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ERIC Number: ED216601
Record Type: RIE
Publication Date: 1982-Mar
Pages: 34
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Better Managerial Effectiveness Through Improved Planning and Budgeting in the Academic Area.
Campbell, William E.; Doan, Henry M.
A model and implementation process is presented for projecting student headcount and credit hour and contact hour enrollment for each academic area and all areas aggregated by semester and fiscal year for each campus of Montgomery College, Maryland. The projection model is suggested as a managerial tool to assist the college's management to monitor enrollments to meet its enrollment projections, generate forecast revenue, and expend only budgeted funds, while annoying few students because of class cancellations. While one part of the projection deals with student headcount, total credit hour enrollment, and credit hour enrollment in different academic areas, the second part projects faculty instructional equivalent semester hour (ESH) or workload and faculty average ESH, the number of course sections, and instructional ESH to be taught by part-time faculty members. Student headcount enrollment is projected as resulting from yield rates from various populations from which the college student is drawn. Total credit hour enrollment is regressed from the relationship previously established between headcount and total credit hour enrollments, and that between headcounts and student average load. Credit hour enrollment in each academic area is projected from the past trend using regression or moving average, and adjusted after consultation with academic deans and their staffs to incorporate new developments to improve the accuracy of the model. Credit hour enrollment for each academic area and all areas combined has been projected for two years and the results to date are encouraging. The second part of the model is still in development. (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: Montgomery College MD
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New York, NY, March 19-23, 1982).