53 research outputs found
Research Panel: Faculty Compensation in Public Higher Education
Examining the Employment Profile of Institutions Under the Mission-Driven Classification System and the Impact of Collective Bargainin
Classifying the Colleges of the Forgotten Americans: A Geographically-Based Classification of Public Master\u27s Colleges and Universities
An Assessment of the Impact of Collective Bargaining on Faculty Compensation at Community Colleges
Research Panel: Monetary Compensation of Full-Time Faculty at American Public Regional Universities: The Impact of Geography and the Existence of Collective Bargaining
This work builds upon an analysis of regional universities that began in 2009, to build a geographically-based, quantifiable definition of the nation\u27s regional universities. It builds on efforts begun by Katsinas (1993) to geographically map access oriented community colleges, which resulted in the geographic coding of Associate\u27s Colleges as part of the 2005 and 2010 Basic Classification of Institutions of Higher Education published by the Carnegie Foundation for the Advancement of Teaching (Katsinas, Lacey, & Hardy, 2005).
Key findings
1. Wide variation in salaries and fringe benefits based upon geographic region served.
2. Wide variation in salaries and fringe benefits based if collective bargaining exists.
3. Access institutions need a 21st century classification scheme to reflect mission, workloa
Patterns in Student Financial Aid at Rural Community Colleges
This article uses the 2005 Basic Classifications of the Carnegie Foundation for the Advancement of Teaching as a framing device through which to examine patterns of student financial aid at America\u27s rural community colleges, which represent 64% of all U.S. community colleges. Rural community colleges serve more first-time, full-time students than suburban and urban community colleges, and their 3.2 million students have different patterns of student financial aid. Rural small and medium colleges have the most aided students, receive more Pell Grants and institutional aid, and have more students incurring loan indebtedness than do other types of community colleges. The article offers recommendations for future research, as well as for policy development and practice
Research Panel: Monetary Compensation of Full-Time Faculty at American Public Regional Universities: The Impact of Geography and the Existence of Collective Bargaining
This work builds upon an analysis of regional universities that began in 2009, to build a geographically-based, quantifiable definition of the nation\u27s regional universities. It builds on efforts begun by Katsinas (1993) to geographically map access oriented community colleges, which resulted in the geographic coding of Associate\u27s Colleges as part of the 2005 and 2010 Basic Classification of Institutions of Higher Education published by the Carnegie Foundation for the Advancement of Teaching (Katsinas, Lacey, & Hardy, 2005).
Key findings
1. Wide variation in salaries and fringe benefits based upon geographic region served.
2. Wide variation in salaries and fringe benefits based if collective bargaining exists.
3. Access institutions need a 21st century classification scheme to reflect mission, workloa
Examining the Employment Profile of Institutions Under the Mission-Driven Classification System and the Impact of Collective Bargaining
The focus of this study is an analysis of institutions, salary expenditures, employment categories (full-time professors by academic rank), and number and average pay of full-time faculty. Our new mission-driven classification system provides the framework for the analysis and specifically presents the data by both the presence or lack of a collective bargaining agreement. The goal of this paper is to illustrate differences in monetary compensation of full time faculty using the mission-driven classification system (as opposed to the Carnegie Classification) and to see the impact of the presence or lack of collective bargaining agreements. We argue that the Carnegie Classification is not how state officials--governors, legislators, and the general public view higher education in America. We argue that a public frame is needed to understand, support, and advance public higher education. We present data that shows difference by geographic type (rural, suburban, urban) for a much more precise understanding of how collective bargaining impacts faculty salaries
Monetary Compensation of Full-Time Faculty at American Public Regional Universities: The Impact of Geography and the Existence of Collective Bargaining
This paper examines monetary compensation of 127,222 full-time faculty employed by the 390 regional universities in the United States who are members of the American Association of State Colleges and Universities. Compensation data published by the U.S. Department of Education and organizations concerned with faculty, including the American Association of University Professors and others, typically lump all four-year public university faculty together, ignoring well-known differences in teaching workloads at different types of public four-year universities (four instead of two courses taught each term, etc.). Further, many compensation studies do not examine fringe benefits, which are 30 percent of total monetary compensation.
Regional universities serve nearly 4 million students nationwide, and are highly committed to be good stewards of place. They are worthy of study as a separate institutional type on their own. As large numbers of âbaby boomâ era faculty at regional universities approach retirement, an accurate base-line assessment of total monetary compensation (salaries and fringe benefits) is important. This study examines (1) salaries and fringe benefits, (2) includes the entire universe of U.S. regional universities, (3) examines differences by geographic peer institutional types, and (4) examines if the presence or lack of collective bargaining matters.
The 2011 Human Resources Survey from the National Center for Education Statisticsâ Integrated Postsecondary Education Data System is the most recent year for which both salary and fringe benefits data are available. The 390 regional universities were divided into seven sub-types: Rural-Small, Rural-Medium, Rural-Large, Suburban Smaller, Suburban Larger, Urban Smaller, and Urban Larger. Katsinasâ geographically-based classification scheme of regional universities (2016, forthcoming), similar to the geographically-based 2005 and 2010 Carnegie Basic Classification of Associateâs Colleges on which he was lead author, was used. The average total monetary compensation for the 127,222 full-time faculty employed by the 390 regional universities was 71,348 came in the form of salaries and 84,720 in salaries and fringe benefits, while the 18,884 faculty employed by the 42 Suburban-Larger regional universities received 17,000 is magnified further when considered over an entire 30-plus year teaching career, adjusted for inflation.
The differences are even wider when the presence or lack of collective bargaining is considered. Among the 127, 222 full-time faculty at regional universities, 74,468 or 63% worked at the 219 institutions in the 30 states that in 2011 had collective bargaining (as reported in the 2012 Directory of Collective Bargaining published by the National Center for Collective Bargaining in Higher Education and the Professions), while 52,754 or 37% were employed at the 171 regional universities in the 20 states that did not. Full-time faculty at rural, suburban, and urban regional universities with collective bargaining received on average 116,353, and 82,722, 86,594 at rural, suburban, and urban regional universities without.
This study revealed that regional universities, currently spread across many subcategories of doctoral, masterâs, and baccalaureate universities within the Carnegie Basic Classification universe, deserve analysis in their own right
Public Higher Education Funding, Budget Drivers, and Related Issues: The State Community College Director Perspective
This article presents results from the 2012 National Survey of Access and Finance Issues conducted by the National Council of State Directors of Community Colleges (NCSDCC), an affiliated council of the American Association of Community Colleges, and includes a comparison of survey results from previous years dating back to 2003, with the exception of 2005 and 2006 when the survey was not conducted
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