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ERIC Number: ED214466
Record Type: RIE
Publication Date: 1982-Mar
Pages: 8
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Operating Ratios and Institutional Characteristics Affecting the Responsiveness of Black Colleges and Universities to Professional Allied Health Programs.
Holmes, Everlena M.; Andrew, Loyd D.
Factors that affect the implementation of professional allied health education programs were studied at 64 four-year black colleges and universities that had no such programs before 1975-76. By 1980, six of the institutions had implemented these programs. Twenty-seven operating ratios and seven institutional characteristics were analyzed, based on Financial Statistics and Opening Fall Enrollment data from the Higher Education General Information Survey (HEGIS) for the 1975-76 academic year. Statistical methodology consisted of cross-tabulation, t-tests, stepwise discriminant analysis, and cluster analysis. Findings were limited because of the recency of HEGIS data and the resulting small sample population. Findings suggest that institutions with more resources (education and general expenditures per full-time-equivalent student) were the institutions that had implemented programs. However, it was also found that the institutions that had initiated new allied health programs were spending more than they received, while those who had not implemented new programs were spending less than they received. Ten operating ratios that were identified as possible predictors of whether black schools had implemented the programs include: current funds expenditures/revenues; mandatory transfers for auxiliary enterprises expenditures/sales and services of auxiliary enterprises; education and general expenditures/full-time equivalent students; tuition and fees/education and general revenues; federal grants and contracts/educational and general revenues. A bibliography is appended. (SW)
Publication Type: Speeches/Meeting Papers; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New York, NY, March 1982).