Browsing by Author "Fincher, Mark E."

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    An analysis of differences in faculty compensation by geographic region, state, and the existence of collective bargaining at AASCU institutions in the United States
    (University of Alabama Libraries, 2016) Ogun, Johnson Adebayo; Katsinas, Stephen G.; University of Alabama Tuscaloosa
    This study detailed full-time faculty salary and fringe benefits in U.S. AASCU institutions by geographic type. The modified version of the 2010 Carnegie Basic Classification of Master’s Colleges and Universities was used to reclassify the three classifications: larger, medium, and smaller programs into seven geographic types. The National Center for Education Statistic Integrated Postsecondary Education System (IPEDS) for the 2010-2011 academic year was the source of the data used. Also, analysis of salaries and fringe benefits grouped states by the presence and non-presence of collective bargaining. There is a revelation of significant differences in the compensation for full-time faculty based on geographic type of a public access university. The national salary average was $93,269 while the salary average of faculty at rural medium public access university was $77,844. Average salary earned by faculty at institutions with presence of collective bargaining is higher than in institutions without the presence of collective bargaining. Included in this study are recommendations for further research that include the following: 1) adoption of Katsinas’ 2015 Modified Carnegie Basic Classification for Master’s Colleges and Universities; 2) study the faculty contribution to fringe benefits and how they have changed over the years; and 3) study geographically based differences in faculty compensation based on the differences in cost of living. Strategies for recruitment and retain faculty was also recommended.
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    Can federal intervention impact college affordability? An assessment of federal maintenance of effort legislation at American public regional universities
    (University of Alabama Libraries, 2016) Clark, Charles Anthony; Katsinas, Stephen G.; University of Alabama Tuscaloosa
    The finance of public higher education in America is, of course, a joint responsibility that falls between the state, federal government and individual students (Thelin, 2013). Sadly, at a time when the nation appears poised to commit itself to significantly expand the percentage of its adult population with degrees and certificates, state funding cuts challenge public access institutions as never before. Recent reports strongly suggest that AASCU institutions are encountering funding issues that are more severe than their larger public flagship university counterparts. This study used a modified version of the Carnegie Classification that provide additional information into the AASCU institutions that may prove more relevant to how they have been impacted by federal intervention since the recent recession. This study examined reported data from multiple sources relevant to the intended output. The primary data instruments were the Integrated Postsecondary Education Data System (IPEDS), the National Center for Educational Statistics, the State Higher Education Finance Report and the Delta Cost Project. For geographic classification, the study utilized the 2010 Basic Classification of publicly controlled Master's Colleges and Universities published by the Carnegie Foundation for the Advancement of Teaching as initially modified by Kinkead (2009) and later by Katsinas. To assess economic periods before, during, and after recessions, the definitions of recession from the non-partisan National Bureau of Economic Research were used. In order to compare the current economic situation of higher education, the current economic situation of the country was taken into consideration. The analysis of state investment and tuition cost before, during, and after the recession could potentially reflect the relationship between these two key revenue sources and the possible impact, if any of Maintenance of Effort legislation.
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    The Economic & Social Impacts of Alabama Public Higher Education
    Katsinas, Stephen G.; Koh, Jonathan P.; Murphy, David S.; Lacey, Vincent A.; Fincher, Mark E.; DeMonBrun, R. Matthew; Bray, Nathaniel J.; Breaux, Arleene P.; Malley, Michael S. Jr.; Adair, J. Lucas; Shedd, Louis E.; University of Alabama Tuscaloosa
    The Education Policy Center at the University of Alabama has completed an objective analysis to determine whether there is a quantifiable relationship between the funding of Alabama’s universities and the per capita income of Alabama’s citizens. The study revealed a statistically signifcant relationship. Alabama’s state-wide per capita income rises in direct proportion to Alabama’s funding of its public higher education institutions. Alabama gains a quantifiable return on its investment in higher education. Simply put, the more Alabama spends on universities, the better off Alabamians will be.