Learning Resources

Abstract: Until recently, there has been no credible, reliable source for instructional cost data on a national basis for two-year colleges in the United States. To fill this need, the Kansas Study of Community College Instructional Costs and Productivity was designed and implemented as a national data collection and reporting consortium. Based on the four-year college and university Delaware Study of Instructional Costs and Productivity, the Kansas Study collects and reports community college instructional costs and faculty workload at the academic discipline level of analysis. This article analyzes aggregate national data from the Kansas Study to determine the major instructional cost drivers for community colleges nationwide.

Abstract: This article proposes a framework that can help institutions break down and analyze the costs of online learning so they can make decisions about how to improve the cost-efficiencies of online education. The framework involves looking at costs across elements (which include the two stages of development and delivery plus administration of the enterprise) and seven factors: students, faculty, other staff, course design, content, infrastructure, and policy. The elements and factors may combine and interact, thereby improving (or not improving) cost-efficiencies. Where possible, current research results are included and areas where research is needed are identified.

Abstract: Public discussion of higher education costs frequently confuses price with expenditure. This article examines factors associated with increases in the sticker price of a college education and the expenditures incurred by institutions in delivering that education. The discussion suggests that while growth in college tuition is real, access to higher education has not been reduced. Moreover, data indicate that colleges and universities have been responsible fiscal stewards in containing costs over which they have control.

Abstract: In 1998, a Carnegie Foundation Commission Report criticized America’s 123 research universities for failing our educational system by ignoring undergraduate education. Notably absent from the Commission's list of recommendations was mentoring research university faculty as a strategy to improve their teaching. This article discusses strategic collaboration, a mentoring model that can contribute significantly to achieving this objective. Such a network can also create an environment conducive to interdisciplinary research that, because of its increased value and rewards at such universities, can provide an added incentive for faculty participation.

Abstract: Recruiting and retaining women and minority faculty members is a particularly challenging workforce development issue facing many universities. This article summarizes current literature and the results of a survey of selected institutions to gauge responses to this challenge. All the survey respondents indicated that recruitment of women and minority candidates has been problematic, that retention problems vary, and that job placement is difficult and can negatively influence the recruitment and retention of women and minority faculty members. Job placement for partners has been most difficult for those universities located in small- to mid-sized cities. A variety of programs have been attempted to alleviate problems of recruitment and retention.