Planning and Assessment in Higher Education

Middaugh, Michael F.

doi:10.1002/9781118269572

Cited by 23 publications

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“…Taking this one step further, a ratio analysis of various revenue streams against total expenditures can be used to gauge financial health. As Middaugh () notes, “A college or university has certain fundamental revenue streams” and it also has fundamental expense categories, the sum of which “is referred to as ‘total education and general expenditures’” (pp. 164–165).…”

Section: Measures Of Fiscal Accountability Of Community Collegesmentioning

confidence: 99%

“…Revenue streams, Middaugh continues, derive from tuition and mandatory fees, contracts and grants, government appropriations, gifts, endowment and investment income, auxiliary operations (e.g., food service and bookstores), and other sources; expenditures include those related to instruction, extension and public service, academic support, student services, physical plant operations and maintenance, student aid, and departmental and sponsored research. Middaugh () points out that “As important as it is to monitor revenue streams as broad gauges of institutional effectiveness, it is equally important to monitor how resources are being spent; this is usually referred to as an examination of expenditure demand.” He goes on to say that, “Once again, ratio analysis is the analytical vehicle, with education and general expenditures continuing as the divisor” (pp. 167–168).…”

Section: Measures Of Fiscal Accountability Of Community Collegesmentioning

confidence: 99%

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Assessing Financial Health in Community Colleges

Bers

Head

2014

New Drctns Community Coll

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In this age of educational accountability, there is an increasing emphasis on assessment and institutional effectiveness, not only in the academic arena but also in other aspects Assessing Financial Health in Community Colleges Trudy H. Bers, Ronald B. HeadAssessment has played a key role in higher education for several decades now, and most community college faculty and staff are familiar with assessing student learning outcomes and evaluating academic program effectiveness. Although this assessment focus has been in place since the late 1980s and has generated a great deal of attention on assessment within the academic side of the house, the fiscal rollercoaster that has characterized funding for community colleges in the past decade has increased pressure for colleges to document their fiscal health, not only "accounting" for revenues and expenditures, but also demonstrating prudent and efficient use of scarce resources. Every aspect of a community college has come under increased scrutiny, from academics to student services and from facilities to finances.Assessing the financial effectiveness of a community college, however, is still something of a mystery to most in the community college world, and the literature is strangely silent when it comes to this. Indeed, using the electronic search engine One Search, a recent query of the literature returned 671 sources when the search terms community college and institutional effectiveness were applied; when the term finance was added, only 41 sources were returned and none of these dealt specifically with financial assessment (the word finance simply appeared somewhere within the documents). This NEW DIRECTIONS FOR COMMUNITY COLLEGES, no. 168, Winter 2014

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Section: Measures Of Fiscal Accountability Of Community Collegesmentioning

confidence: 99%

Section: Measures Of Fiscal Accountability Of Community Collegesmentioning

confidence: 99%

Assessing Financial Health in Community Colleges

Bers

Head

2014

New Drctns Community Coll

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“…In the subsequent pages, a version of portfolio analysis is presented that elaborates upon prior work by using three distinct dimensions designed to evaluate the financial viability of an institution's instructional programs. Middaugh (2010) explains that "80 percent of the variation in instructional costs across four-year institutions in the United States . .…”

Section: Notementioning

confidence: 99%

2011

Assessment Update

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S omeone once said that in theory, theory and practice are the same; in practice they aren't. This is true in learning assessment as a practical matter: within constraints of time, money, and logistics, it is often necessary to make compromises between an ideal assessment and one that actually gets done. The intent of this article is to present survey results that illustrate how assessment professionals say they feel about such compromises as it pertains to methodological issues in assessment.We assess because we want to know useful things, and we have to accept the induction errors-the mistakes-we make in the process. The nature and frequency of these mistakes is by no means agreed upon by professionals engaged in outcomes assessment. Assessment professionals put into practice different epistemologies regarding what we know, or think we know, about learning outcomes. A caricature of the most conservative stance might be this: Our role is to use authentic assessments and report only summary statistics, not to infer or predict what this means about future performance of the test subjects. In this view, we leave it to others to interpret what the assessment results mean in terms of actual learning. At the other extreme, we imagine a theoretical model that our data are poured into, producing parameters that we believe can be used to measure learning and predict future performance.Besides limiting resources and philosophical approaches, academic disciplines provide varied outlooks on teaching, learning, and assessment. Given the variety of views and approaches to outcomes assessment, it is worthwhile to attempt to take a snapshot of higher education assessment professionals' (i.e., faculty, professional staff, administrators, and other stakeholders) perceptions of what constitutes quality assessment methodology. Results of this snapshot could be used to understand the extent to which various methods are holistically agreed upon by higher education assessment professionals, resulting in improved dialogue about assessment methods generally. PurposeAs stated previously, within the profession of learning outcomes assessment there are professionals from all sorts of backgrounds, from professional staff to educational researchers (these are not exclusive, obviously). It would be foolish to try to describe this eclectic group in simple terms, but it may be possible to approximate with a metaphor their beliefs about outcomes assessment as they relate to methods. We choose a ruler

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“…The major blocks of academic load -teaching and research -can be either in conflict or in relative agreement with each other [Fairweather, Rhoads 1995;Middaugh 1996]. Mary F. Fox [Fox 1992] shows that in economics, psychology, political science and sociology, teaching and research do not complement each other but rather form conflicting components in the workload of academic professionals.…”

Section: Teachers' Timementioning

confidence: 99%

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2017

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Planning and Assessment in Higher Education

Cited by 23 publications

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Assessing Financial Health in Community Colleges

Assessing Financial Health in Community Colleges

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