ERIC Number: ED165548
Record Type: Non-Journal
Publication Date: 1978-Oct-27
Reference Count: N/A
Back to the Basics with Resource Allocations.
Matlock, John; Humphries, Frederick S.
A resource allocation and utilization study was undertaken of Tennessee State University and the results, recommendations and policy decisions that evolved are presented. The President's Council, comprised of the President, the Vice Presidents, and the Director of Planning, Management and Evaluation, directed the study. Data from the Office of Institutional Research and other institutions within the state system were also used. It was recommended that: additional security officers be hired and that many of the streets going through the entire campus be closed; salary inequities among lower ranking faculty members be alleviated and faculty salaries be monitored; continue to review future revenue and cost projections for the athletic programs to prevent a deficit budget; allocation be made of additional funds for staff increases in the physical plant area, and for older building maintenance. The College Work Study Program was analyzed and increased monitoring of work study students was suggested. Other areas of financing considered include: departmental budgetary practices, the effect of restricted funding, cost effectiveness in academics, library funding, and student support cost and institutional cost. Three general recommendations that emerged from the study were: (1) implementation of a resource allocation and utilization committee that would continue to make recommendations to the president; (2) formation of a committee on budget priorities; and (3) improvement of staff evaluation instruments. (BH)
Descriptors: Accountability, Budgeting, College Administration, Committees, Cost Effectiveness, Educational Finance, Facilities, Higher Education, Institutional Evaluation, Institutional Research, Program Evaluation, Resource Allocation, Salaries, School Safety, Staff Utilization, State Universities
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: Tennessee State Univ., Nashville.