The Relationship Between Institutional Expenditures and Degree Attainment at Baccalaureate Colleges

Ryan, John F.

doi:10.1023/b:rihe.0000015691.02545.61

Cited by 124 publications

(135 citation statements)

References 31 publications

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“…In a longitudinal process, we need to examine the potential time-varying effects of SL participation. finally, it is common for certain students to drop out of school at any time permanently or temporarily, particularly in the early terms (Chen, 2012;DesJardins, Ahlburg, & McCall, 2002;Ryan, 2004). This is related to the so-called "right-censured" data that we will discuss in detail in the next section.…”

Section: Event History Analysismentioning

confidence: 99%

Service-Learning and Graduation: Evidence from Event History Analysis

Yue¹

2017

Michigan Journal of Community Service Learning

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Section: Event History Analysismentioning

confidence: 99%

Service-Learning and Graduation: Evidence from Event History Analysis

Yue¹

2017

Michigan Journal of Community Service Learning

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“…In recent years, many universities have sought to expand their capacity to conduct research, partly because doing so increases their ability to secure attractive funding, but also because research output is often times associated with higher levels of prestige and reputation (Archibald and Feldman 2008;Gansemer-Topf and Schuh 2006;Grunig 1997;Robst 2001;Ryan 2004).…”

Section: Performance Funding In Higher Educationmentioning

confidence: 99%

Accountability in Higher Education: Exploring Impacts on State Budgets and Institutional Spending Patterns

Rabovsky

2012

Journal of Public Administration Research and Theory

107

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Some argue that the public sector should employ greater use of objective, quantitative measures of organizational outcomes so that political leaders and the general public are better able to evaluate the performance of public agencies. Critics, however, contend that performance based accountability policies are often limited in their capacity to influence the budgetary process or effectively impose topdown controls on administrative actors. Despite these concerns, performance based accountability regimes have become increasingly prevalent throughout government. One area where this debate has recently become salient is higher education, where there are several initiatives, at both the state and federal levels, to link institutional funding with student outcomes. Using data from the Integrated Postsecondary Education Data Source (IPEDS), this paper investigates whether these performance funding policies have influenced state budgets or resource allocation priorities at public colleges and universities. Results indicate that performance funding policies have not had substantial impacts on either state budgets or university spending patterns.

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“…Without close examination of this limitation, the findings could be interpreted to support an argument that instructional expenditures lead to increased student persistence, perhaps by demonstrating an avenue for student engagement and integration as argued by Ryan (2004). However, the absence of academic expenditures in the model beyond faculty salaries does not allow this generalization to hold.…”

Section: Prestige and Degree Productionmentioning

confidence: 81%

“…Because the present study examines student graduates and research activity, expenditures that are spent on instruction and education will be examined. Many researchers have found that educational expenditures are significantly positively linked with student achievement (Card & Krueger, 1996) and graduation rates (Ryan, 2004). Many have debated the inclusion of expenditures in production function research.…”

Section: Academic Expendituresmentioning

confidence: 99%

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A Latent Growth Analysis of Undergraduate Degree Production

Blanchard¹

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Dr. Timothy Konold A theoretical framework based on prestige-maximization is used to identify four time-varying inputs in the production of undergraduate degrees at non-profit colleges and universities. The longitudinal relationship between these inputs (academic expenditures, research funding, faculty quality, and student quality) and the output (undergraduate degrees per FTE) was estimated at the institutional level between 1997 and 2007 with latent growth modeling. Separate models were estimated for institutions producing social science degrees (n=1,145) and physical science degrees (n=1,114). Collinearity diagnostics mandated the exclusion of academic expenditures; thus, interpretations of results were limited. The remaining three inputs were significantly related (p<.05) to degree production in both models, but an increase in each of these prestige-maximizing inputs did not uniformly produce increased degree rates.

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The Relationship Between Institutional Expenditures and Degree Attainment at Baccalaureate Colleges

Cited by 124 publications

References 31 publications

Service-Learning and Graduation: Evidence from Event History Analysis

Service-Learning and Graduation: Evidence from Event History Analysis

Accountability in Higher Education: Exploring Impacts on State Budgets and Institutional Spending Patterns

A Latent Growth Analysis of Undergraduate Degree Production

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