Improvement of Postsecondary Education (FIPSE), the Study’s instrumentation and methodology was refined Study’s instrumentation and methodology was refined and enhanced in mid-1990s.and enhanced in mid-1990s.
Currently embraces over 400 four-year colleges and Currently embraces over 400 four-year colleges and universities across the country.universities across the country.
Is the tool of choice for benchmarking detailed Is the tool of choice for benchmarking detailed information of teaching loads, instructional costs, and information of teaching loads, instructional costs, and externally funded scholarship at the academic externally funded scholarship at the academic discipline level of analysis.discipline level of analysis.
Focus on Academic Focus on Academic Discipline is Not a Trivial Discipline is Not a Trivial
IssueIssue A study done for NCES found that over 80 A study done for NCES found that over 80
percent in the variation in instructional costs percent in the variation in instructional costs across four-year colleges and universities is across four-year colleges and universities is accounted for by the disciplines that accounted for by the disciplines that comprise the curriculum at those institutions. comprise the curriculum at those institutions.
The Typical Delaware Study The Typical Delaware Study Participant Pool In Any Given Participant Pool In Any Given
YearYear
45 to 55 Research Universities45 to 55 Research Universities
25 to 35 Doctoral Universities25 to 35 Doctoral Universities
20 to 30 Baccalaureate Institutions20 to 30 Baccalaureate Institutions
Note: The Delaware Study utilizes the 1995 Carnegie Institutional Note: The Delaware Study utilizes the 1995 Carnegie Institutional Taxonomy. For analytical purposes, it is far more meaningful than the Taxonomy. For analytical purposes, it is far more meaningful than the current version.current version.
The Delaware Study has emerged The Delaware Study has emerged as an important reporting tool for as an important reporting tool for
a diverse group of constituentsa diverse group of constituents
AAU Data ExchangeAAU Data Exchange HEDSHEDS Southern Universities Group Data ExchangeSouthern Universities Group Data Exchange Big 12 UniversitiesBig 12 Universities University of North Carolina SystemUniversity of North Carolina System Tennessee Board of RegentsTennessee Board of Regents Louisiana Board of RegentsLouisiana Board of Regents Mississippi Board of RegentsMississippi Board of Regents South Dakota Board of RegentsSouth Dakota Board of Regents
The Delaware StudyThe Delaware StudyData Collection TemplateData Collection Template
Delaware Study Benchmarks Delaware Study Benchmarks are Produced for All are Produced for All
By Carnegie Institutional TypeBy Carnegie Institutional Type
By Highest Degree OfferedBy Highest Degree Offered
By Relative Emphasis on By Relative Emphasis on Undergraduate versus Graduate Undergraduate versus Graduate InstructionInstruction
The Delaware Study The Delaware Study benchmarks detailed benchmarks detailed teaching load data…teaching load data…
By faculty category (tenured/tenure track, By faculty category (tenured/tenure track, other regular faculty; supplemental faculty; other regular faculty; supplemental faculty; graduate teaching assistants)graduate teaching assistants)
By level of instruction (lower division By level of instruction (lower division undergraduate; upper division undergraduate; upper division undergraduate; graduate)undergraduate; graduate)
By student credit hours and organized class By student credit hours and organized class sections taughtsections taught
Benchmark Data for Benchmark Data for Measuring Teaching LoadsMeasuring Teaching Loads
Undergraduate Student Credit Hours Taught per FTE Undergraduate Student Credit Hours Taught per FTE FacultyFaculty
Graduate Student Credit Hours Taught per FTE Graduate Student Credit Hours Taught per FTE FacultyFaculty
Total Student Credit Hours Taught per FTE FacultyTotal Student Credit Hours Taught per FTE Faculty
Total Organized Class Sections Taught per FTE Total Organized Class Sections Taught per FTE FacultyFaculty
FTE Students Taught per FTE FacultyFTE Students Taught per FTE Faculty
Benchmark Data for Benchmark Data for Measuring Fiscal VariablesMeasuring Fiscal Variables
Direct Instructional Expense per Student Credit Direct Instructional Expense per Student Credit Hour TaughtHour Taught
Direct Instructional Expense per FTE Student Direct Instructional Expense per FTE Student TaughtTaught
Separately Budgeted Research and Service Separately Budgeted Research and Service Expenditures per FTE Tenured and Tenure Expenditures per FTE Tenured and Tenure Track FacultyTrack Faculty
In Addition to the Standard In Addition to the Standard Delaware Study Delaware Study Benchmarks…Benchmarks…
You may request up to 5 peer analyses, each You may request up to 5 peer analyses, each comprised of at least 10 participating comprised of at least 10 participating institutions. Each peer analysis contains the institutions. Each peer analysis contains the same benchmarks as in the full Delaware same benchmarks as in the full Delaware Study analysis.Study analysis.
You receive access to the Delaware Study’s You receive access to the Delaware Study’s secure website, and to the basic data set secure website, and to the basic data set from which the national benchmarks were from which the national benchmarks were generated. You may massage these data to generated. You may massage these data to generate further analyses.generate further analyses.
Let’s look at a Let’s look at a practical example practical example
of using the of using the Delaware Study Delaware Study
data…data…
The Provost chooses to focus on The Provost chooses to focus on tenured/tenure track faculty when tenured/tenure track faculty when examining data from the examining data from the Delaware Delaware
StudyStudy Direct instructional costs are 85% to 90% on Direct instructional costs are 85% to 90% on
average driven by faculty salaries.average driven by faculty salaries.
Tenured and tenure track faculty are “fixed Tenured and tenure track faculty are “fixed costs.” They are essentially with us until costs.” They are essentially with us until retirement.retirement.
Tenured and tenure track faculty are the Tenured and tenure track faculty are the most visible of faculty categories.most visible of faculty categories.
What is the return on investment? What is the return on investment?
We provide the Provost with data from We provide the Provost with data from multiple years of the multiple years of the Delaware StudyDelaware Study, , looking at the University indicators as a looking at the University indicators as a percentage of the national benchmark percentage of the national benchmark for research universities.for research universities.
The Provost receives a single sheet for The Provost receives a single sheet for each academic department, with graphs each academic department, with graphs reflecting numerous indicators.reflecting numerous indicators.
Sample BenchmarkingSample BenchmarkingScience DepartmentScience Department
Undergraduate Student Credit Hours Taught per FTE T/TT Faculty
0
50
100
150
200
250
300
1994 1996 1997 1998 1999
UD
Nat'l
Total Student Credit Hours Taught per FTE T/TT Faculty
050
100150
200250
300350
1994 1996 1997 1998 1999
UD
Nat'l
Total Class Sections Taught per FTE T/TT Faculty
0.00.51.01.5
2.02.53.03.5
1994 1996 1997 1998 1999
UD
Nat'l
Total Student Credit Hours Taught per FTE Faculty (All Categories)
180190200210220230240250260
1994 1996 1997 1998 1999
UD
Nat'l
Direct Instructional Expenditures per Student Credit Hour
$0
$50
$100
$150
$200
$250
1994 1996 1997 1998 1999
UD
Nat'l
Separately Budgeted Research and Service Expenditures per FTE T/TT Faculty
$0
$20,000
$40,000
$60,000
$80,000
$100,000
$120,000
FY95 FY97 FY98 FY99 FY00
UD
Nat'l
Using Delaware Study Data Using Delaware Study Data at the Institutional Levelat the Institutional Level
From its inception, the Delaware Study has From its inception, the Delaware Study has had as its primary function that of being a had as its primary function that of being a management tool for provosts, deans, and management tool for provosts, deans, and department chairs to assess the relative department chairs to assess the relative position of their academic departments and position of their academic departments and programs vis-à-vis those at appropriate programs vis-à-vis those at appropriate comparator institutions.comparator institutions.
The Delaware Study is The Delaware Study is notnot intended to be intended to be used as a tool to reward or penalize used as a tool to reward or penalize programs, but rather to focus on strategies programs, but rather to focus on strategies for program improvement.for program improvement.
The NCES StudyThe NCES Study
Examined data from three Delaware Study data collection Examined data from three Delaware Study data collection cycles – 1998, 2000, and 2001 – for 25 disciplines cycles – 1998, 2000, and 2001 – for 25 disciplines typically found at four year colleges and universities.typically found at four year colleges and universities.
The initial hypothesis was that Carnegie institutional The initial hypothesis was that Carnegie institutional classification would be a significant cost driver, i.e., classification would be a significant cost driver, i.e., research universities would teach fewer credit hours at research universities would teach fewer credit hours at higher cost than doctoral universities, which in turn would higher cost than doctoral universities, which in turn would teach less and at higher cost than either comprehensive teach less and at higher cost than either comprehensive or baccalaureate institutions.or baccalaureate institutions.
Hierarchical linear modeling was used to analyze the Hierarchical linear modeling was used to analyze the variance in instructional cost across the institutions that variance in instructional cost across the institutions that participated in each of the three data collection cycles.participated in each of the three data collection cycles.
Delaware Study of Delaware Study of Instructional Costs and Instructional Costs and
ProductivityProductivity
Direct Expense per Student Credit Hour Taught:Institution Type Within Discipline
Academic Year 2001
264
140
171
379
124
233
116131
316
106
181
112
147
342
100
242
132
202
0
138
0
50
100
150
200
250
300
350
400
Chemistry English ForeignLanguages
MechanicalEngineering
Sociology
Do
lla
rs
Research
Doctoral
Comprehensive
Baccalaureate
Delaware Study of Delaware Study of Instructional Costs and Instructional Costs and
ProductivityProductivity
Direct Expense per Student Credit Hour Taught: Discipline Within Institution Type
Table 2: Direct Instructional Cost per Student Credit Hour Taught: Delaware Study Benchmarks
for Doctoral Universities
2000 2001 2002 2003
Delaware Study of Delaware Study of Instructional Costs and Instructional Costs and
ProductivityProductivity The volume of teaching activity, as measured by student The volume of teaching activity, as measured by student
credit hours taught, is a major expense factor. As one might credit hours taught, is a major expense factor. As one might expect, given a relatively constant faculty size, expense expect, given a relatively constant faculty size, expense decreases as the volume of teaching increases.decreases as the volume of teaching increases.
Department size, as measured in terms of total number of Department size, as measured in terms of total number of faculty, is consistently associated with expense. The larger faculty, is consistently associated with expense. The larger the department, the higher the cost.the department, the higher the cost.
The proportion of a departmental faculty holding tenure is The proportion of a departmental faculty holding tenure is associated with expense. Since tenured faculty are “fixed associated with expense. Since tenured faculty are “fixed costs,” not surprisingly the higher the proportion of tenured costs,” not surprisingly the higher the proportion of tenured faculty, the higher the cost.faculty, the higher the cost.
Delaware Study of Delaware Study of Instructional Costs and Instructional Costs and
ProductivityProductivity A surprising finding was that, while the presence of A surprising finding was that, while the presence of
graduate level instruction is associated with higher graduate level instruction is associated with higher expense, the measured effect of this variable on the expense, the measured effect of this variable on the magnitude of cost is smaller than teaching volume, magnitude of cost is smaller than teaching volume, department size, and tenure rate.department size, and tenure rate.
It is frequently assumed that disciplines such as It is frequently assumed that disciplines such as engineering and the physical sciences are expensive, in engineering and the physical sciences are expensive, in part, owing to the equipment-intensive nature of those part, owing to the equipment-intensive nature of those disciplines. While measurable, the extent to which expense disciplines. While measurable, the extent to which expense is associated with personnel cost, as opposed to equipment is associated with personnel cost, as opposed to equipment cost, has less impact on the magnitude of expense than cost, has less impact on the magnitude of expense than teaching volume, department size, and tenure rate.teaching volume, department size, and tenure rate.
Major Findings from the Major Findings from the NCES StudyNCES Study
Across almost all disciplines, the volume of Across almost all disciplines, the volume of teaching activity, measured in student teaching activity, measured in student credit hours taught, is always associated credit hours taught, is always associated with direct instructional expense. Cost with direct instructional expense. Cost decreases as the volume of teaching decreases as the volume of teaching increases.increases.
Department size, measured in terms of Department size, measured in terms of total number of faculty, and total number total number of faculty, and total number of tenured and tenure track faculty, is of tenured and tenure track faculty, is consistently associated with cost across consistently associated with cost across the disciplines. The larger the faculty size, the disciplines. The larger the faculty size, the higher the cost.the higher the cost.
Major Findings from the Major Findings from the NCES StudyNCES Study
The proportion of total faculty who are The proportion of total faculty who are tenured or who are on tenure track is tenured or who are on tenure track is associated with cost. The higher that associated with cost. The higher that proportion, the higher the cost.proportion, the higher the cost.
Among variables that measure faculty Among variables that measure faculty teaching workload, the mean number of teaching workload, the mean number of student credit hours taught per FTE faculty student credit hours taught per FTE faculty is the most common cost factor across the is the most common cost factor across the disciplines. The larger the average number disciplines. The larger the average number of student credit hours taught, the lower of student credit hours taught, the lower the cost.the cost.
We invite you to visit the Delaware Study website:
http://www.udel.edu/IR/cost
As useful and comprehensive as As useful and comprehensive as quantitative instructional ratios quantitative instructional ratios
and benchmarks are…..and benchmarks are…..
They do not address the non-classroom They do not address the non-classroom dimensions of faculty activity in an institution dimensions of faculty activity in an institution and its academic programs.and its academic programs.
It is possible that quantitative productivity and It is possible that quantitative productivity and cost indicators for a given program/discipline cost indicators for a given program/discipline may differ significantly from other may differ significantly from other institutional, peer, and national benchmarks institutional, peer, and national benchmarks for wholly justifiable reasons of quality that for wholly justifiable reasons of quality that can be reflected in what faculty do outside of can be reflected in what faculty do outside of the classroom.the classroom.
This cannot be determined unless measurable This cannot be determined unless measurable indicators of quality are collected.indicators of quality are collected.
Expanding the Delaware Expanding the Delaware StudyStudy
Those working with the Delaware Study over the Those working with the Delaware Study over the years are highly sensitive to the possibility of years are highly sensitive to the possibility of misinterpretation of benchmark data.misinterpretation of benchmark data.
It is quite conceivable that a department may have It is quite conceivable that a department may have teaching loads well below national benchmarks, teaching loads well below national benchmarks, and instructional costs well above, and pride itself and instructional costs well above, and pride itself on those measures for purely qualitative reasons.on those measures for purely qualitative reasons.
To be sure, what faculty do outside of the To be sure, what faculty do outside of the classroom – instructional support, scholarship, and classroom – instructional support, scholarship, and service - substantively contributes to the quality of service - substantively contributes to the quality of an academic program, but may also significantly an academic program, but may also significantly impact how much faculty teach, and at what impact how much faculty teach, and at what expense.expense.
Expanding the Delaware Expanding the Delaware StudyStudy
The University of Delaware, which received a The University of Delaware, which received a major FIPSE grant in 1996-99 to underwrite the major FIPSE grant in 1996-99 to underwrite the teaching load/cost portion of the Delaware teaching load/cost portion of the Delaware Study, received a second FIPSE grant to expand Study, received a second FIPSE grant to expand data collection to include measures of out-of-data collection to include measures of out-of-classroom faulty activity.classroom faulty activity.
The core activity in the current FIPSE grant, as The core activity in the current FIPSE grant, as was the case with the earlier grant, is the use of was the case with the earlier grant, is the use of an Advisory Committee to develop data an Advisory Committee to develop data definitions, data collection instruments, and definitions, data collection instruments, and calculation conventions. The Committee is calculation conventions. The Committee is comprised of faculty, institutional researchers, comprised of faculty, institutional researchers, and other experts in measuring what faculty do.and other experts in measuring what faculty do.
National Center for Education Statistics indicate that full-time faculty at four-year institutions report they spend approximately one-half of their time on teaching activities, which includes approximately 10 hours per week in the classroom (Zimbler, 2001).
The term “work load” is often thought to refer to the time faculty spend in the classroom. However, work load relates to faculty work and the numerous associated activities and responsibilities in and out of the classroom (Braskamp & Ory, 1994).
Is Faculty Work Is Faculty Work Understood?Understood?
Consider….Consider….
NSOPF survey results indicate:NSOPF survey results indicate: (1999) full-time instructional faculty report they (1999) full-time instructional faculty report they
spend approximately 53% of their time on spend approximately 53% of their time on teaching activities including 10 hours per week teaching activities including 10 hours per week in the classroom (NCES; Zimbler, 2001).in the classroom (NCES; Zimbler, 2001).
(2004) full-time instructional faculty report they (2004) full-time instructional faculty report they spend 58% of their time on teaching activities, spend 58% of their time on teaching activities, including approximately 9 hours per week in including approximately 9 hours per week in the classroom (NCES; Cataldi, Bradburn, Fahimi, the classroom (NCES; Cataldi, Bradburn, Fahimi, Zimbler, 2005). Zimbler, 2005).
These data suggest while faculty may be These data suggest while faculty may be spending more time on teaching activities, they spending more time on teaching activities, they spend slightly less time in the classroom.spend slightly less time in the classroom.
But, the public sees….But, the public sees….
““It’s 10 a.m. Do you know where It’s 10 a.m. Do you know where your professors are?” your professors are?”
(Wilson, (Wilson, Chronicle of Higher EducationChronicle of Higher Education, 2001) , 2001)
A Boston University professor of Spanish was quoted A Boston University professor of Spanish was quoted saying, “saying, “I don’t get paid for hanging around my office. I I don’t get paid for hanging around my office. I get pay increases for preparing for classes and because I get pay increases for preparing for classes and because I publish books and articles and reviews”publish books and articles and reviews” (p. 10). (p. 10).
““It’s not unusual for professors in English, history, modern It’s not unusual for professors in English, history, modern languages, political science, and philosophy, for example, languages, political science, and philosophy, for example, to come to campus only two or three days a week. The to come to campus only two or three days a week. The rest of the time professors spend writing at home or rest of the time professors spend writing at home or conducting research in libraries, archives, and museums – conducting research in libraries, archives, and museums – both local and afar. That’s true not only for B.U. both local and afar. That’s true not only for B.U. professors, but for those at research universities across professors, but for those at research universities across the countrythe country” (p.11).” (p.11).
Who Else Is Interested Who Else Is Interested in Faculty Workload? in Faculty Workload?
Those who fund higher education:Those who fund higher education:– State legislaturesState legislatures– Federal governmentFederal government– Students and parentsStudents and parents
Higher education trustees and Higher education trustees and administratorsadministrators
Faculty themselvesFaculty themselves
Faculty Activity Study - Faculty Activity Study - PurposePurpose
Help alleviate misunderstandings of Help alleviate misunderstandings of faculty activity by providing faculty activity by providing information to discuss what faculty information to discuss what faculty actually do, how much they do, and actually do, how much they do, and the associated products. the associated products.
Faculty Activity Study - GoalFaculty Activity Study - Goal
Demonstrate faculty outputs that are a result of faculty Demonstrate faculty outputs that are a result of faculty spending time outside the classroom on non-instructional spending time outside the classroom on non-instructional activities.activities.
– Teaching (i.e., redesigning course curriculum, advising Teaching (i.e., redesigning course curriculum, advising students, or conducting research with students)students, or conducting research with students)
– Scholarship (i.e., refereed and non-refereed Scholarship (i.e., refereed and non-refereed publications, editorial positions, juried shows and publications, editorial positions, juried shows and commissioned performances, or grant activity)commissioned performances, or grant activity)
– Service (i.e., institutional service, faculty extension and Service (i.e., institutional service, faculty extension and outreach activities, or professional service).outreach activities, or professional service).
The overall goal is to provide evidence regarding program The overall goal is to provide evidence regarding program productivity, as well as the means to encourage more productivity, as well as the means to encourage more effective management in higher education. effective management in higher education.
The Delaware Faculty Activity The Delaware Faculty Activity StudyStudy
Helps to articulate the different Helps to articulate the different expectations for what faculty are expectations for what faculty are expectedexpected to do outside of the classroom, based on to do outside of the classroom, based on institutional mission.institutional mission.
Helps to quantify what faculty Helps to quantify what faculty actuallyactually do do outside of the classroom as a management outside of the classroom as a management tool for assessing the extent to which an tool for assessing the extent to which an institution is fulfilling its mission.institution is fulfilling its mission.
Faculty Activity Study - Faculty Activity Study - ResultsResults
RefinedRefined meansmeans were not calculated for were not calculated for the variables owing to the relatively the variables owing to the relatively small number of participating small number of participating institutions within each Carnegie institutions within each Carnegie institution type, and the large institution type, and the large variance in data responses.variance in data responses.
The large variance for the majority of The large variance for the majority of the variables within each Carnegie the variables within each Carnegie classification makes the classification makes the medianmedian a a better statistic to describe the central better statistic to describe the central tendency for the sample.tendency for the sample.
Activities Related to Activities Related to TeachingTeaching
Department X: Activities Related to Teaching2002 Median Analysis
0.00
2.00
4.00
6.00
8.00
10.00
12.00
RedesignCurriculum
UgradResearch
GradResearch
UgradAdvisees
GradAdvisees
Activity
Per
To
tal
Res
po
nd
ents
Baccalaureate
Comprehensive
Doctoral
Research
Department X: Activities Related to Teaching2003 Median Analysis
0.00
2.00
4.00
6.00
8.00
10.00
12.00
RedesignCurriculum
UgradResearch
GradResearch
UgradAdvisees
GradAdvisees
Activity
Per
To
tal
Res
po
nd
ents
Baccalaureate
Comprehensive
Doctoral
Research
Activities Related to Activities Related to ScholarshipScholarship
Department X: Activities Related to Scholarship2002 Median Analysis
0.00
0.50
1.00
1.50
2.00
2.50
3.00
3.50
4.00
4.50
JuriedShow s,
Exhibitions
Refer Pubs Nonref Pubs Ext GrantProposals
ExternalGrants
Aw ardedActivity
Per
To
tal R
esp
on
den
ts
Baccalaureate
Comprehensive
Doctoral
Research
Department X: Activities Related to Scholarship2003 Median Analysis
0.00
0.50
1.00
1.50
2.00
2.50
3.00
3.50
4.00
4.50
JuriedShow s,
Exhibitions
Refer Pubs Nonref Pubs Ext GrantProposals
ExternalGrants
Aw ardedActivity
Per
To
tal R
esp
on
den
ts
Baccalaureate
Comprehensive
Doctoral
Research
Activities Related to ServiceActivities Related to Service
Department X: Activities Related to Service2002 Median Analysis
0.00
1.00
2.00
3.00
4.00
5.00
6.00
Leadership inProf Assoc
Prof Service Ext/Outreach Inst Service
Activity
Per
To
tal
Res
po
nd
ents
Baccalaureate
ComprehensiveDoctoral
Research
Department X: Activities Related to Service2003 Median Analysis
0.00
1.00
2.00
3.00
4.00
5.00
6.00
Leadership inProf Assoc
Prof Service Ext/Outreach Inst Service
Activity
Per
To
tal R
esp
on
den
ts
Baccalaureate
ComprehensiveDoctoral
Research
Utilizing theUtilizing theFaculty Activity StudyFaculty Activity Study
Provides contextual information and supplies a Provides contextual information and supplies a backdrop for examining DE Study’s teaching backdrop for examining DE Study’s teaching loads and associated costs.loads and associated costs.
Institutions experiencing state mandates have Institutions experiencing state mandates have combined state-mandated elements with the combined state-mandated elements with the Faculty Activity Study variables to develop one Faculty Activity Study variables to develop one instrument.instrument.
Institutions have integrated Faculty Activity Institutions have integrated Faculty Activity Study variables into their annual review Study variables into their annual review process.process.
Data facilitates informed decision-making Data facilitates informed decision-making processes.processes.
Data helpful in answering requests from state Data helpful in answering requests from state agencies, as well as other external agencies, as well as other external constituents.constituents.
We invite you to visit the Faculty Activity Study website:
http://www.udel.edu/IR/fipse
Summarizing the FindingsSummarizing the Findings
Certain factors are associated with the magnitude of direct Certain factors are associated with the magnitude of direct instructional cost. These include volume of student credit hours instructional cost. These include volume of student credit hours taught, department size in terms of full time equivalent faculty, taught, department size in terms of full time equivalent faculty, and tenure rate. However, before manipulating these factors in and tenure rate. However, before manipulating these factors in any draconian fashion to contain costs, it must be underscored any draconian fashion to contain costs, it must be underscored that faculty engage in activities other than teaching that have that faculty engage in activities other than teaching that have significant value to students, the institution, and the larger significant value to students, the institution, and the larger society.society.
Faculty are typically involved in out-of-classroom activities such Faculty are typically involved in out-of-classroom activities such as curriculum re-design, academic advising, thesis/dissertation as curriculum re-design, academic advising, thesis/dissertation supervision, academic scholarship, and service to the supervision, academic scholarship, and service to the profession/institution/community.profession/institution/community.
Emphasis on various types of out-of-classroom faculty activity Emphasis on various types of out-of-classroom faculty activity generally reflect institutional choices related to mission and to generally reflect institutional choices related to mission and to the balance between and among teaching, research, and service.the balance between and among teaching, research, and service.
Closing ThoughtsClosing Thoughts
It is also incumbent upon institutions to manage their It is also incumbent upon institutions to manage their resources, including faculty teaching loads.resources, including faculty teaching loads.
Benchmarking tools such as the Delaware Study of Benchmarking tools such as the Delaware Study of Instructional Costs and Productivity assist provosts Instructional Costs and Productivity assist provosts and department chairs in assessing their resources in and department chairs in assessing their resources in comparison with peer departments and other comparison with peer departments and other departments to which they aspire.departments to which they aspire.
Colleges and universities must be proactive in Colleges and universities must be proactive in describing how and why they deploy human and describing how and why they deploy human and fiscal resources in the manner in which they do.fiscal resources in the manner in which they do.
Questions and Questions and DiscussionDiscussion
Useful ResourcesUseful Resources
Middaugh, M.F. (2001). Middaugh, M.F. (2001). Understanding faculty Understanding faculty productivity: Standards and benchmarks for colleges productivity: Standards and benchmarks for colleges and universities.and universities. San Francisco: Jossey-Bass. San Francisco: Jossey-Bass.
Middaugh, M.F., Graham, R., & Shahid, A. (2003). Middaugh, M.F., Graham, R., & Shahid, A. (2003). A A study of higher education instructional expenditures: study of higher education instructional expenditures: The Delaware Study of Instructional Costs and The Delaware Study of Instructional Costs and Productivity.Productivity. (NCES Publication No. 2003-161). U.S. (NCES Publication No. 2003-161). U.S. Department of Education. Washington, DC: Institute of Department of Education. Washington, DC: Institute of Education Sciences. Education Sciences.
Middaugh, M.F., & Isaacs, H.K. (2005). Benchmarking Middaugh, M.F., & Isaacs, H.K. (2005). Benchmarking departmental activity via a consortial approach: The departmental activity via a consortial approach: The Delaware Study. In J.E. Groccia & J.E. Miller (Eds.), Delaware Study. In J.E. Groccia & J.E. Miller (Eds.), On On Becoming a Productive University: Strategies for Becoming a Productive University: Strategies for Reducing Costs and Increasing Quality in Higher Reducing Costs and Increasing Quality in Higher EducationEducation (pp. 70-83). Bolton, MA: Anker Publishing (pp. 70-83). Bolton, MA: Anker Publishing Company, Inc.Company, Inc.
Middaugh, M.F. (2005). Understanding higher education Middaugh, M.F. (2005). Understanding higher education costs. costs. Planning for Higher EducationPlanning for Higher Education, , 3333(3), 5-18.(3), 5-18.
