Dissertations / Theses on the topic 'Universities and colleges Australia Finance'
To see the other types of publications on this topic, follow the link: Universities and colleges Australia Finance.
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Universities and colleges Australia Finance.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Cargill, Barbara J. "Models of organizational and managerial capability for the entrepreneurial university in Australia." Australasian Digital Thesis Program, 2007. http://adt.lib.swin.edu.au/public/adt-VSWT20070423.094131/index.html.
Full text
2
Dale, Andrea. "Wrestling with a fine woman : the history of postgraduate education in Australia, 1851-1993." Title page, table of contents and summary only, 1997. http://web4.library.adelaide.edu.au/theses/09PH/09phd139.pdf.
Full textAbstract:
Errata pasted onto front fly leaf. Bibliography: leaves 329-355. Studies the expansion of postgraduate education in Australia, particularly the research degree. Analyses the credentialling role of the postgraduate degree and the influence of overseas models of postgraduate education. Argues that the changing relationship between the state, the universities and the research sector has had a strong impact on the postgraduate sector.
3
Mills, Campbell Dawn. "Exploratory Inquiry| Fundraising at Historically Black Colleges and Universities to Reduce Resource Dependence." Thesis, University of Phoenix, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10638454.
Full textAbstract:
Resource dependence has been evidenced among private HBCUs that obtain as much as 90% of operating revenue from tuition and fees. Without alternative funding strategies in place, small declines in enrollment can lead to a major budget crisis. The basic premise of this exploratory inquiry was that fundraising represents an opportunity that has been successfully utilized by many large, predominantly White institutions, but ineffectively by most private HBCUs. Focusing on five private HBCUs in the southeastern United States, this exploratory study investigated the challenges development and fundraising leaders from these institutions have experienced and strategies they have implemented to mitigate these challenges. Three themes emerged from the interviews with the five fundraising leaders: (a) lack of access to wealth, (b) understaffing with inadequate stewardship, and (c) church resource dependence. What was evident from the findings was the usefulness of fundraising dollars in helping the institutions meet critical needs, such as keeping student tuition affordable, providing students with scholarships to fill in gaps between the financial aid they receive and the cost of tuition and fees, and conducting much-needed campus maintenance and repairs. However, though the institutions made strides toward measured fundraising successes, the results revealed that these private tuition-dependent HBCUs were still challenged with securing funds above and beyond the basic fiscal needs of the day-to-day operation of the institutions. In short, the identified fundraising successes paled in comparison to the fundraising successes of many large, predominately White institutions and equated to little more than crisis fundraising typical among HBCUs.
4
Hill, John Orford. "Scientific literacy and the reform of science education in Australia a chemistry perspective /." Connect to this title online, 2006. http://eprints.unimelb.edu.au/archive/00001298/.
Full text
5
Lightfoot, Connie Dae Hall. "Ratio analysis : a model for private liberal arts colleges and universities." Virtual Press, 1993. http://liblink.bsu.edu/uhtbin/catkey/897470.
Full textAbstract:
Ratio analysis is a financial analysis technique used by the corporate sector and public colleges and universities. Private colleges and universities have been largely unsuccessful utilizing this technique because of the varied accounting techniques used by the private institutions. This study attempted a different technique. The controllers of five institutions were asked to meet and agree on definitions of categories necessary for completing ratio analysis.Ratios are useful as a tool for monitoring financial changes over time within one institution, comparing similar institutions one with another and evaluating institutions in better financial condition for use as goal ratios.The resultant model consisted of a data dictionary which contained the definitions the controllers had created and iteratively refined, a data spreadsheet which contained the numbers over a five year period matching the definitions, and a ratio spreadsheet which presented the 58 ratios for each institution over a five year period. The controllers, acting as an expert panel for the study, believed the results to be reliable because of their level of involvement in setting the definitions and supplying the numbers. Average ratios were also calculated using the data from all five institutions over all five years. All resulting spreadsheets are contained in their entirety in the dissertation.Department of Educational Leadership
6
Orford, Hill John. "Scientific literacy and the reform of science education in Australia : a chemistry perspective /." Connect to thesis, 2005. http://eprints.unimelb.edu.au/archive/00001298.
Full text
7
BALTES, PAULA CHOATE. "TOWARD A THEORY OF RETRENCHMENT IN HIGHER EDUCATION." Diss., The University of Arizona, 1985. http://hdl.handle.net/10150/187924.
Full textAbstract:
This study was directed toward building a theory of retrenchment. To understand better institutional behavior during decline, it seemed pertinent to determine whether a patterned sequence of institutional responses to fiscal stress existed. Previous studies suggested a pattern of responses but had not analyzed those actions over a long period of time. This study examined the responses, over a ten-year period, of twenty-three, four-year colleges and universities that were observed in A Report on the Financial Conditions Project (1981) by the American Council on Education and the National Association of College and University Business Officers. Data collection centered around five response categories--operations, programs, faculty and incentives, policy development, and severe responses. Analysis was a two-phase process: secondary analysis of the ACE/NACUBO report provided data for FYs 1975-78, and analysis of questionnaire results revealed institutional responses during FYs 1979-81 and 1982-84. Institutions were grouped by enrollment experience. It was hypothesized that more political, less reactive measures would be used in the early stages of stress, but that more reactive, traditionally rational actions would become commonplace and more acceptable once the need for change was apparent. In the aggregate, the study found a pattern of responses: More political operational and programmatic responses preceded the more traditionally rational responses. With time, rational actions associated with policy development and the faculty and incentives category increased. The severe responses, though small in number, were confined to the declining institutions. Disaggregated data showed that institutional behavior was individualistic. Contrary to what was anticipated, more rational decisions frequently were not associated with decline; growing/stable institutions often were more responsive than declining ones. The study found that, since 1978, faculty participation in planning and implementation of retrenchment strategies increased; such responses likely attempt to make the change more agreeable. Contrary to the literature, respondents indicated that innovative activity increased as the result of fiscal stress, and that faculty morale improved. Furthermore, there is an apparent relationship between decline and the appointment of new presidents.
8
Kendal, Stephen Leslie, and n/a. "THE IMPLEMENTATION OF PUBLIC POLICY. UNIVERSITY AMALGAMATIONS IN AUSTRALIA IN THE 1980s AND 1990s." University of Canberra. Business and Government, 2006. http://erl.canberra.edu.au./public/adt-AUC20071005.123202.
Full textAbstract:
This thesis considers the adequacy of existing theories of implementation of tertiary education policy, in relation to university amalgamations in the 1980s and 1990s in Australia. In particular the thesis examines the difficulties of mergers attempted in the case of Monash University (a successful amalgamation), the University of New England (a partially successful amalgamation), and the Australian National University (an amalgamation which never took place). The thesis argues that the best available model of policy implementation in the tertiary education sector is that set out by Cerych and Sabatier (1986), and that even this is less than adequate through its omission of several relevant factors, notably the factor of leadership. The thesis accordingly presents a modification of the Cerych and Sabatier (1986) model as well as suggestions for inclusion of factors omitted in the broader implementation literature.
9
Cooper, Trudi. "Quality management in Australian higher education : A critical review." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2004. https://ro.ecu.edu.au/theses/842.
Full textAbstract:
Quality management in higher education is a politically contentious issue in Australia. as it is in North America, New Zealand, and many European countries. The Australian government has instituted a quality management system for higher education that it claims will improve university efficiency, accountability and quality. Critics assert that the current quality management system is detrimental to universities and undermines the capability of universities to deliver maximal benefits to individuals and to society. Evaluation of the basis of conflicting claims is necessary to enable decisions about the usefulness of current practices and decisions about whether existing quality management arrangements should be retained, modified and developed, or replaced, or, abolished.
10
Gunasekara, Chrys. "The role of universities in the development of regional innovation systems in Australia /." [St. Lucia, Qld.], 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17678.pdf.
Full text
11
Cooley, Donna Louise. "A proposed resource development plan for the Department of Communication Studies, California State University San Bernardino." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2723.
Full textAbstract:
This project developed a resource development plan for the Department of Communication Studies at California State University, San Bernardino. It employs research in organizational communication and applies the theory of organizational identification to the relationship / donor aspect of the program. It also covers research in the field of organizational identification and its relevance to college alumni.
12
Elliott, James Frederick. "Provincial expenditures for post-secondary education in Canada, 1977-1991." Diss., The University of Arizona, 1995. http://hdl.handle.net/10150/187164.
Full textAbstract:
This study examines the Canadian provincial government expenditures for post-secondary education and develops and estimates a model that describes factors influencing the expenditures. A historical background to the expenditures is followed by a descriptive analysis of the expenditures. Ultimately, a theoretical model is constructed and estimated for the ten provinces for 1977 to 1991. Government funding for post-secondary education is provided by both the federal and provincial governments. A history of government funding is presented with an emphasis on the withdrawal of the federal government from direct financing and the ensuing decline of its influence on the provincial government expenditure decisions. An extensive description and analysis of the provincial government expenditures are presented. The expenditures are examined relative to economic and demographic variables. A number of broad trends and notable exceptions are described. A theoretical model is developed on the basis of utility maximization by the provincial governments. The reduced form of the model describes provincial expenditures for post-secondary education as a linear function of a series of economic, financial, price, demographic and political variables. The successful estimation of the model establishes it as a useful construct for describing the determinants of the provincial expenditures. The estimated determinants of expenditures describe an important role for the state of the provincial economy, a minor role for the price variables, a mixed role for the federal grants, a negligible role for the demographic variables, an innocuous role for the other government expenditures and no role for the political variables. The study concludes that post-secondary education is a low priority expenditure for the governments, the structure of the federal grants is generally unfavorable to post-secondary education, and other government expenditures are not competitive substitutes for post-secondary education.
13
Leo, Terrance. "The development of a financial performance measurement framework for South African education institutions." Thesis, Port Elizabeth Technikon, 2003. http://hdl.handle.net/10948/217.
Full textAbstract:
Limited research has been conducted on financial performance indicators in South Africa. In European countries, Australia and the United States of America, literature has shown that there has been extensive research and implementation of performance indicators, to measure the achievements of objectives. A literature study was conducted for this research on the usage of PI’s, with a view to pinpointing the financial indicators. The literature study was used to develop a questionnaire. The questionnaire was distributed to universities and Technikons in South Africa, to obtain a measure of relevance and agreement on the performance indicators. The findings of the questionnaire culminated in a model that only consists of those indicators with a high level of concurrence among respondents. Performance indicators can serve as a management tool to measure performance and as a means to enhance transparency and accountability.
14
Rivers, Gary James. "University selection in Singapore : a case study of students' past and intended decision-making." University of Western Australia. Graduate School of Management, 2005. http://theses.library.uwa.edu.au/adt-WU2005.0072.
Full textAbstract:
This research focussed Singaporean student decision-making when choosing an institution for university studies. It is contended that if a university does not understand the dimensions of how prospective students make decisions when choosing an institution it cannot meaningfully offer representation to these potential customers. Fittingly, this thesis drew on past research from buyer behaviour and college choice studies. Adapting an established model of consumer decision-making (Engel, Blackwell and Miniard, 1990), the study investigated the degree of compliance with the Extended Problem Solving concept (Howard, 1963), including what factors determined and influenced choices, and whether students learn from past decisions. To this end, an exploratory / descriptive study used mixed methods (Creswell, 1994) to map out the dimensions of student decision-making within an Australian University and Singaporean Association case. Results indicated students? decision-making was closely aligned to simple models and their decision-making steps could be best described as (1) having a need, (2) searching and gathering information, (3) evaluating alternatives, (4) making choice/s, and (5) accepting an offer and enrolling in a university program. Further, respondents did not necessarily engage in extensive searching and gathering activities, as theorised, demonstrated limited learning and had few discernible influences on their choices. The implications for the University-Association case included the need to guide students through their decision-making processes by providing relevant data on which they could make informed choices, relative to career and income advancement. For those indicating that they would choose an institution for postgraduate studies, ensure undergraduate post-choice regret is minimised and offer more choices of management programs so that respondents would consider continuing their studies with the same institution. The study contended that, despite delimits and limitations, contributions to both theory and practise had been made and concluded with several ideas for future research, including proposing two alternative hypotheses.
15
Bayenet, Benoît. "Le financement des universités: gestion et évaluation." Doctoral thesis, Universite Libre de Bruxelles, 2001. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/211599.
Full text
16
Melton, Douglas Owen. "A Study of Institutional Advancement in Selected Southern Baptist Colleges and Universities." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc332733/.
Full textAbstract:
The purpose of this study was to determine what institutional advancement processes are currently operating in a sample of Southern Baptist 4-year colleges and universities ("what is") and how these processes compare with Wesley K. Willmer's model of an effective small college institutional advancement program ("what ought to be"). An overview of advancement literature suggested that Willmer had developed the best model of an effective, small college advancement program. Willmer's model consisted of five benchmarks which focused on the following: institutional commitment, authority and organizational structure, personnel resources, advancement activities and functions, and evaluation. Willmer developed the model based on his review of advancement literature and results from a survey he sent to 191 small colleges as part of his 1980 dissertation. The same survey instrument, with slight revisions, was subsequently mailed to more than 650 small colleges over a seven year period and through a series of three studies in 1985, 1989, and 1992.
17
Oliver, Clive P. "Some determinants of success and failure in first-year university business units at private colleges." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1999. https://ro.ecu.edu.au/theses/1202.
Full textAbstract:
This study investigates some of the determinates of academic success and failure (and dropout) from first year university level Business units at two private business colleges in Perth, Western Australia. Private business colleges are convenient vehicles for international and Western Australian students who do not possess adequate academic assessments for direct entry into university, and for students who might benefit from an enhanced pastoral support system, in the transition from secondary education to tertiary education. The study is important to private providers and to universities who are trying to help students succeed at university. The study utilises a model of two dependent variables (achievement at first attempt and achievement at second attempt); five independent variables (motivation to achieve, outside work commitments, performance to expectations, family problems, and attendance); and three situation variables (age, gender and whether English is the first language of the student). The variables in the model were identified from various studies in the literature, as likely to be most strongly related to academic success or failure. The model suggests a number of bivariate relationships between the dependent variables andthe independent variables and between the dependent variables and the situation variables. The model also suggests a number of joint relationships between the dependent, independent and situation variables. The dependent variables were measured for eight first year units of study which are generic to Bachelor Degree programmes at most universities for Business or Commerce; Accounting, Economics, Finance, Information Systems, Legal Framework, Management, Marketing and Statistics. The sample consists of 195 students from private provider A and 92 students from private provider B in Perth, Western Australia (a total of 287 students). Data were collected by means of a questionnaire which was distributed to students in both private colleges in mid-semester 1996, and which students completed on a voluntary basis. Each of the independent variables were measured from student self-report data and the private colleges provided the individual student results in each of the eight Business subjects to use as measures of the dependent variables. Analysis took the form of cross-tabulations, zero-order correlations and multiple regression to test the relationships between the dependent and independent variables, as suggested by the model. The computer package SPSS (Statistical Package for the Social Sciences) was used for the analysis. The conclusions relating to the zero-order correlations are presented in two parts: those relating Achievement at the first attempt and Achievement at the second attempt (as dependent variables) with the five independent variables and those relating the dependent variables with the three situation variables. (i) The five independent variables have small or no correlations with the two dependent variables. (ii) The three situation variables have small or no correlations with the two dependent variables. In each case, the amount of explained variance in the dependent variable was 7% or less and hence the relationships are of no practical significance for any of the eight Business subjects, for students or private providers. The conclusions relating to the multiple regression analysis are presented in three parts: those relating the dependent variables with the independent variables, those relating the dependent variables with the situation variables, and those relating the dependent variables with the independent and situation variables together. (iii) The five independent variables together account for less than 9% variance in the dependent variables. (iv) The three situation variables together account for less than 10% of variance in the dependent variables. (v) The five independent variables and the three situation variables together account for less than 15% of variance in the dependent variables. These relationships are so small that they are of no practical significance for any of the eight Business subjects, for students or private providers. While there do not appear to be any direct implications for private providers or students, flowing from this study, there are direct implications for further research. In particular, a better model needs to be developed that uses variables that can explain more of the variance in achievement at the first and second attempts. This may mean that different and better measures of the independent variables need to be made and that new independent variables need to be uncovered, perhaps, by interviewing students at private providers.
18
Tyagi, Rajesh. "A computer-based DSS for funds management in a large state university environment." Diss., Virginia Polytechnic Institute and State University, 1986. http://hdl.handle.net/10919/77782.
Full textAbstract:
The comprehensive computerized decision support system developed in this research employs two techniques, computer modeling and goal programming, to assist top university financial officers in assessing the current status of funds sources and uses. The purpose of the DSS is to aid in reaching decisions concerning proposed projects, and to allocate funds from sources to uses on an aggregate basis according to a rational set of prescribed procedures.
The computer model provides fast and easy access to the database and it permits the administrator to update the database as new information is received. Goal programming is used for modeling the allocation process since it provides a framework for the inclusion of multiple goals that may be conflicting and incommensurable. The goal programming model allocates funds from sources to uses based on a priority structure associated with the goals.
The DSS, which runs interactively, performs a number of tasks that include: selection of model parameters, formulating goals and priority structure, and solving the GP model. It also provides on-line access to the database so that it may be updated as necessary. In addition, the DSS generates reports regarding funds allocation and goal achievements to allow analysis of the model results. The decision support system also provides a framework for experimentation with various goal and priority structures, thus facilitating what-if analyses. The user can also perform a sensitivity analysis by observing the effect of assigning different relative importance to a goal or set of goals.Ph. D.
19
Casamento, Laura M. "A multiple case study analysis exploring how less selective, tuition-dependent colleges and universities approached an undergraduate tuition price reset strategy." Thesis, University of Pennsylvania, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10158539.
Full textAbstract:
This comparative case study provides a qualitative exploration of how four private tuition-dependent colleges approached a tuition price reset, including the organizational context, approaches, and strategies involved. As evidenced by the literature reviewed, there is an increasing awareness that the traditional business model of “high tuition/high aid” is no longer viable for less selective, tuition dependent colleges and universities caught in the middle of the market. Some of these colleges and universities are trying to innovate to remain competitive and financially sustainable. One innovation is to drastically reduce undergraduate tuition sticker price; a trend referred to as tuition price resets. A tuition price reset is a strategy that shifts the pricing model for an institution from “high tuition/high aid” to “low tuition/low aid” by lowering published tuition and financial aid awards, often in similar, but not necessarily equal proportion. There are a number of tuition dependent colleges that either have or will consider resetting tuition. This study provides valuable insight for those individuals and institutions seeking to understand the process that colleges and universities go through in evaluating the tuition price reset strategy. Critical factors in each institution’s motivations, challenges and lessons learned are explored, including the background behind the analysis and decision, planning and implementation, as well as the outcomes of the decision.
20
Jarvie, Deborah L., and University of Lethbridge Faculty of Arts and Science. "The effect of responsibility centre budgeting/responsible centre management on the role of academic deans in a public university." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Arts and Science, 2002, 2002. http://hdl.handle.net/10133/132.
Full textAbstract:
The purpose of this study was to determine the effects of Responsibility Centre Budgeting/Responsibility Centre Management (RCB/RCM) on the role of academic deans in a public university. A model was developed in the study, incorporating the traditional role of deans, the components of a responsibility centre budge, and current management theories. Using this model, a new dimension of the deans' decisional role emerged. The increased decision-making is characterized and bound by issues of autonomy, accountability, communication, and contingent factors. The research implies that the deans studied in this particular RCB/RCM system carry out roles similar to those of general managers in the for-profit sector. An implication for academics holding this expanded role is that knowledge and/or training in RCB/RCM systems is required. Additionally, workload generated by this type of system, and the accountability it imparts on deans, necessitates the assistance of individuals trained in budget preparation.xi, 140 leaves ; 28 cm.
21
Cudmore, Geoffrey E. "It's all about the money: Current funding issues in post-secondary education." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2006. https://ro.ecu.edu.au/theses/334.
Full textAbstract:
For the last two decades as an academic administrator in public colleges of applied arts and technology both in Ontario, Canada, and in the United Arab Emirates, I have observed that no other factor has challenged the leadership, administration, and staff of these organizations abilities to achieve their goals, and meet the needs of their stakeholders, more than the decisions of governments relating to the funding of higher education.
There can be no question that without money, none of these institutions would exist, and while there have been years of plenty, much of the last twenty years in the Ontario college system, has been characterized, (and some would say traumatized) by scarce resources, and the lasting impact of the dramatic across-the-board cuts to the funding for higher education by the Provincial Government in the mid-1990's. Even in the oil rich UAE, I witnessed the results of the government's failure to keep pace with the dramatic growth in enrollments at the Higher Colleges of Technology. While the allocation to the colleges remained almost static, enrollment grew from 3,000 students on eight campus locations, to almost 14,000 students and eleven campuses over a six-year period. In order to balance the budgets in the early years of this decade, colleges were forced to undertake measures like combining programs, reducing program hours, freezing the salaries for teachers and administrators, increasing teachers' workloads, and reducing the funding for capital and instructional equipment.
While money seems to be ultimately behind everything we seek to accomplish, it has been surprising to find that so few books and scholarly articles have been published dealing with funding issues in higher education. This was particularly the case with regards to ones with Canada, and the Ontario Colleges of Applied Arts and Technology (CAATs), as the context. While this collection of papers, has used Ontario and the CAA Ts as the focus for the exploration of a number of current funding and funding related issues, it is hoped that the practical nature of these inquiries will make them useful to a far broader audience of academics, administrators, and policy makers in the area of higher education.
It is worth noting that two of the articles in this collection have recently been published; Globalisation, Internationalization, and the Recruitment of International Students in Higher Education, and in the Ontario Colleges of Applied Arts and Technology in the Canadian Journal of Higher Education, (Volume 35, No 1) and The Post-secondary Education Choice and Excellence Act, 2000 and the Development of Private Universities and Private Post-secondary Degrees in Ontario in the OISE Higher Education Perspectives (Volume 1, Issue 2).
22
Keith, Dana Sims. "Financial factors and institutional characteristics that relate to the long-term debt of U.S. four-year public colleges and universities." Thesis, The University of Alabama, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3562431.
Full textAbstract:
Debt for public colleges and universities has been increasing while financial resources, which provide the support to repay debt, have been declining. As debt increases in proportion to assets, the risk profile of a college or university increases. This study examined the relationships between financial variables and institutional characteristics that relate to long-term debt and leverage of U.S. four-year public colleges and universities during a period of economic downturn. Understanding these relationships is needed to determine factors that enable or constrain public higher education's ability to borrow funds to meet organizational goals. In addition, this study also explored long-term debt and leverage trends categorized by Carnegie classification and geographic region from 2005 to 2009.
The data for the study were obtained from IPEDS. Descriptive statistics, ANOVA, and OLS regression were used to analyze the data. The findings showed that both long-term debt and leverage of public institutions had increased from 2005 to 2009. However, leverage increased at a slower pace, which indicated that public universities were able to use existing assets to offset the increase in liabilities associated with the additional long-term debt. This study also found that differences existed in long-term debt by Carnegie classification. Doctoral/Research institutions had more long-term debt than Master's institutions, and Master's institutions had more long-term debt than Baccalaureate institutions. Although Master's institutions did not have the greatest amount of long-term debt, they had greater amounts of leverage than Doctoral/Research and Baccalaureate institutions in all fiscal years. Additionally, Master's and Doctoral/Research institutions located in the Northeast had mean leverage in all five years that exceeded recommended thresholds.
The variable with the strongest relationship with long-term debt was property, plant, and equipment. Approximately 65.9% of the variance in long-term debt was explained by property, plant, and equipment. In comparison, the leverage model showed that geographic regions had the strongest relationship with leverage. Collectively, the West, Midwest, and Southeast regions accounted for 27.1% of the variance in leverage. The detailed results of the findings, conclusions, and recommendations are provided at the end of the study.
23
Higham, Joseph R. Hines Edward R. "Explaining trends in interstate higher education finance, 1977 to 1996." Normal, Ill. Illinois State University, 1997. http://wwwlib.umi.com/cr/ilstu/fullcit?p9803723.
Full textAbstract:
Thesis (Ph. D.)--Illinois State University, 1997.Title from title page screen, viewed June 2, 2006. Dissertation Committee: Edward R. Hines (chair), Paul J. Baker, G. Alan Hickrod, Kenneth H. Strand. Includes bibliographical references (leaves 167-177) and abstract. Also available in print.
24
Buddy, Nancy J. "Analyzing the Financial Condition of Higher Education Institutions Using Financial Ratio Analysis." Thesis, University of North Texas, 1999. https://digital.library.unt.edu/ark:/67531/metadc2194/.
Full textAbstract:
The problem concerned the financial indicators used to evaluate the financial condition of the six sister higher education institutions under the authority of the Board of Regents of Oklahoma Colleges. The purposes were to determine the financial ratios that best indicate financial condition; to calculate those financial ratios for the six designated Oklahoma higher education institutions; and to evaluate and compare the financial condition of the six institutions. This study attempted to further the use of financial ratio analysis as an objective addition to subjective studies that examine an institution's definition of its mission, objectives, and goals and its own assessment of the degree to which its resources allow it to attain those goals. The data were obtained from the Integrated Postsecondary Education Data System; the financial reports were audited by independent certified public accountants and presented to the Board of Regents of Oklahoma Colleges; and John Minter Associates, Inc., provided the national norms. The set of financial ratios identified provides a means to study a single higher education institution through trend analysis and in comparison to national norms. It also works well with a sample of homogeneous institutions with interinstitutional comparison. The techniques are intended to provide a general profile of an institutions financial health. Cause-and-effect ratio analysis has been proposed as another technique to aid administrators in determining changes in their financial statements and what may have caused them. The study identified a set of financial ratios that summarize the financial condition of a higher education institution. The ratios helped to analyze the financial solvency and viability of the six Oklahoma higher education institutions and focused on the ability of the institutions to meet current and future financial requirements. The importance of financial statement analysis should not be underestimated. The understandable format of financial ratios allows virtually any stakeholder to acquire a basic comprehension of the most critical financial policies of institutions and their financial condition.
25
Philpott, Rodger Frank. "Commercializing the university: The costs and benefits of the entrepreneurial exchange of knowledge and skills." Diss., The University of Arizona, 1994. http://hdl.handle.net/10150/186730.
Full textAbstract:
The emergence of the global economy has forced the Australian government to revise economic strategies and to seek institutional changes. Higher education's new roles in research and human resource development, have been manifested in university commercialization activities. Mindful that Universities are prestige rather than profit maximizers, this study applies Schumpeter's (1942) theoretical model for the survival of a firm under financial stress. The model's responses, extended to education by Leslie and Miller (1973), include new products, new markets, restructuring, increased productivity and new supply factors. University entrepreneurial activities have monetary and non-monetary impacts. The non-monetary costs and benefits of Australian university enterprise were studied by Leslie (1992) and Leslie and Harrold (1993). In this study, academics at Curtin University of Technology (Perth, Western Australia) were selected as entrepreneurial or non-entrepreneurial subjects and surveyed on the non-monetary costs and benefits of entrepreneurial activities affecting Curtin's teaching, research and public service mission. This data were analyzed and subsequently compared with data obtained by Leslie (1992). Differences in academic perceptions were found among the Curtin respondents by gender, academic status, discipline area, entrepreneurship and non-entrepreneurship, and entrepreneurial revenue importance. Using the Leslie data inter-institutional differences were examined and an order of entrepreneurial institutional types proposed, with Curtin University described as a frontier entrepreneurial university. The taxonomy of costs and benefits developed by Leslie (1992) was revised with the addition of personal social costs, stress, networking and professional development. An estimate was made of the dollar value of non-monetary items; non-monetary benefits were three times the dollar value of monetary benefits; non-monetary costs were less than half the monetary cost levels. The ratio of non-monetary costs to benefits was 1:3.5. Academics in the disciplines of engineering and science had more favorable perceptions of entrepreneurial costs and benefits than respondents in business studies. Health science respondents were described as having pessimistic perceptions. Future research may look at the levels of commercial revenue and investigate the effects of the amount of financial success or failure on the entrepreneurial efforts of academics. In university enterprise successes seem to foster success and the favorable perceptions of academics.
26
Rudolph, Michael J. "DO INTERCOLLEGIATE ATHLETICS SUBSIDIES CORRELATE WITH EDUCATIONAL SPENDING? AN EMPIRICAL STUDY OF PUBLIC DIVISION-I COLLEGES AND UNIVERSITIES." UKnowledge, 2017. http://uknowledge.uky.edu/epe_etds/51.
Full textAbstract:
Intercollegiate athletics are a prominent feature of American higher education. They have been characterized as the “front door” to the university due to their unique ability to draw alumni and other supporters to campus. It is often supposed that the exposure from high-profile athletics produces a number of indirect benefits including greater institutional prestige. Such exposure comes at a cost, however, as most Division I athletics programs are not financially self-sufficient and receive institutional subsidies to balance their budgets. At present, it is unclear how institutions budget for athletics subsidies or whether the recent increases in subsidies have impacted the overall financial picture of colleges and universities. Prior research has shown that athletics subsidies and student tuition and fees are not significantly correlated for public Division I institutions, which suggests the possibility that institutions have reallocated funds from other core areas to athletics. In this dissertation, the relationship between athletics subsidies and one of the most important core areas of the university – education and related activities – was examined. This relationship was investigated using fixed-effects structural equation models to analyze a panel dataset of public Division I institutions.
It was found that total athletics subsidies (school funds and student fees) per student and education and related spending per student were positively correlated. This suggests that rather than decrease educational spending, institutions that increase total athletics subsidies have simultaneously increased their educational expenditures. However, in the analyses involving the more restrictive definition of athletics subsidies, it was shown that athletics subsidies from school funds was not correlated with educational spending. The results also provided some evidence that differences in the relationship between athletics subsidies and educational spending exist according to Carnegie classification and level of athletics competition. The findings from this study have a number of implications for higher education policy and future research. The absence of a negative relationship between athletics subsidies and educational spending suggests that athletics subsidies are not associated with decreases in educational spending that could ultimately harm the quality of education provided by colleges and universities. Furthermore, the existence of a positive correlation between athletics subsidies and educational spending and the fact that core revenues were controlled for in the models suggest the possibility that institutions have redirected funds from other areas to support education and athletics.
27
Brown, Robert Maxwell. "Drivers of student satisfaction and student loyalty in an Australian university setting." University of Western Australia. Graduate School of Management, 2007. http://theses.library.uwa.edu.au/adt-WU2007.0060.
Full textAbstract:
[Truncated abstract] The Australian higher education sector has changed markedly in the last two decades. The size of the sector has swelled in size as new universities have been created from former Colleges of Advanced Education and Institutes of Technology, and succeeding governments have introduced policies that have embedded increasingly corporate and commercial practices into university administration. This has caused the creation of what are becoming known as ‘enterprise universities’. This thesis examines hypotheses arising from two fundamental questions. (i) Given the increasingly market-oriented higher education environment in Australia, will a model developed from the study of services marketing (which has developed since the 1970s as a distinct sub-branch of the Marketing discipline) show itself to be applicable to universities operating in the Australian sector? (ii) If so, are there demonstrable differences in the way in which ‘student customers’ respond in terms of the antecedents of customer satisfaction and customer loyalty within different types of university? . . . The study found that the model tested was highly appropriate for indicating the major antecedents of satisfaction and loyalty in this setting. It showed that the institutional image was a relatively stronger antecedent of perceived value and customer satisfaction than were elements of service quality, and that the model was effective in accounting for a large proportion of the variance found in students’ loyalty to their institution. It also found that there was relatively little difference between students attending different types of university in these matters. It argues that there is an important imperative for Australian universities to take a strategic image management approach to their marketing initiatives, and also issues related to the nature of higher education as a positional and public good.
28
Ducie, Gregory Justin. "Financial viability of sustainable infrastructural development at the Nelson Mandela Metropolitan University." Thesis, Nelson Mandela Metropolitan University, 2013. http://hdl.handle.net/10948/d1015063.
Full textAbstract:
Sustainable environmental practices need to be integrated into a university's infrastructural operations. Universities are entities that function within financial constraints with varying priorities across both administrative and educational functions. Unfortunately, these financial constraints often imply that a university's potential leadership role can only be realised should the viability (business case) of a proposed intervention be determined. This study focuses on the determination of a relational sustainable indicator and a relational cost factor. A relational sustainable indicator demonstrates how a university can collectively determine the contribution made to sustainability by various sectors of infrastructure. This is developed by means of a secondary study. Two components are important for calculating the relational sustainability indicator, namely, green infrastructure attributes and the basic elements of sustainability systems, namely, the environmental, economic and social dimensions of sustainability. The determination of a relational cost factor involves the quantification of the costs associated with alternative infrastructure provision. In particular, attention is paid to demand-side management costs, rationalising spatial growth costs, green building development costs, operation and maintenance of existing buildings costs, wastewater infrastructure costs, water infrastructure costs, energy infrastructure costs and transport infrastructure costs. Once the actual costs of each intervention category are determined, a relational sustainable cost factor can be calculated. Utilising the costs in the eight categories identified, a relational sustainable cost factor is determined. A resultant relational cost benefit as per the eight defined categories of sustainable infrastructure provision is derived from the relevant costs of sustainable infrastructure provision, the resultant relational cost factors and, finally, the relational sustainability indicators. It is proposed that that the determination of a budget split between the various interventions based on the resultant relational cost factor occur as follows: - Demand side management interventions: 15.97percent - Rationalising spatial growth: 6.72percent - Construction of green buildings: 24.37percent - Operations and maintenance: 21.85percent - Wastewater: 7.56percent - Water: 1.68percent - Energy: 12.61percent - Transport: 9.24percent. This study provides a platform to guide how and where to invest in sustainable infrastructure and provide direction in determining a budget split between various categories of sustainable infrastructure development.
29
Winfree, Walter R. (Walter Russell) 1947. "The Role of Persons Other Than Professional Development Staff in the Solicitation of Major Gifts From Private Individuals for Senior Colleges and Universities." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc331300/.
Full textAbstract:
The purposes of this study were to determine and describe the roles of persons other than professional development staff in the solicitation of major gifts from private individuals for selected senior colleges and universities as perceived by senior development officers. The activities of four groups of nondevelopment staff, trustees, president/chancellor, private citizens, and nondevelopment staff/faculty, were examined through the four steps of the major gift solicitation process: identification and rating, cultivation, the in person solicitation, and the thank-you process following the gift. The population encompassed all accredited, degree granting four year colleges and universities in the United States which solicit major gifts from private individuals. The sample consisted of the 223 schools which had received one or more gifts of one million dollars or more from private individuals as reported in Giving USA. Philanthronin Digest, or The Chronicle of Higher Education, between January 1, 1985, and December 31, 1987. The research instrument was a mailed questionnaire which was sent to the Chief Development Officer of the 223 schools in the sample. Replies were received from 162 institutions, for a response rate of 72.7%. Examination of the results of this study indicated that the services of nondevelopment personnel were used in the major gift solicitation process at the vast majority of schools in the United States, that over half of the major gift dollars solicited were attributable to the efforts of these individuals, and that the president/chancel lor was the most important advocate for an institution's development program followed by the trustees, private citizens, and finally the nondevelopment staff/faculty. Further examination of the data revealed specific determinants which a senior development officer should, for different nondevelopment groups, weigh more or less heavily when deciding which individual(s) will have the greatest likelihood of being influential with major donor prospects.
30
Lin, Hsien Hong. "Why Taiwanese companies and foundations donate to public colleges and universities in Taiwan an investigation of donation incentives, strategies, and decision-making processes /." [Kent, Ohio] : Kent State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1257258920.
Full textAbstract:
Thesis (Ph.D.)--Kent State University, 2009.Title from PDF t.p. (viewed Apr. 28, 2010). Advisor: Mark A. Kretovics. Keywords: higher education fundraising and administration; Taiwan; existential phenomenology; discriminant analysis. Includes bibliographical references (p. 320-335).
31
McIntosh, Clifford Joe. "An Analysis of the Use of Gift Annuity Agreements at Selected United States Colleges and Universities for the Period 1988-93." Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc277763/.
Full textAbstract:
The objective of this research was to describe the extent to which Gift Annuity Agreements were used by United States higher education institutions in raising private philanthropic support during the period 1988-93.
32
Corey, Steven M. "The Trends In and Relationships Between Tuition Price, Institutional Aid, Enrollment, and Tuition Revenue and Their Determination of the Net Revenue Generated by Colleges and Universities from 1988 to 2000." Diss., The University of Arizona, 2007. http://hdl.handle.net/10150/195551.
Full textAbstract:
This study utilizes descriptive statistics and regression analysis to evaluate trends in and relationships between tuition price, institutional aid, enrollment, and tuition revenue and their determination of the net revenue generated by colleges and universities. In doing so, it defines how much institutions generate in net revenue utilizing a new metric, net revenue generation rate (NRGR). This allows a new way of thinking about the relationship between the listed tuition price, the investment in aid, and the resultant gain or loss incurred by institutions due to pricing and aiding strategies. Additionally, it explores NRGR in the context of various tuition prices and institutional types over an extended period of time, as no other previous study has done. Publics institutions with higher tuition prices generate higher NRGR's. The opposite is found for private institutions. However as price increases, NRGR decreases. Larger enrollments relate to higher NRGR's, however increases in enrollment negatively influence NRGR for public institutions and positively influence private instituion's NRGR. Baccalaureate, Doctoral, and institutions of higher selectivity produce the largest net revenue per student, yet do so at the lowest NRGR's.This study also introduces the first assessment of marginal NRGR as a means of directly measuring the impact of increasing tuition price on aid and how much institutions make from an increase in tuition. As institutions increase tuition price, institutional aid increases, decreasing the amount of incremental revenue generated from the change in tuition price. This behavior is most clear for private institutions and varies by institutional type.This study also introduces a number of theoretical explanations for pricing and aiding behaviors and their potential effects on the net revenue they generate. This includes a commitment to meeting student financial need as well as attempts to maximize quality and net revenue.Finally, this study provides the first comprehensive use of IPEDS data to address these questions. In doing so, it provides significant gains in the methodology and application of this data set for use in answering questions about tuition price, institutional aid, and net revenue generation across a broad array of institutional types over extended periods of time.
33
Hillman, Jan. "An investigation of the current status of fund raising activities and training within student affairs divisions in Texas colleges and universities." Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3139/.
Full textAbstract:
The primary focus of this study was to discover the depth of involvement with fundraising by student affairs professionals in Texas. It sought to determine the predominance of chief student affairs officers trained in development and the types of training that they received. Cooperation between student affairs divisions and development offices was also studied and whether there was a correlation between a cooperative relationship and the number of successful fundraising goals. This study includes a review of related literature on student affairs fundraising, a description of the methodology, results of the survey, conclusions, implications, and recommendations that may assist in future decision-making concerning future involvement in fundraising. The surveys were mailed to 149 four-year (public and private) institutions and two-year public institutions in Texas. The senior staff members of both the student affairs office and development office were asked to complete a survey. There was a 60.7% return rate consisting of responses from 72 development offices and 95 student affairs offices for a total of 167 usable responses. The study found that 59% of the student affairs officers had some formal training and/or on the job training. Involvement in fundraising was reported by 62.1% of the chief student affairs officers. Eighteen percent reported that they employed a development officer exclusively for student affairs fundraising, and another 30% had a development officer assigned to student affairs. Most development officers and student affairs officers perceived the other officer as cooperative rather than competitive in raising funds. Recommendations from this study include studying community college fundraising structures separately for more depth, conducting qualitative interviews with student affairs development officers, making a comparison of student affairs offices that have full-time development officers, and comparing the differences in fundraising success between development officers and chief student affairs officers. Recommendations for the professions include resource development training for student affairs officers and student affairs education for development officers.
34
Morris, Juanita Michelle Reed Hines Edward R. "Trends and relationships in student enrollment, state support, economic recessions, and student aid in higher education 1976-2003 /." Normal, Ill. : Illinois State University, 2007. http://proquest.umi.com/pqdweb?index=0&did=1390280881&SrchMode=1&sid=2&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1203094108&clientId=43838.
Full textAbstract:
Thesis (Ph. D.)--Illinois State University, 2007.Title from title page screen, viewed on February 15, 2008. Dissertation Committee: Edward R. Hines (chair), Patricia H. Klass, Ross A. Hodel, W. Paul Vogt. Includes bibliographical references (leaves 196-203) and abstract. Also available in print.
35
Brooks, Mathys Johannes. "Die invloed van finansiele bestuur op entrepreneuriese gedrag in die kernbesigheid van akademiese instellings." Thesis, Stellenbosch : University of Stellenbosch, 2007. http://hdl.handle.net/10019.1/4907.
Full textAbstract:
Thesis (MBA (Business Management))--University of Stellenbosch, 2007.AFRIKAANSE OPSOMMING: Instellings vir hoër onderwys is unieke organisasies deurdat hul grootste groep kliënte verdeel is in twee heterogene groepe met uiteenlopende behoeftes naamlik die staat en die algemene publiek. Hierdie twee primêre kliënte is onderskeidelik verantwoordelik vir die sogenaamde eerste- en tweede-geldstrome van hoër onderwysinstellings. Weens reële afname van die staat se spandering aan hoër onderwysinstellings en die swak kompeterende salarisse van werknemers in universiteite met die privaatsektor, het daar toenemend druk ontstaan om alternatiewe inkomstebronne te ondersoek (sogenaamde derde-geldstroominkomste). Wêreldwyd fokus universiteite op derde-geldstroomaktiwiteite ten einde hul finansiële posisie te versterk. Hierdie situasie het aanleiding gegee tot die vraagstuk oor waar akademici se voorkeur is om hul entrepreneuriese energie te fokus, wat motiveer akademici om hul tyd op sekere aktiwiteite te spandeer en meer spesifiek watter rol speel die finansiële ingesteldheid van die instelling ten einde hierdie gedrag te bestuur? Hierdie studie toon aan dat akademiese instellings wat deur winsgewende verwante finansiële besigheidbeginsels bestuur word wel hoër entrepreneuriese gedrag in die hoofstroomaktiwiteite van die instelling kan toon. Kwalitatiewe en kwantitatiewe navorsingsbenaderings is gebruik om die hipotese te toets, met spesifieke fokus op die Fakulteite Ekonomiese en Bestuurswetenskappe van elke instelling. Drie van die vyf instellings wat ondersoek is het hierdie verband getoon, terwyl een instelling met duidelike redes nie hierdie verband bevestig nie. Die uitkoms van die studie toon ook rede tot omsigtigheid aangesien dit ook daarop dui dat hoër finansiële ingesteldheid nie noodwendig entrepreneurskap in die hoofstroomaktiwiteite bevorder nie, wat die vermoede versterk dat hierdie 'n baie komplekser vraagstuk is as slegs 'n twee-veranderlike probleem. Die doel van die verslag is om hoër onderwysinstellings wat slaag om die stagnering van inkomstestrome uit hul kernbesigheidsakriwiteite die hoof te bied deur finansiële modelle te ontwikkel wat akademici sal aanspoor om hul entrepreneuriese energie op laasgenoemde aktiwiteite te fokus. Die finansiële besigheidsbeginsels waarbinne die konteks van hoër onderwysinstellings van toepassing is en as indikators vir die ondersoek gebruik is, behels onder andere insentiefgebaseerde begrotingsmodelle, deursigtigheid, billikheid, delegering van verantwoordelikheid en goeie bestuursinligtingstelsels. Hierdie studie ontken nie dat ander indikatore ook 'n bepalende rol speel in die gedrag van akademici nie. Akademiese puriste is egter baie pessimisties oor die aanwending van meer suiwer finansiële besigheidsbeginsels in akademiese instellings meestal weens vrese in eie belang. Die studie bevestig egter dat die topbestuur van hoër onderwysinstellings wel finansiële bestuursbeginsels kan aanwend om entrepreneurskap aan te moedig in kernbesigheidaktiwiteite en sodoende finansiële volhoubaarheid te verseker op die langtermyn.
ENGLISH ABSTRACT: Higher education institutions are unique organisations in that their largest group of clients are divided into two heterogeneous groups with differing needs, namely government and the general public. These two primary clients are respectively responsible for the so-called first and second income streams of higher education institutions. As a result of the decline of government's spending, in real terms, on higher education institutions and the poor competitive salaries of employees in universities relative to the private sector, there is mounting pressure to investigate alternative income sources (the so-called third income stream). Globally, universities focus on third income stream activities in order to improve their financial health. This situation has given rise to the question relating to the preference of academics of where to focus their entrepreneurial energy, what motivates academics to spend time on certain activities and more specifically, what role the financial attitude of the institution plays to manage this behaviour. This study reveals that academic institutions that are managed on profit related financial business principles, can show higher entrepreneurial behaviour in the main stream activities of the institution. Qualitative and quantitative research approaches were used to test the hypothesis with a specific focus on the faculties of Economics and Management Sciences of each institution. Three of the five institutions that were investigated revealed this relationship, while one has obvious reasons for not confirming the relationship. However the study also gives a warning in that financial attitude does not imply entrepreneurial activity in mainstream activities automatically. This enforces the suspicion that the quest of this research is far more complex than just a two variable problem. The objective of this report is to challenge higher education institutions to overcome the stagnation of income streams of their core business activities through the development of financial models that will motivate academics to focus their entrepreneurial energy on the latter activities. The financial business principles that are relevant within the context of higher education institutions and were used as indicators for this investigation include, amongst others, incentive based budget models, transparency, fairness, delegating of responsibility and sound management information systems. This study does not deny that other indicators also play a significant role in the behaviour of academics. Academic purists are, however, very pessimistic about the application of pure financial principles in academic institutions, most often, to protect their own interests. The study however, confirms that the top management of higher academic institutions can in fact apply financial management principles to motivate entrepreneurship in core business activities and thus ensure long-term financial sustainability.
36
Cheng, Yi'En. "Restructuring of education, youth, and citizenship : an ethnographic study of private higher education in contemporary Singapore." Thesis, University of Oxford, 2015. http://ora.ox.ac.uk/objects/uuid:d7ee615b-6d54-4ce5-a518-0f47d69e3c5a.
Full textAbstract:
In spite of widespread critiques about the neoliberalisation of higher education and its production of citizenship in relation to the market, transformation of students into profit-maximising individuals, and the vitalisation of a self-enterprising subjectivity, many of these claims remain under-examined with respect to cultural production. The objective of this research is to explore the neoliberal production of middle-class citizenship through the lens of educated non-elite local youth in Singapore. By combining geographical, sociological and anthropological insights about education and youth, I develop a theoretically informed ethnographic case study to examine how this segment of young people reproduce themselves as middle-class citizens. The research is based on eleven months of fieldwork at a local private institute of higher education, where I hanged around, talked to, and observed Singaporean young people between ages 18 and 25 studying for their first degree. The ethnographic materials are written up into four substantive papers, demonstrating the ways in which educated non-elite Singaporean youth in private higher education engage with state disseminated ideas around neoliberal accumulation and human capital formation. I argue that these students draw on class-based sensibilities and feelings to produce vibrant forms of normativities, subjectivities, and politics that pose a challenge to dominant assumptions of a "hollowed out" citizenship under neoliberalism. The research makes two overall interventions in geographic and social scientific writings about neoliberal restructuring of higher education and its implications for youth citizenship. First, it cautions against a straightforward claim that neoliberal technologies of control have extended market values into citizenship subjectivity and, with it, the erosion of progressive political projects. Second, it provides a much-needed analysis of middle-class citizenship formation among young people caught at the losing end of a diversifying educational landscape.
37
Fairclough, Natalie R. "Burnout in academics : the role of humour and optimism as stress buffers." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1998. https://ro.ecu.edu.au/theses/995.
Full textAbstract:
The relationship between university lecturers' perceived stress, use of humour to cope with stress, optimism, pessimism, and burnout was investigated. Participants included 180 lecturers from a range of Perth universities and disciplines. Questionnaire packages were delivered to the participants at their universities and were later returned to the researcher by mail. A principle components analysis was first performed on the Life Orientation Test-Revised, a self-report instrument designed to measure optimism, and demonstrated support for a two-dimensional model of optimism and pessimism. A hierarchical multiple regression analysis was subsequently conducted to determine the ability of perceived stress, humour, optimism, and pessimism, followed by the interactions between perceived stress and humour, optimism, and pessimism, and then gender to predict lecturers' burnout. The results revealed that after perceived stress had been accounted for, humour and optimism had a significant main effect on burnout. Pessimism and gender were not significant unique predictors of burnout. The interactions between perceived stress humour, optimism, and pessimism did not predict burnout. The findings highlight the role of humour and optimism in predicting burnout, and the implications for burnout prevention strategies.
38
Glass, Christine J. "A Multilevel Analysis of Institutional Fiscal Autonomy and its Effect on Affordability, Operating Efficiency, and Minority Access at Public Colleges and Universities." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4051.
Full textAbstract:
In recent years, an unstable funding environment for state higher education systems has led to a trend of increasing institutional fiscal autonomy in exchange for reductions in appropriations. With the growing concern that reducing state oversight will result in increased tuition and spending levels, this study was designed to provide a clearer understanding of how fiscal autonomy at public institutions impacts measures important to the state public policy goals of affordability, operating efficiency, and access. To accommodate the diversity and hierarchical structure of public institutions, this study used multilevel modeling techniques to integrate complex, interrelated institution- and state-level data. Institution-level data were provided primarily by the Delta Cost Project and State Higher Education Executive Officers (SHEEO) in the analysis of 395 public four-year institutions across sectors in 43 states. The three dependent variables measured changes in tuition revenue net of institutional grants, education and general spending, and minority student enrollment for academic years ending 2003 through 2009. In addition to other institution- and state-level characteristics and performance measures, explanatory variables included three regulatory or political descriptors: institutional tuition-setting authority, resource control, and state governance structure. Prior to this study, there was little empirical evidence to either support or counter claims that reducing state oversight would lead to increases that could threaten access, particularly for students in low-income and minority populations. This analysis did find evidence of a relationship between tuition-setting authority and institutional outcomes, however, statistical significance varied by outcome measure as well as category of tuition-setting authority. There were also other important factors related to the outcomes including level of appropriations, extent of reliance on state funding, and regional compact affiliation. Although results were mixed, this effort serves as a starting point for future research to help inform state and institutional decision-makers as they search for ways to address funding gaps without sacrificing their public agenda.
39
Blekic, Mirela. "Attaining a Sustainable Future for Public Higher Education: The Role of Institutional Effectiveness and Resource Dependence." PDXScholar, 2011. https://pdxscholar.library.pdx.edu/open_access_etds/277.
Full textAbstract:
The world of today's higher education organizations is characterized by complexities brought about as a result of rapid change, economic and political turbulence, and increasing global interdependence. The complexity of the environment in which colleges and universities operate is also due in part to a need to serve multiple internal and external constituencies. In order to be more responsive to the demands of its numerous constituencies and at the same time preserve their intrinsic values, colleges and universities need to know how effective they are in what they do. This research asked: To what degree does institutional effectiveness allow public colleges and universities to operate in a sustained manner over a long period of time while meeting the needs of their constituencies? The lack of criteria about what constitutes effectiveness in higher education contributes to the lack of research in this area of organizational theory. This research examined organizational effectiveness and its measurement in higher education environment using a survey of multiple internal and external constituencies. The purpose of the survey was to gather information regarding participants' perceptions about educational outcomes, processes, and environment in higher education organizations. In addition, given the changes in how higher education institutions are financed and the potential implications of these changes for effectiveness, this research explored the degree to which resource dependence, primarily dependence on public funding, influences the effectiveness of public colleges and universities. To address these questions the research tested the applicability of the sustainability framework as a model of effectiveness in higher education. The study suggests modification of the elements of the sustainability and extends the use of the concept of environment as it is defined in the sustainability framework to the concept of environment as defined in organizational theory. The sustainability framework has not been tested in this way before. The results indicate that there is promise in using the sustainability framework in this modified form and suggest that this concept is worthy of further exploration. Additionally, the study examined the role of multiple constituencies in defining effectiveness in higher education. The findings indicate that there are significant differences in perceptions of effectiveness among the groups of constituencies examined in the study. Finally, the results suggest that sources of public funding and the amount of money institutions spend per student have an influence on some aspects of effectiveness. To examine this further, the study explores the role of the political and fiscal environment in which institutions of higher education operate and offers institutional theory as a basis to explain resource dependence in public higher education. The findings of this study contribute to the field of organizational effectiveness, aid in understanding the role that public funding plays in higher education effectiveness, and contribute to the field of organizational theory more generally.
40
Feola, Cindy. "Les moteurs des configurations organisationnelles: application au cas des universités européennes." Doctoral thesis, Universite Libre de Bruxelles, 2002. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/211355.
Full text
41
Krikorian, Margaret. "Factors influencing academics' usage of electronic journals." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2004. https://ro.ecu.edu.au/theses/786.
Full textAbstract:
Through a survey of academics at Edith Cowan University, Australia, this study explored their usage of and attitudes towards academic electronic journals (EJs). The data provided insights into the way academics were using EJs at the time of the study and their thoughts on how they will use them in the future. The emergence of academics publishing their work in EJs is a fairly recent phenomenon compared to the established tradition of publishing in paper-based journals. Many publishers have also begun to replace paper journals with electronic ones and many librarians have begun incorporating EJs into their resource collections. Librarians need to know their clients' attitudes towards new service delivery mechanisms and/or formats, such as replacing paper-based journals with EJs. The study's findings supported the earlier work of previous authors, indicating that while some academics were adapting EJs into their work practices, there remained a significant number who were strongly opposed to them. The study drew the following conclusions: I. At the time of the survey EJs were not wholly accepted by academics; 2. A group of committed enthusiasts existed who advocate EJs; 3. There was almost an equal number of academics who avidly preferred print journals, and were unlikely to change their preferences for the foreseeable future, perhaps for the rest of their career; 4. Most academics were not submitting articles to EJs, although more were open to doing so in the future; 5. Academics believe that publishing in EJs is given lower respect than publishing in paper-based journals; 6. Academics are troubled about historical access to EJ articles; 7. While academics are not using EJs fully they are normally aware of them; 8. Academics appear to have no time to obtain new skills such as using EJs, although there is a willingness to do so; 9. Academics are not inclined to have personal subscriptions to EJs; and 10. A minor number of academics cited EJs in their research however, a larger number thought their usage of them would increase in the future. Whatever the future of print journals or EJs may be, academic librarians need to continually assess how their clients will be able to gain access to archival information. Short-term access to bundled EJ titles may seem to be a panacea for stagnant or shrinking library budgets unable to keep up with escalating journal costs; however the true cost of abandoning paper journals in favour of EJs needs to be fully considered if the library is unable to maintain the future licensing costs of EJs.
42
Roche, Vivienne Carol. "Razor gang to Dawkins : a history of Victoria College, an Australian College of Advanced Education." Connect to digital thesis, 2003. http://eprints.unimelb.edu.au/archive/00000468.
Full text
43
Newcomer, Julia D. "Perceptions of Decision-Makers of the Future Role of the Texas Higher Education Coordinating Board in the Funding Process for Public Senior Colleges and Universities." Thesis, University of North Texas, 1988. https://digital.library.unt.edu/ark:/67531/metadc331376/.
Full textAbstract:
This study compares the perceptions of presidents and academic and fiscal vice presidents of Texas public senior colleges and universities and with those of (appointed) members of the Texas Coordinating Board. A survey instrument was developed, based upon appropriate coordinating board functions discussed in the literature review, A five-point scale was used to measure intensity or agreement or disagreement. Responses were subjected to one way analysis of variance to determine differences between administrators and board members. Differences significant at the .05 level are reported. Administrators and board members differed significantly on all statements related to centralized control versus internal autonomy. Board members endorsed a greater variety of roles and a higher level of activity for the board than did administrators, although members were not expansionistic. Administrators indicated diverse opinions regarding the board's role. Responses related to formula funding were similar. Board members believed that requests to the legislature for higher education funding needs should be presented in terms of a statewide system; administrators indicated uncertainty. Both agreed on the increasing importance of long-range planning in formula development, but administrators were unsure whether such planning would help provide stability and realistic expectations in funding. Both groups endorsed a greater role for the board in collecting, interpreting, and disseminating information regarding higher education institutions. Neither subgroup offered an opinion regarding subjection of higher education budget requests to the criteria used for other state agencies. Board members and administrators disagreed as to whether private business standards were appropriate for higher education institutions. The relationship between funding recommended by the board and appropriations passed by the legislature was not considered appropriate for evaluating board success. State appropriations for higher education were seen as an investment in the state's economic future. Administrators did not believe college and university faculties understood the board s role in funding; board members were undecided.
44
Buranaburivast, Vorapoj. "Applying social capital to electronic networks of practice : blog communities." UWA Business School, 2009. http://theses.library.uwa.edu.au/adt-WU2009.0209.
Full textAbstract:
Blogging is a recent phenomenon with research currently focusing on how it facilitates both personal and organisational knowledge exchange (Aimeur, Brassard & Paquet 2005; Hsu & Lin 2008). Social capital is shown to be a crucial factor facilitating knowledge transfer (Nahapiet and Ghoshal 1998). Blogging is a new social communication technology enabling individuals to collaborate and share knowledge. This research investigates how three dimensions of social capital affect individual knowledge sharing in weblog communities. In particular, it explores how individuals exploit weblogs as a tool for conversational knowledge management in educational institutions. Following Wasko & Faraj's (2005) study, the conceptual model is developed by setting eight independent variables from social capital dimensions and a dependent variable is set from individual behaviour in online knowledge sharing. Eight hypotheses are developed to test the relationship between these variables. A quantitative approach was applied for data collection and analysis. For data collection, an online survey was published in several Australian university weblog communities. An additional paper-based survey was distributed to the respondents in order to gain adequate sample size. For data analysis, confirmatory factor analysis (CFA) was applied to eliminate measurement items that shared a significant residual value with other measurement items. Further, the models obtained from confirmatory factor analysis were used to test the hypotheses by multiple regression analysis. Results from multiple regression analysis on online knowledge sharing suggest that trust, personal reputation and enjoy helping are positively associated with individual online knowledge sharing. The stepwise estimation procedure was further adapted in the regression model. The results show that four independent variables became significant to the study. These four significant variables were individual expertise, trust, personal reputation and enjoy helping. Lastly, several limitations in this study such as the sample of university online setting and respondents' activities on weblogs are discussed. These limitations lead to the direction of future research provided in conclusion of this study.
45
TOCZKO, LESLIE JOSEPH. "AN ANALYSIS OF ENROLLMENTS AND STATE APPROPRIATIONS IN PUBLIC HIGHER EDUCATION." Diss., The University of Arizona, 1985. http://hdl.handle.net/10150/188079.
Full textAbstract:
The relationship between FTE enrollments and state appropriations to public four-year colleges and universities is a fundamental issue basic to numerous institutional and state policy decisions. Yet, the relationship is obscure and may have changed during the period from 1965 to 1982. Data for this dissertation were obtained from three sources. Enrollment data were obtained from the Higher Education General Information Survey (HEGIS) information as edited and entered onto computer data tape by the Center for the study of Higher Education (CSHE) at the University of Arizona. Appropriations data were obtained from the annual issues of M. M. Chambers' Appropriations of State Tax Funds for Operating Expenses of Higher Education as edited and entered onto computer data tapes at the CSHE. Variations in the reporting of these sources were obtained through a mail survey instrument. Appropriations data were adjusted for inflation using the national and regional Consumer Price Indices (CPI). The appropriations data were corrected so that all states are reported consistently for (1) tuition, (2) employee benefits, and (3) capital equipment. The edited enrollment and the corrected appropriations data were then regressed for two time periods (1965-77 and 1977-82). The results determined the nature of change in the enrollment/appropriation relationship over time. The results show that there does appear to be a relationship between enrollments and appropriations which is stronger for certain types of institutions. Nationally, the relationship in mean constant dollar appropriations per FTE enrollments has not undergone any radical changes. However, the slopes of the regression lines have undergone statistically significant changes from period 1 (1965-66 to 1976-77) to period 2 (1977-78 to 1982-83). Yet the regression coefficients did not decline in a major way over time for the national sample, for institutions by Carnegie Classification System or by state. Wide ranges of difference were found to exist among states. However, a considerable majority of 35 states and most Carnegie classification institutions did not demonstrate a significant change in the amount of constant dollar or adjusted funding per FTE student over time.
46
Gillett, Rodney A. "Steering in the same direction? : an examination of the mission and structure of the governance of providers of pathway programs." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2011. https://ro.ecu.edu.au/theses/543.
Full textAbstract:
The purpose of the study was to examine the mission and structure of governance of three providers of pre-university pathway programs based in Australia and operating on a global basis. The aim of the research was to investigate changes, if any, to the purpose and form of governance in this sector for which virtually no research has been undertaken. The literature review of governance in the higher education sector on a global scale in relation to universities revealed an increasing trend toward a corporate style of management. The literature also revealed that the distributors of pathway programs are operating in a highly competitive international environment. It became apparent that models of governance are undergoing re-adjustment to meet the needs of the market and to ensure commercial viability for the content provider. As a result, new models are emerging and changing the approach to the manner in which governance is undertaken.
The method of investigation for this study was a cross-case study of three major education providers engaged in the delivery of pathway education programs on a global basis. Each of the cases selected had a different ownership structure; - a public university; a not-for-profit education organisation; and a publically-listed corporation. By looking closely at the two main parts of the framework of institutional governance, firstly, at the structure (organisational form); and secondly, on the mission (purpose of the organisation) it was possible to determine the salient features of governance and draw a conclusion as to the governance model adopted. The use of Burton Clark’s (1983) Triangle of Co-ordination provided a theoretical framework to evaluate the models of governance and to place them in the relevant context; that is, dominated by one of the elements in the triangle: the government, the academy, or the market. In addition to the two central parts of governance, the elements of quality assurance and accountability that are fundamental to good governance were examined to provide additional evidence of the model adopted.
The small-scale investigation revealed a convergence between public and private providers in their governance structures but not necessarily in their missions. The findings were that all three education organisations have adopted governance models that are based on corporate principles. However, while each of the entities had adopted a corporate structural mechanism this does not fully align with their stated missions. The examination of the mission and structure of the respective governance frameworks of each of the case studies showed a convergence to the market spectrum of Clark’s model.
47
Odendal, Marta W. "Students' university choice." Thesis, University of Stirling, 2015. http://hdl.handle.net/1893/23039.
Full textAbstract:
This thesis addresses UK students’ university choice using discrete choice methods and micro-data obtained from Higher Education Statistical Agency for graduates between 2006 and 2010. The thesis consists of three chapters with each addressing a different aspect of students’ choice. The studies are intended to provide policy-makers and other decision-makers with valuable information that will help them to implement strategies and policies for better higher education. Some work in the literature has been dedicated to students’ university choice. This thesis explores this body of work and builds on it, extends it and improves what is previously known in the literature. The aim of the first chapter is to investigate what affects students’ university choice. It contributes to the literature by establishing the best method to do so. Two models are used: the standard conditional logit and conditional logit with, what is called in this paper, alternative specific constants. Conditional logit with alternative specific constants improves on conditional logit twofold: it deals with unobserved university characteristics and improves the model fit. The results show that the probability of attending a university decreases with an increase in tuition fees and distance between students’ home and the university, and decreases in students’ socio-economic status. The second chapter further investigates the importance of distance on students’ university choice and it contributes to the literature by calculating the willingness to pay of students for distance to university. The chosen models are estimated for different socio-economic group of students separately. This methodology allows for meaningful comparison between socio-economic groups and produces more reliable estimates due to the fact that it accommodates for different unobserved characteristics of universities for different groups of students. The results show that students with the highest socio-economic status are not affected or have a positive utility of distance. The willingness to pay of other socio-economic groups are mixed and depend on the university characteristics used in the model. The third chapter focuses on students’ attitudes towards costs and benefits of university degree by calculating the discount rate of future income using marginal utility of graduate income and tuition fees. In addition, the chapter shows how use of consideration sets of universities for each student improves the model fit. The results show that students have a normal discount rate around 1% without consideration sets. The discount rate becomes negative in all models apart from one, when consideration sets are used.
48
Wright-Hayes, Jane F. "Revenue generating and profitability practices of university-based continuing dental education programs." Scholarly Commons, 2010. https://scholarlycommons.pacific.edu/uop_etds/2414.
Full textAbstract:
Continuing dental education is a necessity for the dental professional. In dentistry, a profession described as a life-long learning endeavor, dental professionals are challenged with keeping up-to-date with the ever-changing scientific and technological advances of their profession. Continuing dental education plays an important role in providing dental practitioners with the opportunity to keep abreast of the latest advances in the dental industry. University-based continuing dental education programs, that provide the professional development needed by dental professionals to maintain and upgrade their skills and knowledge-base, have grown from their early origins as a primary service to dental school alumni members, to playing a pivotal role in regulating and professionalizing the dental industry as well as contributing to the financial well-being of their dental schools and universities. As educational funding continues to shrink while the cost of educating competent dental practitioners continues to rise, continuing dental education has developed revenue generating opportunities for their dental schools. This study was designed to analyze the current financial and revenue generating practices of continuing dental education units within both public and private dental schools, with a goal of providing a conceptual framework to develop a standardized financial model for determining the profitability of programs. Employing a cross-sectional survey method approach, this study obtained quantitative and qualitative data through the use of an electronic survey that was sent to both private and public dental school members of the Association for Continuing Dental Education (ACDE). The results of the findings of this study summarized data into several categories and compared the data between public versus private dental schools including the CDE unit's size, programs, revenue generation, program and unit expenses, corporate funding, net income, institutional overhead fees, gifts-in-kind, surplus revenue, and other factors considered when calculating profitability of CDE programs. These findings helped to create a framework for the development of a financial model, the Comprehensive Program Budget that may be used to more accurately project program profitability, thereby insuring that CDE units are self-sufficient and positive contributors to the financial well-being of their institutions.
49
Joubert, Francois Jacobus. "Die allokasie van hulpbronkoste as deel van 'n begrotingstoedelingsmodel vir hoer onderwysinstellings." Thesis, Stellenbosch : Stellenbosch University, 2008. http://hdl.handle.net/10019.1/3375.
Full textAbstract:
Thesis (MComm (Business Management))--Stellenbosch University, 2008.Universities manage their administrative and financial operations traditionally by means of cost centres in the form of faculties, departments and divisions. In these cost centres financial performance is purely measured by comparing actual expenses with drawn up budgets. During performance measurement only direct costs allocated to cost centres are taken into account. Often, indirect costs are not taken into account which leaves an erroneous impression about the real cost of a certain cost centre. However, it is of importance for education managers to take cost management into consideration as a primary tool to manage institutions of higher education. Accurate cost information is an indispensable management aid, especially in a changing and dynamic environment. During budget allocations mostly only direct costs are taken into account. This also happens when the financial performance of academic departments, faculties and other entities are measured. The utilisation of a full cost approach could add substantial value to current management information. The starting point of this study is by placing a perspective on problems arising from the utilisation of cost allocation techniques by means of a case study from which activity based costing and responsibility centre management can solve the problem. Throughout this study it was attempted to emphasise the relevance between activity based costing and responsibility centre management and the focus was on how both budget allocation models could be applied in an integrated context. During the allocation of income and indirect costs the question normally arises on which basis these components are to be allocated to faculties and departments at a university. Attention has been given to both these components to establish which method / basis is the most applicable for the allocation thereof. The aim was to generally keep cost drivers as simple as possible. The cost drivers used need to bear the approval of deans to ensure the credibility of the budget allocation model. However, cost drivers could well be investigated continually to consider their applicability against alternative cost drivers. The allocation of budget amounts to faculties stemming from the main budget of a university is normally a dilemma. Therefore, a budget allocation model has been developed taking the financial performance of faculties into consideration to determine the budget allocation of each individual faculty.
50
Jarrett, Jennifer Ann. "Catholic bodies a history of the training and daily life of three religious teaching orders in New South Wales, 1860 to 1930 /." Connect to full text, 2003. http://hdl.handle.net/2123/5673.
Full text