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I
7 3 - 2 0 , M06
STONEMAN, J a m e s V i c t o r , 1 9 1 8 A PROPOSED MODEL O r DATA FLOW TO BE UTILIZED IN
RELATING STUDENT INPUT AND FINANCIAL ACCOUNTABILITY
AT MICHIGAN STATE UNIVERSITY.
M ic h ig a n S t a t e U n i v e r s i t y , P h . D . , 1973
E ducation, h ig h e r

U n iv ersity M icrofilms, A XEROXCompany . A n n A rb o r. M ic h ig a n

A PROPOSED MODEL OF DATA FLOW TO BE UTILIZED IN
RELATING STUDENT INPUT AND FINANCIAL ACCOUNTABILITY
AT MICHIGAN STATE UNIVERSITY
By
Jam es V i c t o r Stonem an

A THESIS

S u b m itted to
M ichigan S t a t e U n i v e r s i t y
in p a r t i a l f u lf illm e n t of th e req u irem en ts
fo r the degree of
DOCTOR OF PHILOSOPHY

D e p a rtm e n t o f A d m i n i s t r a t i o n and H ig h e r E d u c a tio n

1973

ABSTRACT
A PROPOSED MODEL OF DATA FLOW TO BE UTI LIZ ED IN
RELATING STUDENT INPUT AND FINANCIAL ACCOUNTABILITY
AT MICHIGAN STATE UNIVERSITY
By
Jam es V i c t o r Stonem an

In

t h i s study

for

a n a t t e m p t w a s ma de t o s a t i s f y

a coordinated d ata

form ance m easu rem en ts
a co n trib u tio n

to

flow
to

t h a t would m ore a d e q u a t e l y

fin an cial

the e f f o r t s

analyzing s tu d e n t e n ro llm e n ts,

p arts

item s t h a t

a r e common t o

resp o n sib ility .

for p ro je c tin g ,

facu lty

requirem ents

teaching d e p artm en ts.

of th e s y s te m w ere d e v e lo p e d s e p a r a t e l y

p r o m o t e I n v o l v e m e n t a t e a c h s t a g e by a l l

The d a ta flo w b e g an w ith
s tu d e n t headcount
in to

tran sfer),

read m itted

s e le c te d according

per­

I t was I n t e n d e d a s
the

co o rd in atin g ,
and r e l a t e d

and
general

The c o n s t l t u t e n t

th e o rg a n iz atio n .

to

fo r each c o lle g e w ere d iv id e d
source:

new ( f i r s t - t i m e

and

and r e t u r n i n g .

targ ets

set

for

to

t h e number o f a p p l i c a t i o n s

the A dm issions D epartm ent.

s t u d e n t s w e r e b a s e d on h i s t o r i c a l t r e n d s
r e c e i v e d by t h e

relate

as s u b s e t s so as t o

le v e ls of

H eadcounts

T h e new s t u d e n t e l e m e n t w a s r e l a t e d
r e c e i v e d and t o

U niversity

th e c o n c e p t u a l i z a t i o n o f a model f o r p r o j e c t i n g

en ro llm en ts.

three c a t e g o r i e s

th is

o f t h o s e who a r e c o n c e r n e d w i t h

c r e a t i o n of m ore e f f e c t i v e m ethods

fund

a need a t

R eg istrar.

R eadm itted

and th e number o f a p p l i c a t i o n s

R e tu rn in g s t u d e n t e n r o llm e n ts w ere p r o j e c t e d

James Victor Stoneman

on t h e b a s i s

of in tra-cam p u s m ig ra tio n s t u d i e s .

w e r e a s s e m b l e d by c l a s s

level w ith in

fo r c a l c u l a t i n g head co u n t grow th

A s e c o n d m odule was c o n s t r u c t e d
th is

each c o l l e g e and us^d as a b a s i s

rates.

for p ro je c tin g

the s iz e

the B h ift

for m ajors

of

the c o u rs e

lo ad s c a r r i e d

i n c o u r s e demands r e s u l t i n g

from o t h e r c o l l e g e s .

a ssig n in g course c r e d i t values

as a b a s is

In stru cto rs.
facu lty

for p ro je c tin g

p ro p o rtio n of
the average

from s e r v i c e

to

th e number e n r o l l e d

in to

t h e number o f

fu ll-tim e

teaching

teaching

th e number o f

tim e t o

lo ad and

the

to tal

In

th at

d i f f e r e n t m ajors
requirem ents
by

in each c o u r s e .

te ac h in g assignm ents

Th e mini mu m n u m b e r o f v a r i a b l e s

re q u ire m e n ts was:

by t h e

C r e d i t h o u r s w ere c a l c u l a t e d

S t u d e n t c o u r s e demands w ere t r a n s l a t e d
used

course e n ro llm e n ts.

s e c t o r h e a d c o u n t grow th r a t e s w ere m erged w ith a v a r i a b l e

reflected
and

These th re e elem en ts

and

equated

recognized

for c a lc u la tin g

teach in g assignem cntst th e
load

carried

by t h e f a c u l t y ,

the av erag e-sized s e c tio n .

P e rfo rm a n c e m e asu re m e n ts w ere a ss e m b le d i n t o
to guard a g a in s t t h e i r m athem atical

the

follow ing e q u atio n

im b alan ce.

T h e n u m b e r o f c r e d i t h o u r B e a r n e d by s t u d e n t s w a s e q u a l t o
t h e n u m b e r o f c r e d i t h o u r s t a u g h t by I n s t r u c t o r s .
C redit
h o u r s e a r n e d w e r e r e p r e s e n t e d by t h e p r o d u c t o f h e a d c o u n t
e n r o l l m e n t s tim e s a v e ra g e s t u d e n t c o u r s e lo a d s t im e s the
average course c re d it v a lu e.
C r e d i t h o u r s t a u g h t w ere e q u a l
t o t h e number o f i n s t r u c t o r s tiro es t h e a v e r a g e p e r c e n t a g e o f
tim e s p e n t in t e a c h i n g tim e s th e a v e r a g e c r e d i t - h o u r load
c a r r i e d by a f a c u l t y m e m b e r t i m e s t h e a v e r a g e s i z e o f e a c h
c lass.

In

the n ext phase,

general

s ix basic

p e rfo rm a n c e m easurem ents w ere r e l a t e d

fund i n s t r u c t i o n a l c o s t s

and s t u d e n t

fees.

to

T h i s was a c c o m p l i s h e d

James Victor Stoneman

t h r o u g h a m e c h a n i s m t h a t r e c o g n i z e d a m in im um o f t w e l v e v a r i a b l e s .
O ther g e n e r a l

fund a c c o u n ts were grouped t o g e t h e r and a l l

e le m e n ts w ere assem bled i n t o

an e q u a t i o n

usin g the

of

follow in g

the
lo g ic:

G e n e ra l fund re v e n u e s w ere e q u a l to g e n e r a l fund e x p e n d i t u r e s .
T herefore,
c r e d i t h o u r s e a r n e d by s t u d e n t s m u l t i p l i e d by t h e a v e r a g e
t u i t i o n p e r hour tim es 1 p lu s S ta te a p p r o p ria tio n p er
c e n t t i m e s 1 p l u s o t h e r r e v e n u e p e r c e n t was e q u a l t o t h e
pro d u ct o f c r e d i t hours taught tim es i n s t r u c t i o n a l
e x p e n d i t u r e s p e r h o u r tim e s 1 p l u s an o v e rh e ad p e r c e n t .

Tills l o g i c was e x p r e s s e d

in over

th irty

v ariatio n s

of

the b a s ic

eq uation.

The p u r p o s e o f t h e e x p a n s i o n s was to p r o v i d e an o r g a n i z e d m e th o d f o r
sim u latin g

the

q u an titativ e
facto rs.

resu lts

co n tro ls

of a lte rn ate
fo r use in

po licy decisio n s

s e e k i n g optimum c o m b i n a t i o n s o f

The d a t a w e re su m m arized

in condensed p ro

o f G e n e r a l Fund R ev e n u e s and E x p e n d i t u r e s .
analyzing v a ria n c e s

and t o e s t a b l i s h
the

forma s t a t e m e n t s

F in ally ,

a method f o r

from p l a n n e d o b j e c t i v e s was d e s c r i b e d an d i l l u s t r a t e d .

Recommendat i o n s
The d e f i n i t i o n s ,
m eaningful
U n iv ersity .
system atic

to

d ata sources

and e q u a t i o n s s e t

fo r tli sh o u ld be

t h e p l a n n i n g and management p r o c e s s
I t was s t r o n g l y

recommended,

flow of c o o rd in a te d d a ta a t

should be giv en

tow ard a r e s t r u c t u r i n g

o rg an izatio n al u n its
prim arily d ire c te d

Involved

th is
of

a r e p l a c e d on a n i n s t i t u t i o n a l d a t a

th at

U n iv ersity ,

to a c h ie v e a
co n sid eratio n

the r e s p o n s i b i l i t i e s

in p r o c e s s in g

to w a rd an e l i m i n a t i o n

autonom ous and o f t e n

how ever,

a t M ichigan S t a t e

the d a ta .

of th e

of the

T h i s a c t i o n waB

type o f l i m i t a t i o n s

f l o w by t h e e x i s t e n c e

In co m p atib le d e p artm en tal system s.

th at

o f a number o f

James Victor Stoneman

I n t h e s y s t e m recommended,
sp o n sib ility

e a c h d e p a r tm e n t w ould r e t a i n

f o r g a th e r in g and s to r i n g

the d a ta .

i t s e l f w ould become t h e p r o p e r t y o f t h e e n t i r e
to i n s t i t u t i o n a l d e f i n i t i o n s

and c o n t r o l .

its

However,

in stitu tio n

re­
the d a ta
and s u b j e c t

D e p a r t m e n t a l p e r s o n n e l who

a r e en g ag e d i n d a t a a c t i v i t i e s would c a r r y a d u a l r e s p o n s i b i l i t y :
d irect

resp o n sib ility

resp o n sib ility

to th e o p e r a tio n a l

to th e I n s t i t u t i o n a l

a rra n g e m e n t w ould r e s u l t
specialized
sk ills

fu n ctio n

related

to

(e.g .

student

d e p a r t m e n t and a f u n c t i o n a l

Inform ation C enter.

i n an in c re a s e d

a

S u c h an

depth of e x p e rie n c e

fin a n c ia l aid s)

in a

in a d d itio n

to the

i n s t i t u t i o n a l d a t a r e p o r t i n g and th e p r e s e n t a t i o n of

f in a n c ia l review s.

The e nd p r o d u c t o f t h e s t u d y was a s t r u c t u r e d
flow c o m p rised o f a s c r i e s

of

inform ation

fragm ented but c o o r d in a te d d a ta sy stem s.

I t was a flo w t h r o u g h w h ic h b u d g e t d i f f e r e n c e s
u n its

in stitu tio n al

c o u ld be compared and a p p r a i s e d ;

betw een o r g a n i z a t i o n a l

a s y s t e m t h a t c a n become

o p e r a t i o n a l t h r o u g h a team e f f o r t a t t h e p r e s e n t

tim e in t h i s

U n iv ersity .

TABLE OF CONTENTS
Page
LI ST OF T A B L E S .......................................................................................................................

iii

L I S T OF F I G U R E S ..................................................................................................................

v ii

A P P E N D I X ......................................................................................................................................

ix

C hapter
I.

INTRODUCTION .....................................................................................................

1

II.

REVIEW OF THE LI T E R A T U R E ......................................................................

10

A c c o u n t a b i l i t y and t h e U n i v e r s i t y
.....................................
R e c e n t I n f o r m a t i o n M odels
.........................................................
A More D e t a i l e d A n a l y s i s o f S e l e c t e d M o d e l s
. . .

10
IB
25

PROJECTING STUDENT HEADCOUNT ENROLLMENTS ............................

AO

I n t r o d u c t i o n .............................................................................................
H i s t o r i c a l S t u d e n t H e a d c o u n t E n r o l l m e n t s .....................
P r o j e c t i n g S t u d e n t H e a d c o u n t E n r o l l m e n t s .....................

AO
A3
53

III.

IV.

.................................

76

I n t r o d u c t i o n .............................................................................................
P r o p o s e d Method f o r P r o j e c t i n g
C o u r s e E n r o l l m e n t s , ....................................................................
T i m i n g , D a t a B a s e a n d I m p l e m e n t a t i o n ................................

76
81
93

TRANSLATING COURSE ENROLLMENTS INTO
TEACHING REQUIREMENTS .........................................................................

108

P r o j e c t i n g C r e d i t Hours
...............................................................
P r o j e c t i n g T e a c h i n g R e q u i r e m e n t s ..........................................

108
11A

TRANSLATING TEACHING REQUIREMENTS INTO
INSTRUCTIONAL EXPENDITURES .........................................................

12A

SUMMARY AND RECOMMENDATIONS...........................................................

160

BIBLIOGRAPHY ............................................................................................................................

17A

A P P E N D I X ......................................................................................................................................

178

V.

VI.

V II.

PROJECTING STUDENT COURSE ENROLLMENTS

11

LIST OF TABLES
Page
Table
1

D i s t r i b u t i o n of S tu d e n t C r e d i t H ours by C ourse
a n d C l a s s L e v e l s ....................................................................................................

29

N o n - R e t u r n s Who D i d N o t G r a d u a t e C o m p a r e d W i t h
t h e T o t a l Number E n r o l l e d D u r i n g t h e T e rm
................................

30

P e r C e n t o f T o t a l New S t u d e n t s Who D i d N o t R e t u r n
A f t e r t h e F i r s t Term o f E n r o l l m e n t .....................................................

31

4

D i s t r i b u t i o n o f New S t u d e n t E n r o l l m e n t s by T e r m s

32

5

Summary o f A d m i s s i o n D a t a ................................................................................

48

6

Summary o f A d m i s s i o n D a t a - A d v a n c e E n r o l l m e n t
D e p o s i t s P a i d .........................................................................................................

50

7

R eadm lsslon A p p lic a tio n s

............................................................

52

8

S tu d en t Headcount E n ro llm en ts

......................................................................

54

9

S chedule o f R etu rn in g S tu d e n ts - C o lle g e of
N a tu ra l Science
....................................................................................................

55

Schedule o f R etu rn in g S tu d e n ts - C o lle g e of
A r t s a n d L e t t e r s , H i s t o r y M a j o r s ..........................................................

56

11

S tu d e n t Headcount E n ro llm e n ts

57

12

A dm ission E x p e rie n c e

T ables

- F irst-tim e

13

A dm ission E x p e rie n c e

T ables

- T r a n s fe r U ndergraduates

14

A dm ission E x p e rie n c e

T ables

- New G r a d u a t e s

15

2

3

10

16

17

R eceived

- A ssem bly S h e e t

. . . . .

............................

U ndergraduates

.
.

61

.................................

62

New S t u d e n t E n r o l l m e n t P r o j e c t i o n s - a s o f
J a n u a r y 3 1 , 1 9 7 1 ....................................................................................................

64

New S t u d e n t E n r o l l m e n t P r o j e c t i o n s - a s o f
A p r i l 3 0 , 1971 .........................................................................................................

66

New S t u d e n t E n r o l l m e n t P r o j e c t i o n s - a s o f
J u l y 3 1 , 1 9 7 1 .........................................................................................................

68

iii

.

60

LIST OF TABLES (CONT'D)
Page
Table
18

R e tu rn in g S tu d e n t E n ro llm e n t D ata

..................................................................

70

19

Headcount E nrollm ent V a ria b le s

- A ssem bly S h e e t

if 1

. . . .

73

20

Headcount E n ro llm en t V a ria b le s

- A ssem bly S h e e t

if2

. . . .

74

21

Headcount E n ro llm en t V a ria b le s

- A ssem bly S h e e t

if3

.

22

The F i r s t M e t h o d f o r P r o j e c t i n g C o u r s e E n r o l l m e n t s Freshman L ev el
.........................................................................................................

84

The F i r s t M e t h o d f o r P r o j e c t i n g C o u r s e E n r o l l m e n t s A l l C l a s s L e v e l s ...................................................................................................

85

24

C alcu latio n

............................................................

86

25

The Second Method f o r P r o j e c t i n g C o u rs e E n r o l l m e n t s Freshman L evel
.........................................................................................................

88

The S e c o n d M e t h o d f o r P r o j e c t i n g C o u r s e E n r o l l m e n t s A ll C lass L evels
....................................................................................

89

The T h i r d M ethod f o r P r o j e c t i n g C o u r s e E n r o l l m e n t s ....................................................................................
M a t h e m a t i c s 108 C o u r s e

92

H eadcount E n ro llm e n ts as a B asis fo r P r o j e c t i n g
C o u r s e E n r o l l m e n t s ..............................................................................................

95

I n i t i a l C ourse E nrollm ent P r o j e c t i o n s M a t h e m a t i c s 108 C o u r s e
....................................................................................

97

I n i t i a l Course E nrollm ent P r o j e c t i o n s E d u c a t i o n 2 0 0 C o u r s e ................................................... .....................................

98

C o m p a r i s o n o f T e r m - E n d and S e c o n d Week C o u r s e E n r o l l m e n t s
f o r S e le c te d C ourses
.........................................................................................

99

23

26

27

28

29

30

31

of S tu d e n t C ourse Loads

.

.

.

75

32

F a c u lty C ourse E n ro llm en t P r o j e c t i o n s M a t h e m a t i c s 108 C o u r s e
................................................................................ 101

33

F a c u lty C ourse E n ro llm en t P r o j e c t i o n s E d u c a tio n 200 C o u rs e
................................................................................ 102
iv

LIST or TABLES (CONT'D)
Page
Table
34

Th e T h i r d P r o j e c t i o n o f C o u r s e E n r o l l m e n t s M a t h e m a t i c s 10 8 C o u r s e .............................................................................

103

The T h i r d P r o j e c t i o n o f C o u r s e E n r o l l m e n t s E d u c a t i o n 200 C o u r s e
.............................................................................

104

36

R ev isio n of C ourse E n ro llm en t P r o j e c t i o n s

................................

106

37

Summary o f C o u r s e E n r o l l m e n t P r o j e c t i o n s
f o r S e l e c t e d C o u r s e s ..................................................................................

107

C a l c u l a t i o n o f C o u rse C r e d i t Hours f o r
S e l e c t e d C o u r s e s ............................................................................................

108

39

S t u d e n t C r e d i t - H o u r L o a d s by M a j o r F i e l d s o f S t u d y .

.

110

40

C om parison o f C r e d it- H o u r D i s t r i b u t i o n s

..................................

113

41

S t u d e n t C r e d i t H ours D i s t r i b u t e d by S t a t e o f
M i c h i g a n P r o g r a m S u b c a t c g o r l e s .........................................................

115

42

T a b u l a t i o n o f C r e d i t Hours and F a c u l t y R eq u ire m e n ts

.

120

43

T a b u l a t i o n o f C o u r s e D a t a - M a t h e m a t i c s 108 C o u r s e

. .

.

121

44

T a b u l a t i o n o f C o u rs e D a ta - E d u c a t i o n 200 C o u rs e

> . .

.

122

45

C om parative Trends

46

Com parison o f I n s t r u c t i o n a l
C r e d i t Hours P ro d u c e d

35

38

.

fo r S elected V ariab les

.

.

. . . . . . .

123

E x p e n d i t u r e s With
« . . .

47

The S e l e c t e d V a r i a b l e s

*

48

C om posite E q u a tio n o f Peform ance M easurem ents

49

C o m p a r a t i v e Summary o f P e r f o r m a n c e M e a s u r e m e n t s

50

C o m p o s i t e E q u a t i o n o f G e n e r a l F un d R e v e n u e s a n d
E x penditures ( # 2 6 )

v

(#2$)
,

,

126

. .
.

.
.

134
136

. .

.

138

. .

.

140

LIST OF TABLES (CONT'D)
PflRe
Table
51

C o m p o s i t e E q u a t i o n o f G e n e r a l Fu n d R e v e n u e s a n d
E x p e n d i t u r e s ( / / 2 7 ) .........................................................................................

142

C o n d e n s e d S t a t e m e n t o f G e n e r a l Fu n d R e v e n u e s a n d
E x p e n d i t u r e s .........................................................................................................

144

53

G e n e r a l Fund S t u d e n t F e e R e v e n u e V a r i a b l e s

.................................

152

54

G e n e r a l Fu nd I n s t r u c t i o n a l E x p e n d i t u r e V a r i a n c e
( E x p a n d e d ) ..............................................................................................................

157

G e n e r a l Fund I n s t r u c t i o n a l E x p e n d i t u r e V a r i a n c e
( F u r th e r Expanded) . . . . . . . . . .
.....................................

159

52

55

vi

LIST OF FIGURES
Page
F igure
1

S t u d e n t H e a d c o u n t E n r o l l m e n t s by S o u r c e

2

Fl o w o f New S t u d e n t

3

F lo w C h a r t o f New D e g r e e - C r e d i t S t u d e n t s

4

F lo w C h a r t o f R e a d m i t t e d D e g r e e - C r e d i t S t u d e n t s

......................

51

5

Flow C h a r t o f t h e F i r s t M e t h o d f o r P r o j e c t i n g
Course E n ro llm e n ts
, ...................................................................................

82

F lo w C h a r t o f t h e S e c o n d M e t h o d f o r P r o j e c t i n g
........................................................................................
Course E n ro llm e n ts

87

F lo w C h a r t o f t h e T h i r d M e t h o d f o r P r o j e c t i n g
Course E n ro llm e n ts
........................................................................................

91

Fl ow C h a r t o f G e n e r a l Fund S t u d e n t F e e
R e v e n u e V a r i a n c e s .............................................................................................

149

G e n e r a l Fund S t u d e n t F e e R e v e n u e V a r i a n c e s C r e d i t Hours
.......................................................................................................

150

6

7

8

9

...........................................

44

E n r o l l m e n t s ...............................................................

45

......................................

46

10

G e n e r a l Fund S t u d e n t F e e R e v e n u e V a r i a n c e s S t u d e n t F e e s ............................................................................................................. 151

11

Fl ow C h a r t o f G e n e r a l Fund I n s t r u c t i o n a l
E x p e n d itu r e V a r ia n c e s - C r e d i t Hours
.........................................

153

G e n e r a l Fund I n s t r u c t i o n a l E x p e n d i t u r e
V a r i a n c e s - C r e d i t Hours
........................................................................

154

G e n e r a l Fund I n s t r u c t i o n a l E x p e n d i t u r e V a r i a n c e s I n s tr u c tio n a l E xpenditures
...................................................................

155

Fl o w C h a r t o f G e n e r a l Fund I n s t r u c t i o n a l E x p e n d i t u r e
V a ria n c e s - Expanded
...................................................................................

156

Fl o w C h a r t o f G e n e r a l Fund I n s t r u c t i o n a l E x p e n d i t u r e
..............................................................
V a r i a n c e s - F u r t h e r Expanded

158

F lo w C h a r t o f H e a d c o u n t E n r o l l m e n t M od el

161

12

13

14

15

16

vii

.....................................

LIST OF FIGURES (CONT'D)
Page
F igure
17

Flcrw

C h a r t o f H e a d c o u n t Growth R a te C a l c u l a t i o n s

18

Flow

C h a r t o f C o u rs e E n r o l l m e n t Model

19

C h a r t o f P r o p o s e d D a t a F l o w ..............................................

20

F lo w

.

.

......................................

Chart of Proposed P erso n n e l O rg a n iz a tio n . . . .

viii

.

162
164

17 0
171

APPENDIX
Page
Appendix
A ......................................................................................................................................................... 178

lx

CHAPTER I
INTRODUCTION

T h i s t h e s i s w as a n a t t e m p t t o c o n t r i b u t e

to the e f f o r t s

of those at

M i c h i g a n S t a t e U n i v e r s i t y wh o a r e c o n c e r n e d w i t h t h e c r e a t i o n o f m ore
e f f e c t i v e m ethods f o r p r o j e c t i n g ,
enrollm ents,

facu lty

co ordinating,

requirem ents,

and s e l e c t e d

and a n a l y z i n g s t u d e n t
related

costs

th at are

reco rd ed i n th e G e n era l Fund.

I t w as e s s e n t i a l l y

a s tu d y of b u d g e t p erfo rm an ce m easurem ents

th eir

the

in cep tio n

ev aluation

in

in term s

end p r o d u c t was t h e

form o f s t u d e n t h e a d c o u n t e n r o l l m e n t s

o f G e n e r a l Fu nd
system

the

fragm ented p a r t s .

the

re su lts of a lte rn a te

The s y s te m has

The g e n e r a l p u r p o s e

of th is

i n f o r m a t i o n so t h a t

i t w ould

to t h e i r

r e v e n u e s and e x p e n d i t u r e s .

t h a t w as p r o d u c e d by

po licy

from

The

the c o o rd in a tio n of

the c a p a b i l i t y

of sim u latin g

decisio n s.

d i s s e r t a t i o n was

to

d escribe

t h e flow o f

1.

in su re the use o f c o o rd in a te d d a ta a t a l l o r g a n iz a ti o n a l
lev els,

2.

r e c o g n i z e c o l l e g e a n d d e p a r t m e n t a l a u t o n o m y a nd
acco u n tab ility ,

3.

s ti m u l a t e c o n tin u o u s involvem ent
s ta g e s a t the departm ent le v e l,

4.

s u g g e s t q u a n t i t a t i v e a p p r a i s a l t e c h n i q u e s t h a t can be
u n d e r s t o o d a n d a p p l i e d a t a l l l e v e l s , a nd

5.

e n co u rag e m u tu a l e f f o r t s tow ard a s o l u t i o n o f th e problem
o f m e e t i n g i n c r e a s i n g demands w i t h l i m i t e d r e s o u r c e s .

An i m m e d i a t e o b j e c t i v e

of

th is

fr o m t h e e a r l y p l a n n i n g

s t u d y was t o a s s e m b l e a f l o w t h a t was

c a p a b le o f becoming o p e r a t i o n a l a t

1

the p r e s e n t

tim e a t M ichigan S t a t e

2

U n iv ersity ,

tak in g

in to account the c a p a c itie s

p e r s o n n e l and e q u ip m e n t,
able

in r e p o r ts ,

and t h e e x i s t i n g

statistical

lib raries,

of

state

c u rren tly

of

and d a ta

av ailab le

inform ation

av ail­

banks.

The Need f o r T h i s Study
The s i z e
recent

y e a r s and w i l l p ro b ab ly co n tin u e

fu tu re.
ing

and c o m p l e x i t y o f e d u c a t i o n a l i n s t i t u t i o n s

A v ariety

to

in

the

have c o n tr ib u te d

m in istrativ e

com m unities.

C onsequently,

co o rd in atin g

l o c a l and i n s t i t u t i o n a l

in clu d ­

have a l s o m u l t i p l i e d .

tow ard a s e p a r a t i o n

of

These

t h e acad em ic and a d ­

procedures

targ ets

in

im m ediate

i n t h e number and ty p e o f a c a d e m i c p r o g r a m s ,

t h o s e o f an i n t e r d i s c i p l i n a r y n a t u r e ,

facto rs

Increase

have In creased

th at a s s is t

sh o u ld be a u s e f u l

in
area

for stu d y .

H ie

co lleg es

a t M ichigan S t a t e U n i v e r s i t y w hich o f f e r

program s d i f f e r
average

teach in g

a p p r e c i a b l y on s u c h m e a s u r e s a s
lo ad ,

average course s i z e ,

average

and ty p e o f

T h e s e v a r i a t i o n s may h a v e d e v e l o p e d a s a r e s u l t
or p e rh a p s as a consequence of fin a n c in g .

s i m i l a r academ ic

of

stu d en t

in stru ctio n .

d esig n ,

A sy stem atic

lo ad ,

in d ecisio n ,

flow o f d a t a

t h r o u g h w hich s u c h d i f f e r e n c e s can be compared and a p p r a i s e d

should

be u s e f u l .

A tig h t

fin an cial situ atio n

number of u n i v e r s i t i e s
reduce

in h ig h e r e d u c a tio n

to reexam ine t h e i r p ro g ra m s

forced

a grow ing

and a tte m p t

th e im pact of in c re a s in g c o s ts th ro u g h a c o m b in a tio n of

t r i m m in g and community e f f o r t .
under s tr e s s ,
state

has

C itin g a p erio d

P r e s i d e n t C l i f t o n R. W h a r t o n ,

of the U n iv e rsity

address,

that

Jr.

of

cost

academ ic g r e a tn e s s

stated ,

the t y p i c a l

to

in h is

u n iv ersity

of

first
today

3

is

f a r too fr e q u e n tly

the

a disorganized

(M ichigan S t a t e U n i v e r s i t y )

t a n c e o f s e l f a n a l y s i s ............"
creatio n

aggregation.

community must r e c o g n i z e t h e im p o r­

An a t t e m p t t o c o n t r i b u t e

of s y s t e m a t i c m e a s u r i n g d e v i c e s

and a d m i n i s t r a t i v e

involvem ent

tim e ly a re a fo r study a t

" A l l members o f

th is

tow ard th e

t h a t would e n c o u r a g e

facu lty

i n team e f f o r t s h o u l d , t h e r e f o r e ,

be a

U n iv ersity .

D uring th e S p rin g of 1970, C hairm an C h a r le s Z o l l a r

(R epublican

B enton H a rb o r) o f th e S e n a t e A p p r o p r i a t i o n s Committee s t a t e d

from

th at a

new a p p r o a c h w a s u s e d i n d e t e r m i n i n g b u d g e t s f o r t h e f i s c a l y e a r
1971-1972.
tiv ity

The C o m m i t t e e a s k e d

p e r f a c u l t y m e m be r.

activ ities

in ways s u c h a s

th e s e e lem en ts as
be a p r o p e r a r e a

the u n iv e r s itie s

When a n I n s t i t u t i o n
these,

In teg ral p a rts

t o show m o r e p r o d u c ­
must a c c o u n t f o r

its

m e a s u rin g d e v ic e s w hich r e c o g n i z e
of the

i n t e r n a l budget p ro c e ss should

for c o n sid e ra tio n .

S ta te m e n t of t h e Problem
T l i i s p a p e r was an a t t e m p t
data

to s a t i s f y

flo w t h a t w ould more a d e q u a t e l y

a need a t t h i s

U niversity

for a

r e l a t e perform ance m easurem ents

to f i n a n c i a l r e s p o n s i b i l i t y .

B asic A ssum ptions
A p r i m a r y a s s u m p t i o n w as t h a t

a ll

te a c h in g departm ents in t h i s

tion possessed c e r ta in s i m i l a r i t i e s
i d e n t i f i e d and m e a s u r e d .
resources

many o f t h e s e

and d i f f e r e n c e s w h ic h c o u l d b e

F o r e x a m p l e , many o f t h e human a n d m a t e r i a l

t h a t w ere r e q u i r e d

ment s h o u l d be c o n v e r t i b l e

In stitu ­

to produce a s e le c te d e d u c a tio n a l e n v iro n ­

in to q u an titativ e

f a c t o r s were s e t

term s.

up a s v a r i a b l e s .

In t h i s s t u d y ,

Com parisons o f t h e s e

4

facto rs
w ell

should p ro v id e

a s an i n d i c a t i o n

some m e a s u r e o f
of

I t was a l s o u n d e r s t o o d

sup p o rtin g

th at

t h e number o f h o u r s s p e n t
C onsequently,
the

in

th e

classroom

related

tim e , e x p en se and e n e r g y

p articip atio n

resource

o f th e program as

requirem ents.

d e m a n d s on f a c u l t y m e m b e r s e x t e n d e d b e y o n d

a balancing of

and p u b l i c a t i o n ,

the q u a lity

and i n s t u d e n t c o u n s e l i n g .

f a c t o r s must t a k e

in to

account

i m p o s e d by s u c h r e q u i r e m e n t s a s

p rofessional

and p u b l i c s e r v i c e s

a s members o f a d m i n i s t r a t i v e

research

and by a c t i v e

com m ittees.

D e f i n i t i o n o f Terms
An i n c r e a s i n g
tical

e m p h a s is by

in stitu tio n s

analyses has c o n trib u te d

to th e developm ent o f te rm in o lo g y

describ in g u n iv e rs ity o p e ra tio n s .
ti o n a l com parisons,

how ever,

em ployed in

E ffo rts

of d e fin itio n s

th is

study

1972 S t a t e o f M ic h i g a n B u d g e t R e q u e s t ,
A ssociation

of C o lle g ia te

those o u tlin e d

in

to

the

R eg istrars

th is

study

for

Increased

and c l a s s i f i c a t i o n s .

follow ed

those used

in

th e

1971-

t h o s e s u g g e s t e d by t h e A m e r i c a n

and A d m issio n s O f f i c e r s ,

C om m ission f o r H ig h e r E d u c a tio n

the

for

in te r-in stitu ­

t h e S t u d e n t E l e m e n t D i c t i o n a r y now b e i n g

by t h e W e s t e r n I n t e r s t a t e

For purposes o f

to produce

have dem onstrated a need

re fin e m e n t and s t a n d a r d i z a t i o n

Th e d e f i n i t i o n s

o f h ig h e r e d u c a tio n on s t a t i s ­

and

com pleted
(W IC H E ).

fo llo w in g d e f i n i t i o n s w ere a s s ig n e d

terras u s e d ,

STUDENT ENROLLMENTS
Headcount
A c o u n t o f t h e n u m b e r o f d i f f e r e n t s t u d e n t s who h a v e
com pleted th e r e g i s t r a t i o n p r o c e s s .
Term t o t a l s a r e
co m p leted as soon a s t h e number becomes s t a b i l i z e d ,
b u t no l a t e r th a n th e end of th e second week.

5

F ull-T im e
A h e a d c o u n t o f s t u d e n t s who c a r r y a t l e a s t 75% o f a n o r m a l
lo a d a s m e asu re d In c r e d i t h o u r s .
The f o l l o w i n g mini mu m
r e q u ir e m e n ts a r e used a t M ichigan S t a t e U n iv e r s ity :
under­
g r a d u a t e s - 1 2 ; m a s t e r s - 9 ; d o c t o r s - 6.
C ourse
The t o
in a l l
to tals
a t the

t a l n u m b e r o f s t u d e n t s who a r e p r o p e r l y r e g i s t e r e d
s e c tio n s of a course.
For r e p o r t in g p u rp o se s term
a r e c o m p l e t e d a t t h e e n d o f t h e Becond w e e k a n d
term end.

F ull-T im e E quated
An e q u i v a l e n t n u m b e r o f s t u d e n t s d e r i v e d fr om t h e t o t a l
n u m b e r o f c r e d i t h o u r s g e n e r a t e d by s t u d e n t s e a c h t e r m .
The f o l l o w i n g s t u d e n t l o a d s a r e u s e d a t M ich ig an S t a t e
U niv ersity :
u n d e rg ra d u a te s - 15.5; m asters - 1 2 .0 ;
doctors - 8 .0 .
F is c a l - Y e a r Equated
An e q u i v a l e n t n u m b e r o f s t u d e n t s d e r i v e d fr o m t h e t o t a l
n u m b e r o f c r e d i t h o u r s g e n e r a t e d by s t u d e n t s d u r i n g t h e
fo u r term s of a f i s c a l y e a r.
The f o l l o w i n g s t u d e n t l o a d s
a re used a t t h i s U n iv e r s ity :
undergraduates - 4 6.5;
m asters - 3 6.0; d o cto rs - 2 4 .0 .

FACULTY
Headcount
A c o u n t o f t h e n u m b e r o f d i f f e r e n t i n d i v i d u a l s who a r e
t e a c h i n g c o u r s e s o r who a r e p a i d fr o m t h e i n s t r u c t i o n a l
b udget of th e g e n e r a l fund.
F u ll-tim e E qu iv alen t
T h e sum o f t h e p e r c e n t a g e s o f t h e s a l a r y p a i d t o m e m b e r s
from t h e g e n e r a l fu n d b u d g e t o f a d e p a r t m e n t o r c o l l e g e .

CREDIT HOURS
S tu d e n t C r e d i t Hours
The t o t a l num ber o f c r e d i t s f o r w h ic h s t u d e n t s a r e
reg istered .
F o r one c o u r s e t h i s i s th e number o f
s t u d e n t s e n r o l l e d m u l t i p l i e d by t h e c r e d i t v a l u e o f
the c o u rs e .
One c r e d i t h o u r i s u s u a l l y a s s i g n e d t o
a c l a s s t h a t m e e t s f i f t y m i n u t e s a week f o r a t e r m .
C lass C re d its
The number o f c r e d i t s o f t e a c h i n g i n c r e d i t c o u r s e s .
F o r e x a m p le , a t h r e e - c r e d i t c o u r s e ta u g h t in a tw oh o u r l e c t u r e (tw o c r e d i t s o f t e a c h i n g ) and t h r e e
l a b o r a t o r i e s ( o n e - c r e d i t e a c h ) w ould add to f i v e
c re d its of teaching.

6
C l a s s Hours
The num b er o f h o u r s o f I n s t r u c t i o n I n o r g a n i z e d c o u r s e s .
For exam ple, a t h r e e - c r e d i t c o u rs e t a u g h t In a tw o-hour
l e c t u r e (two h o u r s In c l a s s ) and t h r e e l a b o r a t o r i e s (e a c h
r e q u i r i n g tw o h o u r s I n c l a s s ) w o u l d a d d t o e i g h t c l a s s
hours of te ac h in g .
T e a c h i n g Load
T h e sum o f t h e c l a s s c r e d i t s
by a n I n d i v i d u a l .

for classes

COURSES, CLASSES, AND SECTIONS
Number o f C o u r s e s
The n u m b e r o f d i f f e r e n t c o u r s e s

or sectio n s

(o r c o u r s e num bers)

tau g h t

tau g h t.

F lx ed -C red lt C lasses
O rg a n iz e d c l a s s e s o r s e c t i o n s m e e t in g f o r a s p e c i f i c number
o f h o u r s p e r week and a s s i g n e d f i x e d c r e d i t v a l u e s .
In d ep en d en t-V ariab le C lasses
I n s t r u c t i o n I n c l a s s e s t a u g h t by I n d e p e n d e n t
v ariab le c re d it.

study or

for

W eighted Average C la ss S iz e
The a v e r a g e i s c a l c u l a t e d by w e i g h t i n g t h e e n r o l l m e n t i n
e a c h s e c t i o n by th e c l a s s c r e d i t s f o r t h e s e c t i o n .
A lge­
b r a i c a l l y , i t Is th e r a t i o of s tu d e n t c r e d i t hours to c la s s
cred its.

REVENUES AND EXPENDITURES
Revenues
I n c r e a s e s I n a s s e t s w h i c h do n o t r e s u l t I n r e d u c t i o n s
In o th e r a s s e t s o r I n c r e a s e s In l i a b i l i t i e s o r r e s e r v e s ,
and do n o t r e p r e s e n t r e c o v e r i e s o f e x p e n d i t u r e s .
E xpenditures
The t o t a l c h a r g e s i n c u r r e d , w h e t h e r p a i d o r u n p a i d , t h a t
r e s u l t in r e d u c tio n s of th e n e t r e s o u r c e s o f a fund.
V ariances
The d i f f e r e n c e s b e tw e e n b u d g e t e d and a c t u a l r e v e n u e s o r
exp en ditu res.
A nalysis of v a ria n c e s p ro v id e in fo rm atio n
about th e ir causes.

L im itatio n s of
O bjective

th e Study

data are

av ailab le

to

p l a n t o p e r a t i o n s and a u x i l i a r y

some e x t e n t
op eratio n s.

In

such a re a s

Each has

its

as p h y s ic a l
co u n terp art

7

in

the b u sin ess w orld.

However, b u d g e t a r y n e e d s

m ents a re u n iq u e to e d u c a t i o n a l

In stitu tio n s.

fo r teaching d e p a rt­

At t h e p r e s e n t t i m e

th e se d a ta a re n e i t h e r u n ifo rm ly accum ulated n o r e v a lu a te d a c r o s s

the

natio n .

T h i s s t u d y was l i m i t e d

to th o se b u d g etary c o n s id e ra tio n s

th a t are

common t o t e a c h i n g d e p a r t m e n t s a t M i c h i g a n S t a t e U n i v e r s i t y a n d t o
the v a rio u s

c l a s s i f i c a t i o n s of dep artm en tal ex p en d itu res

f i n a n c e d from g e n e r a l f u n d s .

No a t t e m p t was made t o s e p a r a t e l y

i d e n t i f y such c o s t s a s s u p p l i e s and s e r v i c e s ,
f i c a t i o n was r e s t r i c t e d

th a t are

equipm ent, e t c .

t o two m a i n c a t e g o r i e s :

co sts

Id en ti­

t h a t were

r e c o r d e d as i n s t r u c t i o n a l e x p e n d i t u r e s and a sec o n d group c o m p ris e d o f
all

o th e r departm ental

expenditures.

A n o t h e r l i m i t a t i o n was

stated

th is

p ro d u c t must be c a p a b le o f ach iev em en t a t

study.

The f i n a l

tim e a t M ichigan S t a t e

state

the s e c tio n

U n iv ersity .

the c a p a c i t i e s of c u r r e n tly
the e x is t in g

in

I t w as,

o u tlin in g

the purposeof
th is

t h e r e f o r e , l i m i t e d by

a v a i l a b l e p e r s o n n e l and e q u ip m e n t,

of t h e p r e s e n t d a t a s t o r a g e and r e t r i e v a l

and to

system .

Procedures
In t h i s

s t u d y an a t t e m p t was made t o v i e w e x i s t i n g c o n d i t i o n s

r e a l i s t i c manner.
illu strate

For t h i s

reason

l i v e d a t a were u sed th ro u g h o u t

to

th e d a ta flow .

The d a t a f l o w b e g a n w i t h p r o j e c t i o n s o f h e a d c o u n t e n r o l l m e n t s .
ended w ith condensed s t a t e m e n t s of g e n e r a l
tures.

in a

It

fund r e v e n u e s and e x p e n d i­

The i n t e r v e n i n g e l e m e n t s w e r e g r o u p e d s o a s t o m o s t c o n v e n i e n t l y

8
respond to a n t i c i p a t e d
lim ited

data req u irem en ts.

In scope, b u t r e q u i r e

req u ests,

how ever,

In tern al

co n sid erab le d e t a i l .

counts,

Budget a p p r o p r i a t i o n

a r e m o re c o m p r e h e n s i v e i n n a t u r e a n d r e l a t e p e r ­

formance m easu rem en ts to r e s o u r c e a l l o c a t i o n s .
of d e t a i l .

req u ests are u su ally

T herefore,

the d a ta

These re q u ir e

flow was a r r a n g e d so t h a t s t u d e n t h e a d ­

c o u rs e e n r o l l m e n t s and g e n e r a l fund e s t i m a t e s c o u ld b e p r o j e c t e d

independently,

g iven the r e q u ire d In p u ts f o r each.

New a n d r e a d m i t t e d s t u d e n t e n r o l l m e n t t a r g e t s
for p ro je c tin g headcount en ro llm en ts.

represented

t h i s m e c h a n i s m was a p r o v i s i o n

for c a lc u la tin g

When t h e d a t a a r e r e q u i r e d

class

sizes

in

A subset of

c r e d i t s and c r e d i t

in s u f f i c i e n t d e t a i l ,

t e a c h i n g a s s i g n m e n t s and w e i g h t e d a v e r a g e c l a s s
provided.

the in puts

T o tal s tu d e n t headcounts,

t u r n , became t h e i n p u t f o r p r o j e c t i n g c o u r s e e n r o l l m e n t s .

hours.

a minimum

In d iv id u al

can a l s o b e

The p e r f o r m a n c e m e a s u r e m e n ts s u p p l i e d by t h e h e a d c o u n t and

c o u rs e e n r o ll m e n t mechanisms

represented

the

in p u t f o r g e n e r a l fund

p ro jectio n s.

In t h e i r

f i n a l form ,

th e d a t a were r e p ro d u c e d

o f g e n e r a l fund re v e n u e s and e x p e n d i t u r e s .
three c a te g o rie s :
revenue.

ment,

fees,

state

Revenues w ere g ro u p ed i n t o

appro p riatio n s

and a l l

o th er

E x p e n d i t u r e s w e r e sh o w n a s i n s t r u c t i o n a l c o s t s a n d a l l o t h e r

overhead.
reflect

student

in condensed sta te m e n ts

In e q u a tio n

form,

th e f a c t o r s can be r e a d i l y a l t e r e d

the consequences of v a rio u s p la n n in g d e c is io n s a t

to

the d e p a rt­

c o l l e g e o r campus l e v e l s .

The c o h e s i v e e l e m e n t e m p h a s i z e d t h r o u g h o u t t h e e n t i r e
n ecessity

fo r continuous

i n v o l v e m e n t by a l l

levels

flo w was t h e

in th e o r g a n i z a t i o n .

9
It

is subm itted

p ation

th at

acco u n tab ility

f o r r e s u l t s must in c l u d e p a r t i c i ­

In th e e s ta b lis h m e n t of t a r g e t s .

In a d d i t i o n ,

iB b e t t e r a c c o m p l i s h e d by e n c o u r a g i n g t h i s
the e a rly plan n in g s ta g e s .

continuous

im plem entation
i n v o l v e m e n t from

CHAPTER I I
REVIEW OF THE LITERATURE

The s e a r c h o f

the

lite ra tu re

p r o c e s s was a p p r o a c h e d

In

on t h e s u b j e c t o f

th ree p a rts .

g en eral topic of a c c o u n ta b ility .
type of d ata
In th e

u n d ertaken.
analyzed

F in ally ,

In a t h i r d
for

to the needs

p a r t covered

the

sectio n ,

the

relevance of

confronting a u n iv e rs ity

a review of r e c e n tly

i n more d e t a i l

assum ptions

The f i r s t

I t em phasized

in s o lv in g problem s

second s e c t i o n ,

a system atic p ro je c tio n

thiB

p lan n er.

d e v e lo p e d m odels was

s e l e c t e d m odels w ere

the purpose of r e l a t i n g

t h e i r underlying

a t the U n iv e rsity .

A cco u n tab ility

and t h e U n i v e r s i t y

Th e U n i v e r s i t y P u b l i c s
The u n i v e r s i t y
are of

op erates

im m ediate

In terest

of sp e c ia l p u b lic s.^
many o f

its

said

to t h e

e s t a b l i s h e s many o f

f o r exam ple,

in

and t h e need

situ atio n

vironm ent i t

Its

general p ublic
its

and t h e m ethods used

to p o lic e

g o als,

lead

for

goals

the young.

If

3

I b i d . . p.

to a v a r i e t y

and d e r i v e s

In terests,

2

C u rric­

t h e i r accom plishm ent
p aren tal

such a cause and

the e d u c a tio n a l en­

t o s i t u a t i o n s w h e re e x p e r i m e n t a t i o n would

^ H u n g a t e , T h a d L.
Management i n H ig h e r E d u c a t i o n .
C o l o m b i a U n i v e r s i t y , 1 9 6 4 , pT 1 6 4 .
2

and m e th o d s

n a tio n a l g o als,

s h o u ld be a llo w e d to d o m in ate

m ight w e ll

actio n

as w e ll as

response to th e s e

t o b e d e t e r m i n e d by s o c i a l

am bitions,
effect

It

a p u b lic s e ttin g .

c h aracteristics

ulum p l a n s ,
arc

in

New Y o r k :

163.

G oo dm a n, P a u l .
C o m p u l s o r y M i s - E d u c a t l o n a n d t h e C o m m u n it y o f
S ch o lars.
New Y o r k : V i n t a g e , 1 9 6 6 , p . 8 5 .

10

11

be c a r r i e d

o u t by o t h e r s

imposed c h a n g e .

leaving

The u n i v e r s i t y

the u n i v e r s i t y a s a r e c i p i e n t of
itse lf,

th erefo re,

m u s t c r e a t e an

e n v iro n m e n t o f guided e x p e r l m e n t a l i s m and i n n o v a t i o n . ^
environm ent i s s a id

to p ro s p e r most e f f e c t i v e l y

This

type of

i n an a tm o s p h e re o f

f r e e d o m fr om i n t e r f e r e n c e " * — w h e r e u n i v e r s i t y a u t o n o m y i s

th riv in g .

One o f t h e m ore p r o m i n e n t o f M i c h i g a n S t a t e U n i v e r s i t y ' s p u b l i c s
the L e g i s l a t u r e of th e S t a t e of M ichigan.
th e e d u c a t i o n a l program s o f t h i s

U niversity

The v e r y

is

l i m i t s o f some o f

a r e s h a p e d by t h e e x t e n t

t o w h i c h r e s o u r c e s a r e made a v a i l a b l e by t h e S t a t e L e g i s l a t u r e .
th ese are in s u f f ic ie n t

to accom plish lo n g -ra n g e o b j e c t i v e s ,

base of support is broadened,

th ese

it s op eratio n s,

requirem ents,

p ected
th at

p lans,

d iffers

the u n i v e r s i t y

i s held

and i t s e x p e n d i t u r e s .^

from t h a t

This

calls

to account

is

ex­

f o r a ty p e o f s k i l l and ju d g m e n t

required

fr om t h e me mb ers o f o t h e r s t a t e

K e r b e r , A u g u s t and W i l f r e d R.
Changing S o c i e t y .
D etro it:

Sm ith,
E d u catio n al Issues in a
Wayne S t a t e U n i v e r s i t y P r e s s ,

agencies.®

1964, p. 5.
5

H ungate.

op.

c l t . . p.

235.

A m e r i c a n C o u n c i l on E d u c a t i o n .
A d m in is tr a tio n . W ashington,

7

H ungate, op.

8 I b i d . . p.

c i t . , p.

235.

235.

the

To a c c o m p l i s h

a s y s t e m a t i c program o f s e l f - e v a l u a t i o n

to be u n d e rta k e n .

eith er

o r e x i s t i n g p la n s a r e m odified.®

As a n a g e n c y f i n a n c e d b y t h e s t a t e ,
for i t s

If

C ollege and U n iv e r s ity B u sin ess
D .C .: 1 9 5 2 , V ol. I , p. 158.

12

In c re a sin g C om plexities
I n r e c e n t y e a r s u n i v e r s i t i e s h a v e b e co m e i n c r e a s i n g l y
evaluate.

F ru stratin g

have r e s u l t e d

com plexities

in i n s t i t u t i o n s

d ifficu lt

to

of h ig h er ed ucatio n

from:

(1)

Increasing s iz e ,

(2)

s tu d e n t disen ch an tm en t w ith
a ct i v i t ies

(3)

a d m i n i s t r a t o r acknow ledgem ent o f i n c r e a s i n g u n c e r t a i n t y
t h e d e c i s i o n - m a k i n g p r o c e s s , and

(A)

p ublic

concern over In c re a s in g

Modern m a n a g e m e n t i s
problem s and a t

the re lev an cy of e d u c a tio n a l

expected

costs.

to e f f e c t i v e l y

t h e same t i m e i s

required

to

in

9

cope w ith a l l o f th e s e
f i n d a more d e s i r a b l e

r a t i o betw een c o s t and b e n e f i t .

P articip atio n
A second problem i s
v e rs ity p lans.
th u siastic

the d i f f i c u l t y

Im plem entation

encountered

in im plem enting u n i­

is b e s t accom plished th ro u g h

i n v o l v e m e n t o f many m e m b e rs o f t h e u n i v e r s i t y

community.

However, su ch a community p o s s e s s e s a v a r i e t y o f i n t e r e s t s
alleg ian ce.

Some h a v e t h e p o i n t o f v i e w t h a t

ex istin g stru ctu re
su fficien t
that

is n e e d e d . O t h e r s ,

th e en­

and

no m o d i f i c a t i o n

in t h e i r eag ern ess

in

the

to re c e iv e

f u n d s , o f t e n b e c o m e s o p r e o c c u p i e d w i t h how t o g e t r e s o u r c e s

th e y som etim es n e g l e c t g i v i n g c a r e f u l a t t e n t i o n

t o how t h e s e a r e

W este rn I n t e r s t a t e Commission f o r H ig h e r E d u c a t i o n .
M in te r, John
a n d Ben L a w r e n c e , e d s .
Management I n f o r m a t i o n S y s t e m s ;
T heir
D e v e l o p m e n t a n d Use i n H i g h e r E d u c a t i o n .
B o u ld er, C olorado:
1969, p. v i i .
K e r b e r , A u g u s t , a n d W i l f r e d R. S m i t h , o p .

c l t . . p.

5.

13

used.

It

encourage a

I s hoped t h a t

the

flow o f d a t a s u g g e s te d

w i d e r and more c o n t i n u o u s f a c u l t y

ning p ro c e ss

from t h e e a r l y

P ro ced u rally ,

the budget a re

d iv id u al

salary

Info rm atio n

O fficially ,

th is

and e x p e n s e a c c o u n t w i l l be f o r t h e coming y e a r .

the a d m in is tr a tio n

attitu d e

in

the

T heir

through
own

12

i n an a n t a g o n i s t i c

and th e b u d g e t p r o c e s s .

In­

process.

a f a c u l t y member may l e a r n o n l y w h a t h i s

resu lts

d ep art­

sid e.

o ften

the

th e deans

the a d m in is tr a tiv e

th e b u d g e t a s a w hole i s

F acu lty non-involvem ent o fte n
tow ard

and

a d m i n i s t r a t o r s on t h e b u s i n e s s

about

may

in thep la n ­

most c o n c e r n e d w i t h

f a c u l t y m e m b e r s may n e v e r b e d r a w n i n t o

source of
rum or.

involvem ent

th e academ ic d e p a rtm e n t h e a d s ,

and t h e P r o v o s t on t h e e d u c a t i o n s i d e ,
ment h e a d s and e x e c u t i v e

t h i s study

stag es.

I n d i v i d u a l s who a r e o r d i n a r i l y

prep aratio n of

In

attitu d e

Dodds d e s c r i b e d

th is

fo llo w in g w ords:

" T o many p r o f e s s o r s ,
th e concept of a d m in is tra tio n su g g ests
r e g i m e n t a t i o n ; r e g i m e n t a t i o n s p e l l s r e s t r i c t i o n on f r e e d o m ;
and th e l e s s t h e r e i s o f i t th e b e t t e r . . . .
The v e r y w ords
'e c o n o m y ' and ' e f f i c i e n c y ' a r e a p t to a r o u s e f a c u l t y f e a r
th o t p a r t i c i p a t i o n in d e c isio n -m a k in g w i l l be d im in is h e d .
. . . a c e r t a i n in c o m p a t a b i l i t y e x i s t s betw een o r g a n i z a t i o n a l
law and o r d e r and t h e p l a y o f i n d i v i d u a l i s m t h a t p r o d u c e s
a n i n s p i r i n g t e a c h e r o r o r i g i n a l s c h o l a r . " 13

R u s s e ll, John D ale.
Y a r d s t i c k s and F o rm u las in U n i v e r s i t y
B udgeting.
B o u ld e r : W e s te rn I n t e r s t a t e C om m ission f o r
H i g h e r E d u c a t i o n , 195 9 , p . 11.

12

13

M i l l e t t , J o h n D.
F in a n c in g H igher E d u catio n in th e U n ited S t a t e s .
Colum bia U n i v e r s i t y P r e s s : 1952, p . 229,
DoddB, H a r o l d W.
The A cadem ic P r e s i d e n t - E d u c a t i o n o r C a r e t a k e r ?
New Y o r k : M c G r a w - H i l l Book Co mp an y, I n c . , 1 9 6 2 , p"! 6 9 .

1k

Ruml s t a t e s

t h i s shortcom ing

in th e f o llo w in g m anner:

" T h e i n d i v i d u a l f a c u l t y member u s u a l l y d o e s n o t h a v e b a s i c
I n f o r m a t i o n a b o u t t h e way t h e t e a c h i n g r e s o u r c e s o f t h e
i n s t i t u t i o n a re being used.
I f in fo rm a tio n about te a c h in g
l o a d s , c o u r s e o f f e r i n g s and e n r o l l m e n t s i s a v a i l a b l e t o
a d m i n i s t r a t i v e o f f i c e r s , i t i s l i k e l y to be d i s t r i b u t e d
r o u tin e ly to th e f a c u lty .
L acking t h i s b a s i c in f o r m a tio n ,
i t 1b s m a l l w o n d e r t h a t t h e i n d i v i d u a l t e a c h e r d o e s n o t
s e e t h e p o s s i b i l i t i e s o f i m p r o v i n g h i s e c o n o m i c B t a t u s by
means o f an i n s t i t u t i o n a l p ro g r a m u t i l i z i n g t o t a l f a c u l t y
r e s o u r c e s more e f f i c i e n t l y ." 1 4

M il l e t t w rote
up w i t h
h is

t h a t w h ile a s c h o l a r ' s p r o f e s s i o n a l en d eav o r i s bound

the w e lfa re

of t h e com munity,

own p r o f e s s i o n a l s t a t u s b e c a u s e

w e ll-b e in g of

the u n i v e r s i t y

H u n g a te saw t h e e v a l u a t i o n
Iso latio n

he h a s " l i t t l e

the advancement of th e m a te r i a l

i s beyond h i s

process

from th o s e p r i m a r i l y

power to advance

range of a c t i v i t y .

ta k in g place a t

responsible

the lo c a l

f o r m anagem ent.

t h a t although e v a lu a tio n

i n management i n h i g h e r e d u c a t i o n

w idespread p r a c t i c e ,

is o ften spo rad ic,

"it

to

t h e u s e and p u r p o s e s o f management a t

is

less

lik elih o o d of a fu ll

the

fragm ented,
lo cal

lev el

in

He w r o t e
Is

a

and l i m i t e d

le v e l " w here th e re

understan d in g of i n s t i t u t i o n a l p u r p o s e s .^

"U nder a s y ste m o f d e c e n t r a l i z e d m anagement, e v a l u a t i o n can
be e x p e c t e d t o be most w id e ly u sed a t t h e l o c a l p o i n t o f
management — t h e d e p a r t m e n t a l o r o r g a n i z a t i o n a l u n i t .
It
w i l l b e l e s s w i d e l y u s e d a n d u n d e r s t o o d by m a j o r e x e c u t i v e s . . . .
This la c k does n o t p e rm it the board to I d e n t i f y th e s t r e n g t h s
and w e a k n e s s e s in s p e c i f i c a s p e c t s o f program s and r e s o u r c e s . " ^

14

15

^

Rural, B e a r d s l e y , a n d D o n a l d H. M o r r i s o n .
Memo t o a C o l l e g e T r u s t e e .
New Y o r k : M c G r a w - H i l l Book Co mp an y, I n c . , 1 9 5 9 , p . 6 0 ,
M i l l e t t , J o h n D.
The A c a d e m i c C o m m u n i t y : An E s s a y o n O r g a n i z a t i o n .
New Y o r k : M c G r a w - H i l l Book Co mp an y, I n c . , 1 9 6 2 , p p . 7 1 - 7 2 .
H ungate,

T ha d L . , o p .

17 Ibid.. p. 193.

c i t . , p.

185.

15

The A m e r i c a n C o u n c i l on E d u c a t i o n

reconnends

be " c o n s u l t e d " when b u d g e t s a r e p r e p a r e d .
by d e a n s , d e p a r t m e n t c h a i r m e n ,
members s h o u l d b e p r e s e n t

th at

the

facu lty

The f a c u l t y

is

t h e i r budgets

to

as a w hole.

In a d d i t i o n

to t h i s

the

co n su ltin g

resp o n sib ility

" f o r many r e v e n u e

item B ,

ro le assigned

(could be) p re p a re d

"The C h i e f

of e s ti m a ti n g

the e stim a te s

p erio d ic an aly ses.
ex ten t,
of the

20

in t h i s

the

facu lty ,

the

th e B usiness O f f ic e r

to tal

revenues.

However,

s h o u ld be b a s e d upon i n f o r m a t i o n

o fficia ls.

For exam ple. . .e n ro llm e n t

s h o u ld assume r e s p o n s i b i l i t y

He s h o u l d a l s o

No s u g g e s t i o n s a r e

o r th e l e v e l of management
type of d a ta

the

by t h e R e g i s t r a r o r D i r e c t o r o f A d m i s s i o n s .

B usiness O f f i c e r . . .

academ ic o p e r a t i o n s . . . .

to

recommends t h a t

s u p p l i e d by o t h e r a d m i n i s t r a t i v e
data

for

18

Am erican C o u n c i l on E d u c a tio n
be g iv e n

These

the a d m in is tra ­

t i v e o f f i c e r s who m u s t ma ke r e c o m m e n d a t i o n s a n d d e c i s i o n s
in stitu tio n

rep resen ted

and o t h e r acad em ic o f f i c e r s .

to j u s t i f y

should

c o o r d i n a t e .. . review s"
g i v e n on t h e

inv o lv ed

t h a t w ould be u s e f u l

for non-

in

these

in budget

tim ing,

through
the

review s.

Exam ples

review s are o u tlin e d

study.

Economy i n E d u c a t i o n
The u s e o f m e a s u r i n g d e v i c e s

in

economic and academ ic d e c i s i o n s
p o ssib le

18

th is

A m e r i c a n C o u n c i l on E d u c a t i o n ,
159.

20 I b l d - . p .

157.

is

an a tt e m p t

to r e l a t e

th ro u g h o u t the p la n n in g s ta g e s .

t h a t p r e s e n t econom ic and

19 I b i d . , p .

th esis

f i n a n c i a l problem s have

op.

c i t . , p.

157.

It

Increased

is

16
because developm ents w ith in

the

Its

t o c a r r y on i t s

c e n tra l ed u catio n al purposes.

th is

f i n a n c i a l n e e d f r o m e x t e r n a l s o u r c e s may

a b ility

extent

th at

may b e s o ,

not be c o n v in c in g ly e s t i m a te d .
w astes

in

p roperty

the a d m in is tr a tio n
and p l a n t .

22

ec onom y a n d e f f i c i e n c y

in

ap p ro p riatio n s.

E d u c a tio n can be s a i d
allo cated

of

th e program , and in

u n iv ersities
th eir

To t h e

through

th e use of
and som etim es

a re asked to achieve

g reater

o p e r a t i o n s — a s an a l t e r n a t i v e

to

23

t o b e e c o n o m i c a l when a v a i l a b l e

in a manner w hich m axim izes s t u d e n t

w aste in

talen t,

p o ten tial,

of view ,

the average e x p e n d itu re

point of d im in ish in g

have weakened

F u n d s may b e d i s s i p a t e d

^

In t i m e s o f econom ic c r i s e s ,

during pro sp ero u s y e a r s ,

in creased

c o n tro l of the u n iv e r s ity

retu rn s

or m aterials.

learn in g

re so u rce s are
and m in im ize s

F r om a n e c o n o m i c a l p o i n t

p er s tu d e n t should

in crease

a s m e a s u r e d by a c h i e v e m e n t ,

to

the

e a r n in g pow er,

a nd p r o d u c t i v i t y . ^

Woodburne e m p h a s i z e s

that p o lic y ,

program ,

s e p a r a b l e e l e m e n t s o f ma n a g e me n t .
quired

21

th at

R u m l,

Is

capable of s tim u la tin g

and

finance a re

A "m echanism " I s
im ag in ativ e

B e a r d s l e y a n d D o n a l d H. M o r r i s o n ,

op.

in ­

therefore

re­

p l a n n i n g and o f

c i t . , pp.

xl - x ii.

22 I b l d - . P* 1 0 .

23
24

H i l l , David S. and F red J . K e l l e y .
Economy i n H i g h e r E d u c a t i o n .
1933, p . v . M ilw aukee J o u r n a l , J u n e 2 4 , 1965.
P latt,
ed.

Wm. J . " T h e E c o n o m i c V a l u e o f E d u c a t i o n " . J o h n C. M c L e n n o n ,
S o c ia l Foundations o f E d u c a tio n .
New Y o r k : M a c m i l l a n , 1 9 6 6 .

25 W o o d b u r n e , L l o y d S .
A d m in istratio n .
P r e s s , 1958, pp.

P r i n c i p l e s o f C o lle g e and U n iv e r s ity
S tanford, C a lifo rn ia :
Stanford U n iv ersity
40-43.

17
Im plem enting
b ility ,
in

th ese p la n s

7 fi

w ith a sharp

a n d a c c o u n t a b i l i t y . 27

t h i s s t u d y may b e a d d e d t o

Perhaps

sense of

involvem ent,

resp o n si-

some o f t h e m e t h o d s s u g g e s t e d

the e f f o r t s

of o th e rs

in

form ulating

such a c u sto m iz e d m echanism .
The Budget
In a p r o c e d u r a l s e n s e ,
of t h e need
p erio d ic

the budget is

a to o l for in te r n a l u n ity because

to match r e s o u r c e s w i t h e x p e n d i t u r e s

review s.

can be given
the o v e r a ll

It

is

an in s tr u m e n t

t o a u n i v e r s i t y . 28
support

I t has been r e p o r te d

fo r h ig h e r e d u c a tio n has been

re p o rts can,
efficien t

resp o n sib le

how ever,

and re sp o n sib le .-* ®

c o n tro l over

is

e n h a n c e d by

throughout

th e

ap p licatio n s
26

It

can a l s o

th o se planned.

rep resen ts

30

th at
those

Its

p r o c e d u r e s and

be com e a n I n s t r u m e n t
av ailab le

T his

flow ,

th at

of

compare

The v a lu e o f b u d g e t p r o c e d u r e s
h as been c o o r d in a te d

t o g e t h e r w i t l i some r e c o m m e n d e d

the cohesive th re a d

R um l, B e a r d s l e y a n d D o n a l d H. M o r r i s o n ,

throughou t

op.

27 I b i d . . P . 6 8 .
78
M i l l e t t , J o h n D.
F in a n c in g H igher E d u c a tio n
C olum bia U n iv e r s T ty P r e s s : I 9 5 i , p i 226.

29

im proved in

th e e x i s t e n c e o f a flow o f d a t a t h a t
in stitu tio n .

(M iller)

in d e t e r m i n i n g w h e t h e r management i s

t h e f u t u r e when d e v i c e s a r e

a c t u a l p ro g re s s w ith

d irectio n

29 B u d g e t i n g c a n n o t

f i n a n c i a l m anagem ent.

be u s e f u l

to u n d e rta k e

tlirough w h ich c e n t r a l

s t a t e s w hich have a d o p te d b u d g e t a r y p r o c e d u r e s .
i n s u r e go od o r

and

c i t . , p.

in

th is

paper.

68.

th e U nited S t a t e s .

M i l l e r , Jam es L. J r .
S t a t e B u d g e t i n g f o r H ig h e r E d u c a t i o n - The
Use o f F o r m u l a s a n d C o s t A n a l y s i s .
Ann A r b o r : T h e U n i v e r s i t y
o f M i c h i g a n P r e s s , 1 9 6 4 ,'" 'p p . 9 ^ - 1 4 9 .
B r i g g s , J o h n F.
A R e f in e d Program B udget f o r S t a t e B u d g e ts .
W a s h in g to n D .C .: The A m e ric a n U n i v e r s i t y , 1 9 6 2 , p p . 4 - 5 .
Dodds, op. cit., p. 183.

18
R e c e n t I n f o r m a t i o n M odels
The W e s t e r n I n t e r s t a t e

Commission f o r H i g h e r E d u c a t i o n

(WICHE)

WICHE l a a p u b l i c a g e n c y t h r o u g h w h i c h a g r o u p o f s t a t e s
th eir effo rts

In s o lv in g p ro b le m s.

t o w h i c h m em be r I n s t i ­

t h e i r own c h a r a c t e r i s t i c s

th a t a re developed

under th e p a ra m e te rs o f t h e i r unique o r g a n i z a t i o n a l
is,

th erefore,

In a p o s itio n

the d a ta s t r u c t u r e s

can c o o r d i n a t e

I t p r o v i d e s a coiranon b a s e f o r

r e c o r d i n g p e r f o r m a n c e m e a s u r e m e n ts and c o s t s
t u t i o n s can t r a n s l a t e

12

to provide

stru ctu res.

WICHE

a t o t a l system s approach

and th e r e p o r t i n g system s of

its

members.

T h i s a g e n c y f i r s t d e v e l o p e d a M a n a g e m e n t I n f o r m a t i o n S y s t e m (MIS)
1968.
Program

I t was s u b s e q u e n t l y
(PMS).

to

in

renam ed t h e P l a n n i n g and Management S yste m s

The P r o g r a m C l a s s i f i c a t i o n

S tructure

(PCS) was

d e v e l o p e d t o p r o v i d e a c o n s i s t e n t means o f o r g a n i z i n g i n s t i t u t i o n a l d a t a .
The f i r s t a n a l y t i c a l m o d e l t o b e c o n s t r u c t e d by PMS w a s t h e R e s o u r c e
R e q u i r e m e n t s P r e d i c t i o n M od el
to e s t i m a t e

(RR PM -1) .

The p u r p o s e o f t h i s m o d e l i s

th e b u d g e t , manpower, and f a c i l i t i e s

necessary

to s u p p o rt

a g i v e n n u m b e r a n d m ix o f s t u d e n t s .

A m o r e r e c e n t p r o j e c t by WICHE i s
m odel.

A prelim inary

member c o l l e g e s . ^

re p o rt of

33

t h i s model i s b e in g c i r c u l a t e d

A m ore d e t a i l e d d e s c r i p t i o n o f

in clu d ed in the n e x t s e c tio n o f
12

th e developm ent o f a s tu d e n t

th is

flow
among

th e model i s

review .

The W estern I n t e r s t a t e Commission f o r H ig h e r E d u c a t i o n .
WICHE
PMS Summary t f l , D e c e m b e r , 1 9 7 0 .
M i m e o g r a p h , p p . 1 , 6 , 7,
L o v e l l , C .C .
S t u d e n t Flo w M o d e l s , A R e v i e w a n d C o n c e p t u a l i z a t i o n .
N a t i o n a l C e n t e r f o r H i g h e r E d u c a t i o n Management S y s te m s a t
W este rn I n t e r s t a t e Commission f o r H i g h e r E d u c a t i o n . B o u l d e r ,
C o l o r a d o : A u g u s t , 1971 ( P r e l i m i n a r y E d i t i o n ) .

19
A S t a t e - W i d e M od el
A s t a t e - w i d e model was r e c e n t l y
P lanning

d e v e lo p e d by th e O f f i c e

and F i s c a l M anagement o f

a d escrip tio n

th e S ta te

o f W ashington.

o f t h i s model h a s n o t y e t a p p e a re d

w as c i t e d b y C . C .

L ovell

flow m o d e l . I t

is

in h is

c alled

o f Program

p relim in ary

A lthough

in p u b lish e d

report of

form .

It

t h e WICHE s t u d e n t

th e H igher E d u catio n E n ro llm e n t P r o j e c t i o n

Model (KEEP).

This is

a M arkovian model of u n d e r g r a d u a t e s t u d e n t p r o j e c t i o n s .

fo r a given year a re p r o je c te d
previous y e a rs '
the v a rio u s

exp erien ce.

areas

and th e n a d j u s t e d

The d e v e l o p e r s

th ro u g h o u t

the S t a t e

lin e a rly

arc ex p ectin g

of W ashington

D ata

to r e f l e c t
f e e d b a c k from

to v a l i d a t e

the

m ethodology.

Since p r o j e c t i o n s

are

related

to sm oothing te c h n i q u e s ,

to p a s t

trends

one a n t i c i p a t e d

th a t have been s u b je c te d

f a i l u r e w o u ld b e an i n a b i l i t y

to p r e d i c t y e a r - t o - y e a r extrem e v a r i a t i o n s

on a s h o r t

term s c a l e .

L a rg e P l a n n i n g Models
The m a j o r i t y

of w ork

involving

th e develo p m en t of m odels has been in

th e c o n te x t of a s i n g l e model f o r an e n t i r e
o b jectiv e
m odels a r c

has been c o s tin g

and r e s o u r c e a l l o c a t i o n .

in th e co n cep tu al

The c e n t r a l

Many o f t h e s e

state.

One o f t h e b e t t e r known e x a m p l e s o f

th is

A n a l y t i c a l M ethods o f P l a n n i n g U n i v e r s i t y

Ibid., p. 12-13.

u n iv ersity .

type

Is

System s

th e C om prehensive
(CAMPUS) d e v e l o p e d

20

by t h e S y s t e m s R e s e a r c h G r o u p a n d t h e U n i v e r s i t y o f T o r o n t o .

35

Th e

P r o g r a m P l a n n i n g a n d B u d g e t S y s t e m (PPBS) w a s s e t up t o i n t e g r a t e
1 /1

CAMPUS p l a n n i n g m o d e l s a n d u n i v e r s i t y

in fo rm atio n system s.

T h is model i s

c u rre n tly being considered fo r ad o p tio n a t th e U n iv e rs ity

of I l l i n o i s .

The r e s u l t s o f

sities

should be v a lu a b le

reg ressio n

the e x p erien ce a t

of

and o t h e r u n i v e r ­

in m easuring the accu racy o f th e m u l t i p l e

technique used in i t s

the r e l i a b i l i t y

th is

projections

as w e ll as th e e x t e n t o f

th e e n t i r e model as a b a s i s

for s im u la tin g unique

ch aracteristics.

A n o t h e r e x a m p l e o f a l a r g e m o d e l was d e v e l o p e d a t M i c h i g a n S t a t e
U n i v e r s i t y by K oenig e t

al.

37

T h i s model i s p r i m a r i l y

e f f o r t a n d h a s n o t y e t b e e n a d o p t e d by a u n i v e r s i t y .
made u s i n g

the m u ltip le

d e ta ile d d e s c rip tio n of

a research
P ro jectio n s

re g re s s io n m athem atical te c h n iq u e .

A more

th e u n d e r l y i n g a s s u m p tio n s u s e d in t h i s model

f o r th e developm ent o f p e rfo rm an c e m easurem ents a p p e a r s in th e
sec tio n of

35

36

37

th is

are

th ird

chapter.

J u d y , R i c h a r d W.
System s A n a ly s is fo r E f f i c i e n t R eso u rc e A l l o c a t i o n
in H igher E d u c a tio n .
S e m in a r s p o n s o r e d by t h e W e s te r n I n t e r s t a t e
C o m m i s s i o n f o r H i g h e r E d u c a t i o n a nd A m e r i c a n C o u n c i l o n E d u c a t i o n .
B o u ld e r, C o lo rad o : O c to b e r 1969, pp. 4 1 -6 7 .
J u d y , R i c h a r d W. A R e s e a r c h P r o g r e s s R e p o r t o n S y s t e m s A n a l y s i s
fo r E f f i c i e n t R esource A llo c a tio n in H ig h er E d u c a tio n .
U niversity
of T o r o n to , J a n u a r y , 1970.
K o e n i g , H . D . , K e e n e y , M . G . , Z e m a ch , R .A .
A S y s te m s Model f o r
Management, P l a n n i n g , and R e s o u rc e A l l o c a t i o n i n I n s t i t u t i o n s
o f H igher E d u c a tio n .
Ea B t L a n s i n g , M i c h i g a n : M i c h i g a n S t a t e
U n i v e r s i t y , 1968.

21

U n i v e r s i t y P la n n in g System s
At th e U n i v e r s i t y o f U tah ,
devoted to

38
a m ajor e f f o r t

in

f o r e c a s tin g has been

th e d e v elo p m en t o f a l o n g - r a n g e p l a n n i n g m odel.

is actu ally

an h e i r a r c h y

of s e v e r a l m odels.

Inputs

include

T h is model
the

follow ing v a r ia b le s :
1.

th e number o f f u l l - t i m e

e q u i v a l e n t (FTE) s t u d e n t s ;

2.

th e number o f
FTE s t u d e n t ;

eq u iv alen t fa c u lty

3.

the averag e

4.

th e number of s u p p o r t p e r s o n n e l p e r

A submodel i s
new s t u d e n t

fu ll-tim e

facu lty

salary ;

and

su rvival

Input i s

b a s e d on a p r o j e c t i o n o f p u b l i c

in U tah.

ra te s app lied

en ro llm en ts are
was r e c e n t l y
m atrix

to

the

co n tro lled

com pleted

incom ing

by t h e

for use

In

school

The

en ro ll­

for o th e r h ig h er education

U pper-class en ro llm en ts

a re d erived

freshm an c l a s s .

G raduate S chool.

from

G raduate

A c ro s so v e r study

g e n e r a t i n g an in d u c e d c o u r s e

load

fo r each d ep artm en t.

A nother subm odel com bines d e p a r tm e n t
ratio s

facu lty .

em ployed to p r e d i c t s t u d e n t h e a d c o u n t e n r o l l m e n t s .

m ents and on p r e d i c t i o n s o f e n r o l l m e n t s
in stitu tio n s

per

to develop

en ro llm e n ts w ith

in s tr u c tio n a l requirem ents.

w ith average s a l a r i e s

to o b t a i n d i r e c t

a r e d e t e r m i n e d by s e l e c t e d

m athem atical

teaching

stu d en t-facu ity

T h i s number i s
co sts.

com bined

O ther c o s ts

ratio s.

K o r n f e l d , Leo L .
Advanced A p p l ie d Management I n f o r m a t i o n S y s te m s
in H ig h e r E d u c a t i o n : T h re e Case S t u d i e s .
S e m in a r s p o n s o r e d by
th e W e s te rn I n t e r s t a t e Com m ission f o r H i g h e r E d u c a t i o n and A m erican
C o u n c i l on E d u c a t i o n , B o u l d e r , C o l o r a d o : O c t o b e r , 1 9 6 9 , p p . 8 5 - 9 3 .

22

The d a t a a r e

used as a b a s is

rep o rtin g

the S ta te l e g i s l a t u r e .

to

The a c a d e m i c

staff

for

i n t e r n a l management d e c i s i o n s

has been r e lu c ta n t

model i s more f u l l y

und erstood.

to accept

In a d d i t i o n ,

suspicion

that

This

i s b e i n g o v e rc o m e by an a s s u r a n c e

fear

q u an titativ e

the d a ta u n t i l

there

d a ta along w ith

The m o d e l a t O h i o S t a t e

in

in tu itiv e

th a t a com bination of

q u a litativ e

U n iv ersity

is

known a s

(UMICS),

It

the

data

th e system a rc

The m a i n p u r p o s e s o f

The f o c a l p o i n t
resource

Judgm ents

can

t h e U n i v e r s i t y Manage­

m e a n in g fu lly a n a ly z e and r e o r i e n t

plan o f

a stro n g

th e decisio n -m ak in g p ro c e ss.

ment I n f o r m a t i o n and C o n t r o l S y s te m

co n tro l.

is

the

th e d a ta w i l l be m isused as a m easurem ent of q u a l i t y .

r e p r e s e n t an im provem ent

files.

and f o r

is

u s e d t o more

info rm atio n s to re d

of p ro je c tio n s

is

the

to

in

forecast

the b a s ic
and

B ix -y e a r academ ic

requirem ents.

UMICS i s made u p o f a g r o u p o f s u b s y s t e m s .

Each o f t h e s e r e p r e s e n t

an o p e r a t i o n a l

C oo rd in atio n

sto rag e

fu n ctio n of

and r e t r i e v a l

is

the U n iv e r s ity .

a s s u r e d by p l a c i n g

d epartm ent under th e J u r i s d i c t i o n

procedures is

its

o f manual p r o c e d u r e s .

to e s tim a te

the d a ta p ro c e s s in g

o f UMICS.

The U n i v e r s i t y o f C o l o r a d o 39 c o m p l e t e s
by m e a n s o f a s e r i e s

in d a ta

p la n o f academ ic program s
The f i r s t

stu d en t en ro llm en ts.

T his

stag e
is

U n iv e rs ity of C olorado.
G uide to A cadem ic P l a n n i n g .
o f C o lo ra d o : A p r i l , 1967.

in

the

follow ed

U n iv ersity

23

by a p r o j e c t i o n
(in stru ctio n ,

of s t a f f

research

and f a c i l i t y

and p u b l i c s e r v i c e )

1.

a b a s ic program l e v e l
p r o j e c t i o n s , and

2.

optimum l e v e l s

These p r o c e d u r e s a r e
Such a p e r i o d

is

th at

that

exceed

is

th e n designed

com patible w ith

for

to be lo n g enough

tim e,

are

Academ ic p ro g r a m s
at

the

those e stim ate s.

re p e a te d annually

said

and c o n s t r u c t i o n

req u irem en ts.

fiv e

to allow

ta r g e t years
for

ahead.

facility

planning

and p h a sin g in o r o u t of academ ic p rogram s.

i s a ls o s h o r t enough so

th a t plans

can be c o n s t r u c t e d

It

in c o n s i d e r a b l e

d etail.

A c o n c e p tu a l p la n n in g model i s
p reparation

tim e r e q u i r e d

cost im p licatio n s

of

cu rren tly

and t o ex p an d

being dev elo p ed to
th e process

to

reduce th e

fu rth er

relate

t h e program .^®

Ad Hoc R e s e a r c h P r o j e c t s
O ne-tim e s p e c i a l - p u r p o s e

stu d ie s often

choice o f v a r i a b l e s and in

assume a p r o d u c tiv e

th e s e le c tio n

of

m athem atical te c h n iq u e .

For th e se re a s o n s ,

hoc s t u d i e s

in

A series

are

included

of related

th is

activ ities

40

L ovell,

op.

selected

16.

e x a m p l e s o f ad

review .

was r e c e n t l y

concerned tech n iq u es

c i t . , p.

in

the m ost a p p ro p ria te

stu d ied

o f C a l i f o r n i a u n d e r a r e s e a r c h p r o g r a m f i n a n c e d by
Five of t h e s e

ro le

related

at

the U n iv e rs ity

t h e Ford F o u n d a tio n .

to th e p r o j e c t i o n p r o c e s s .

24

I n on e s t u d y , ^
process

th at

th e au th o rs

related

a power o f

A second p r o j e c t ,

the

degree.

j

2

the

U nder thiB

of su ccessfu lly

T h i s c o n c e p t may b e o f v a l u e
in

to

trials

o f g r a d u a t i o n was c a l c u l a t e d
p ro b ab ility

as

com pleting

for p ro jectin g

the

stu d en t b eh av io ral p a tte rn s .

stu d ied

Group s t a t l o n a r l t y

tim e f a c t o r )
selected

com plete

the c o n d itio n a l

extent of p e rs is te n c e

groups.

to

the p r o b a b i l i t y

a u n it o f w ork.

an In d e p e n d e n t

s tu d e n t a tte n d a n c e behavior

a m o un t o f w o r k r e q u i r e d
assum ption,

developed

two f i r s t - t i m e
(i.e .

was c o n v i n c i n g l y

attendance p a tte rn s .

freshm en c o h o rts o r

b e h a v io r in d e p e n d e n t of the

s im ila r o v er a te n - y e a r period
A nother a s p e c t of

th is

for

s t u d y w as

th e p r e s e n c e o f te m p o ra ry v a c a t i o n p e r i o d s as a s t u d e n t p a s s e s
through

the

In a t h i r d

system .

study,

progression
G ani, Young,
prepared

ratio

43

e n r o l l m e n t s w e r e p r o j e c t e d by u s i n g

c o m b i n e d w i t h a M a r k o v i a n m o d e l p r o p o s e d by

and Almond.

so th a t

the g r a d e -

th is

A p ro b ab ilistic

i n t e r p r e t a t i o n was

t e c h n i q u e c o u ld b e compared w i t h o t h e r

m ethods.

^

M a r s h a l l , K .T .
"A C o n s t a n t Work M od el f o r S t u d e n t A t t e n d a n c e a n d
E n ro llm e n ts". U n iv e rs ity of C a l i f o r n i a , B erkeley: R esearch Report
No. 6 9 - 1 , F e b r u a r y , 1 9 6 9 .

/o

t

1

M a r s h a ll, K .T ., O l i v e r , R .M ., Suslow , S .S . " U n d e rg ra d u a te E n ro llm e n ts
and A t t e n d a n c e P a t t e r n s " . U n i v e r s i t y o f C a l i f o r n i a , B e r k e l e y :
R e p o r t No. 4 , M a r c h , 1 9 7 0 .
O l i v e r , R . M . , H o p k i n s , D . S . P . , A r m a c o s t , R. "An A c a d e m i c P r o d u c t i v i t y
an d P l a n n i n g Model f o r a U n i v e r s i t y C am pus". U n i v e r s i t y o f
C a l i f o r n i a , B e r k e l e y : R e p o r t No. 3, F e b r u a r y , 1 9 7 0 .

25

In a fo u r th p r o j e c t

AA

the

resu lts

obtained

at

th e v a rio u s s ta g e s

o f a minimum t o t a l c o s t e x p a n s i o n p r o g r a m w e r e r e l a t e d
enrollm ent p r o je c tio n s
System .

for

F in ally ,
for

a study

45

from t e n u r e d

w as c o m p l e t e d o f

th e com pletion of

related

the e n t i r e U n iv e r s ity of C a l i f o r n i a

T hat model d i s r e g a r d e d e n r o l l m e n t m ix,

a n d m i x , and r e s t r i c t i o n s

in to

the

departm ent s iz e

facu lty .

l e n g t h o f tim e r e q u i r e d

the d o c to ra l degree.

to th e s t u d e n t 's m a jo r.

were a rra n g ed

to t o t a l

For t h i s

T h i s p e r i o d was th e n
com parison,

students

two c o h o r t s :

1.

U n iv e rs ity of C a l if o r n i a d o c to ra l s tu d e n t s ,

2.

a g r o u p c o m p r i s e d o f t h o s e s t u d e n t s who r e c e i v e d
b a c h e l o r s and m a s t e r s a t t h e U n i v e r s i t y o f C a l i f o r n i a
a n d d o c t o r a t e s a t some o t h e r i n s t i t u t i o n .

T his grouping

increased

the v a l i d i t y

and

of the e v a lu tio n of

the

d o c t o r a t e program a t th e U n i v e r s i t y of C a l i f o r n i a .

A More D e t a i l e d A n a l y s i s o f S e l e c t e d M o d e l s
The S u b j e c t i v e E lem ent
The d e g r e e o f s u c c e s s
d irectly

in proportion

in p ro je c tin g resource

requirem ents u su a lly v a rie s

t o an a b i l i t y

1. to recognize p o lic ie s
i m p l i c a t i o n s , a nd

and d e c i s i o n s

th a t have reso u rce

S a n d e r s o n , R. D.
"The E x p an sio n o f U n i v e r s i t y F a c i l i t i e s to
A cco mm oda te I n c r e a s i n g E n r o l l m e n t s " .
U niversity of C a lifo rn ia ,
B e r k e l e y : R e s e a r c h R e p o r t No. 6 9 - 8 , J u l y , 1 9 6 8 .
Hammel, E u g e n e . " G r a d u a t e S t u d e n t A t t e n d a n c e a n d E n r o l l m e n t
P a t t e r n s — A n a ly sis of C ohort D a ta".
U n iv e rsity of C a lifo rn ia ,
B erkeley:
R e s e a r c h P r o g r e s s R e p o rt 6 9 - 2 , M arch, 1969.

26
2.

t o r e a l i s t i c a l l y i n t e r p r e t and q u a n t i f y
in term s of r e q u ire m e n ts .

A p r o j e c t i o n mechanism m ust be c o n s t r u c t e d
sen sitiv ely
more r e a d i l y
For t h i s

these im p lic a tio n s

i n s u c h a way t h a t

respond to th e s e i n t e r p r e t a t i o n s .

m odels w i l l be re v ie w ed f o r r e l e v a n c y

can

Such a r e s p o n s e can b e

r e f l e c t e d w he n t h e a p p r o p r i a t e v a r i a b l e s

reason th e u n d e rly in g assum ptions

it

are

recognized.

recognized in the

follow ing

in a model to be s u g g e s te d

for

M ichigan S t a t e U n i v e r s i t y .

The G a n l M eth od

AA

T his model i s a m a th e m a ti c a l m a t r i x .

I t w a s e x p l a i n e d by J .

Ganl of

t h e A u s t r a l i a n N a t i o n a l U n i v e r s i t y a n d o n e - t i m e member o f t h e M i c h i g a n
S t a t e U n i v e r s i t y D epartm ent o f Econom ics.

In h i s m eth o d , e n r o l l m e n t p r o j e c t i o n s
"repeat" r a te s .

These w ere s u c c e s s f u l l y

A ustralian U n iv e rs itie s.
enrollm ents
en ro ll

freshm en c o u r s e s ,

sophomore c o u r s e s ,
Spring of

In h i s

etc.

to th e c o u rs e s

r e p e a t th e y e a r 's w ork.

related

in

he assumed t h a t h e a d c o u n t

For exam ple,

a sophomore w i l l

a freshman w i l l
r e g i s t e r only

in

in the

S tu d en ts w i l l e i t h e r pass th e se exam inations
required

fo r the next y ear,

The n u m b e r who w i l l n o t r e t u r n

be i n s i g n i f i c a n t and was n o t i n c l u d e d i n h i s
p o r t i o n who p a s s o r r e p e a t a r e c o n s i d e r e d

^

to enrollm ents

F in a l exam inations are held annually

the sch o o l y e a r.

and p r o c e e d

article

follow o rd e rly p a t t e r n s .

only in

a r e b a s e d on y e a r l y " p a s s " a n d

o r f a i l and
to c la s s e s w i l l

illu stra tio n s.

to be f a ir ly

The p r o ­

c o n s t a n t from

G a n i , K. " F o r m u l a e f o r P r o j e c t i n g E n r o l l m e n t s a n d D e g r e e s A w a r d e d i n
U n i v e r s i t i e s " . R o y a l S t a t i s t i c a l J o u r n a l , S e r i e s A, Volume 1 2 6 ,
1963, pp. 400-409.

27
y e a r t o y e a r and a r e

r a t h e r uniform

stu d e n ts e n te r in to com putations

throughout th e c o u n try .

in the

freshm an y e a r o n ly .

o f s t u d e n t s who g r a d u a t e w i t h b a c h e l o r d e g r e e s i s
new s t u d e n t s a t

the m a ste r le v e l

New

the

The number

so le so u rc e of

in th a t u n i v e r s i t y .

I n an e f f o r t t o J u d g e t h e v a l i d i t y

of th e s e assu m p tio n s as a b a s i s

p r o j e c t i n g e n r o llm e n ts a t M ichigan S t a t e U n i v e r s i t y ,

for

t h e flow o f

s t u d e n t s o v e r a t h r e e - y e a r p e r i o d was a n a l y z e d .

The f i r s t q u e s t i o n i s
required

to r e g is te r

the e x te n t
in courses

to which s t u d e n t s

t h a t c o rre sp o n d to t h e i r

T a b le 1 shows t h a t d u r i n g t h e F a l l
a ll class

l e v e l s w ere p e r m itte d

on t h i s

campus a r e

class

lev els.

t e r m s o f 1970 a n d 1971 s t u d e n t s a t

to e n r o ll a t a l l

i s c o n t r a r y t o th e o r d e r l y and r e s t r i c t e d - c h o i c e

course le v e ls .

This

assum ption r e f l e c t e d

in th e Gani m odel.

A second assum ption
who f a i l e d

to re tu rn

in

th e Gani

f o r m u la was t h a t

t h e f o l l o w i n g y e a r was n o t l a r g e ,

throughout the u n d erg ra d u ate y e a r s .
2 a nd 3) sh ow t h a t s t u d e n t s a t
in terru p tin g

th e ir stu d ies.

is

clear —

(T ables

th is U niversity are co n stan tly

T his

in te rru p tio n occurs
all

class

in s ig n if ic a n t
lev els.

One

a m echanism f o r p r e d i c t i n g s t u d e n t e n r o l l m e n t s

a t t h i s U n iv e r s ity must take t h e s e

A t a b l e o f new s t u d e n t s

esp ecially

The f o l l o w i n g s c h e d u l e s

numbers a f t e r e a c h te rm of t h e y e a r and a t
conclusion

t h e number o f s t u d e n t s

(T able 4)

in terru p tio n s

is

su fficien tly

in to

account.

d etailed

to

in d icate

t h a t a c o n s i d e r a b l e number o f s t u d e n t s e n t e r t h i s U n i v e r s i t y a t a l l
le v e ls d u rin g each o f th e fo u r term s of th e y e a r.

In t h e Gani fo rm u la

28
t h e a s s u m p t i o n i s made t h a t new s t u d e n t s e n t e r o n c e e a c h y e a r a n d o n l y
a t the

freshm en l e v e l .

The K o e n i g S y s t e m

47

The m e t h o d o f p r o j e c t i n g h e a d c o u n t e n r o l l m e n t s d e s c r i b e d by K o e n i g ,
al.

groups e n ro llm e n ts
Group I

in to

two p a r t s :

- New, r e a d m i t t e d a n d c o n t i n u i n g s t u d e n t s a r e c o m b i n e d
i n t o one g r o u p .

G r o u p I I - T h i s g r o u p i s made up o f r e t u r n i n g

U nde r t h i s
stu d en ts,
students

tw o-group a rra n g em en t th e a ssu m p tio n
in clu d in g

flu ctu ate

sim ilar sources.
student

first-tim e

i n harmony and t h a t

resu lted

However,

it

first-tim e

high s c h o o ls and,
image o f

at

th is

related

ments a t
47

is

c o n t r o l l e d by

f o r two d i f f e r ­

treatm ent of d is s im ila r

types of

to th e o u tp u t of

to t h e m a g n e t i c f o r c e p r o j e c t e d by th e

The n u m b e r o f new t r a n s f e r s t u d e n t s may b e a
o f our academ ic program s and f a c i l i t i e s .

s t u d e n t s may b e r e l a t e d

the d i s r u p t i o n

to the I n i t i a l

in a s t u d e n t 's program a t

cause

t h i s U niver­

The n u m b e r o f c o n t i n u i n g s t u d e n t B — t h o s e who w e r e p r e v i o u s l y

enrolled
— is

in th e

t o some e x t e n t ,

The n u m b e r o f r e a d m i t t e d

sity .

supply

and c o n t i n u i n g

th e y r e p r e s e n t e d a s i n g l e homogenous g ro u p .

measure o f t h e a t t r a c t i v e n e s s

in

read m itted ,

undergraduates a re re la te d

th is U niv ersity .

that re s u lte d

th eir

i m p l i e d t h a t new

from t h e m a t c h i n g o f t a p e s

resu lts

headcount en ro llm en ts as i f
F or e x a m p l e ,

and t r a n s f e r ,

is

stu d en ts.

T h i s w a s a c o n v e n i e n t m e t h o d o f g r o u p i n g t h e new

input th a t

ent term s.

et.

U niversity

a n d who a r e now r e t u r n i n g a t a h i g h e r l e v e l

t o t h e n u m b e r who a r e e x p e c t e d t o c o m p l e t e t h e r e q u i r e ­

th e low er l e v e l .

K o e n ig , H . E . , Keeney, M .G ., Zemach, R . A . , o p . c i t . . p p .

111-121.

MICHIGAN STATE UNIVERSITY
East Lansing Campus
DISTRIBUTION OF STUDENT CREDIT HOURS BY COURSE AND CLASS LEVELS
F a l l Terms
Table 1

Frsh.

CLASS OF STUDENT ATTENDING COURSE
UNDERGRADUATE
GRADUATE
Soph.
Jr.
Sr.
Spec. T o t a l
G r . P r o . Mas.
Dr.

Total

Total
C redit
Hours

:A L l 1 9 7 0
’ourse Level
001-099
1 00 -2 99
300-49 9
500-6 99
8 00 -9 99
Total

402
6770
2770
91
57721
102887 96658
21545
3695 19654 69475 85695
10
295
25
33
106
1478
75
405
113437 119213 128296 108842

1107 11140
1213 280024
2125 180644
46
409
404
2468
4895 474685

3
34
570
6625
277
7509

759
1086
10804
146
29782
42577

101
535
2745
147
17901
21429

863
1655
14119
6918
47960
71515

12003
281679
194763
7327
50428
546200

60 1533 12581
429
63660 22723 6353 288001
74740 86237 2186 184436
34
33
126
59
1578
41
465
2656
553
99377 139327 110657 10659 487800

9
402
8839
255
9505

413
1161
9138
180
29840
40732

78
443
2613
151
16416
19701

491
1613
12153
9170
46511
69938

13072
289614
196589
9296
49167
557738

F a l l 1971
Course Level
001-09 9
1 00 -2 99
300-4 99
500-6 99
8 0 0 -9 9 9
T otal

9497
114242
4022
19
127780

1062
81023
17251

MICHIGAN STATE UNIVERSITY
East Lansing Campus
NON-RETURNS WHO DID NOT GRADUATE
COMPARED WITH THE TOTAL NUMBER ENROLLED DURING THE TERM
F a l l 1968 t h r o u g h Summer 1971
Table 2

Frsh.

UNDERGRADUATES
Soph. J r .
Sr.
Spec. T o t a l

GRADUATES
G r . P r o . Mas. Dr.

Total

Total
Students

F all to W inter
X

o f F a l l 1968
1969
1970
1971

6.4
5.9
6.3
7.0

6.5
6 .1
6 .6
7.3

6 .2
5.7
5.7
6.3

8.9
8 .6
6 .1
10.3

50.9
44.9
42.2
31.2

7.3
6 .8
6.7
8.3

6 .6
5.7
5.9

6 .6
6.3
7.0

5.6
5.3
5.8

13.3
5.1
6 .8

33.7
43.4
34.9

85.9
8 6 .2
85.0

81.0
76.2
80.0

67.2
60.6
62.5

29.6
28.5
28.8

69.6
67.0
67.6

1.4
1 .1
9.9

18.8
16,3
15.5
16.0

11.5
9.7
1 0 .8
13 .9

15.0
13.0
13.2
14.9

8 .8
8 .0
8 .0
9.6

8 .2
6 .1
6 .8

1 .0
.9
.8

15.8
11.3
11.5

8.5
7.7
7.0

1 2 .1
9.5
9.4

8.9
6 .8
7.4

64.9
61.4
61.0

2 0 .2
18.7
19.0

34.5
33.8
34.2

27.2
27.7
27.5

30.9
30.8
31.0

58.0
55.0
54.5

W inter to Spring
X

o f W i n t e r 1969
1970
1971

S p r i n g t o S im m er
%

o f S p r i n g 1969
1970
1971

©

MICHIGAN STATE UIVERSITY
East Lansing Campus
PER CENT OF TOTAL NEW STUDENTS WHO DID NOT RETURN
AFTER THE FIRST TERM OF ENROLLMENT
F a l l 1968 t h r o u g h Summer 1971
Table 3
UNDERGRADUATE
F irst­
ti m e T r a n s f e r T o t a l

GRADUATE
G r.Pro.

Total
Students

Dr.

Total

1 2 .5
1 2 .5
9.7

5.0
7.4
6 .0

1 0 .6
11.4
8 .6

6.3
6.5
6 .6

Mas.

X

o f F a l l 1968
1969
1970

4.7Z
5.0
5. A

■
CO

F all to W inter
8.9
7.3
8 .6

5.6
5.5
6 .1

21. A
21.7
26.3

15.1
1 9 .5
1 3 .2

17.4
2 0 .1
1 7 .0

18.0
1 4 .9
1 5 .4

4.1
4.0
1 1 .1

16.5
1 3 .6
1 5 .0

17.0
1 7 .9
16.3

7 5 .7
6 6 .1
70.0

60.9
56.8
56.0

67.6
60.0
60.8

47.9
5 0 .2
5 0 .4

5 7 .9
3 4 .4
40.0

46.4
41.7
3 7 .4

60.5
52.1
5 0 .4

2.5

W inter to Spring

X

o f W i n t e r 1969
1970
1971

S p r i n g t o Sum ner

X

o f S p r i n g 1969
1970
1971

2.5

£

MICHIGAN STATE UNIVERSITY
East Lansing Campus
DISTRIBUTION OF NEW STUDENT ENROLLMENTS BY TERMS
F i s c a l Y e a r 19 70 -1 971
T able 4

Summer

F all

W inter

Spring

Fiscal
Year

5 . 17.
1 8 .7
1 0 .1

8 8 .0
53.9
76.6

3.6
17.4
8 .2

2.7
1 0 .0
5.1

1 0 0 .0
1 0 0 .0
1 0 0 .0

G ra d. P r o f .
M aster
Doctor
Total

29.5
24.6
27.2

45.1
48.6
57.6
50.0

1 3 .1
5.7
1 1 .1

54.9
8 .8
1 2 .1
11.7

1 0 0 .0
1 0 0 .0
1 0 0 .0
1 0 0 .0

EAST LANSING CAMPUS

14.5

69.7

9.0

CO•
U3

TERM

1 0 0 .0

UNDERGRADUATE
First-Tim e
Transfer
Total

GRADUATE

33

New B t u d e n t a d m i s s i o n s

can be d i r e c t l y

th e number o f a p p l i c a t i o n s

receiv ed ,

related

to

adm issions

A second assum ption

refers

returning stu d e n ts.
F all re la tio n s h ip
tab les

rath er

Th e d a t a
ful

p ro fessio n als
sen io rs

suggested

in

and m a s t e r s .

ju n io rs,

sen io rs,

doctors)

is

8 and 9 ) .
H owever,

these

Campus a S p r i n g - t o tran sitio n
in

th e m odel.

b e more u s e ­

sep arate

colum ns w ere p r o ­

(class

S) a n d f o r g r a d u a t e

class

to s ix

colum ns

m asters,

t o b e c a u s e d by t h e
the o p eratio n

lim itatio n

the

s Ib o

t h e i r num bers f l u c t u a t e

tab les

th e program t h a t p re c e d e s

for

d escrib ed

t a b l e s w ould
if

t h e number o f

T h ese c l a s s e s have b e en m erged w ith

(and s p e c i a l s ) ,

u n derstood

d ata p ro c e ssin g

fo r p ro jectin g

relatio n sh ip

tran sitio n

undergraduate

(classes

in

th e

should

process.

t h a t on t h i s

retu rn in g stu d en ts

sp ecial

The r e s t r i c t i o n

These r e p o r t s

r e p r e s e n t s a more e f f e c t i v e b a s i s

illu stra te d

fo r the

is

than th e F a l l - t o - F a l l

for p ro je c tin g

vided

It

to th e b a s i s

re p o rts of

th a t have been g ra n te d ,

a n d t h e n u m b e r who h a v e p a i d a d v a n c e d e p o s i t s .
become an i n t e g r a l p a r t o f t h e p r o j e c t i o n

progress

could

resu lt

Independently.

(freshm en,

sophom ores,

(and p r o f e s s i o n a l s )
lim ited

o f STUVEC.

cap acity

and

i n MUSCIN2,

U n fo rtu n ately ,

th is

in s e r io u s m is c a lc u la tio n s of

co lleg e p ro je c tio n s .

F in ally ,
d etail

although

in th e

acceptable
in

to

th e program s p e c i f i c a t i o n s

study,

the

th e system

language

i n w hich i t

are

liste d

was w r i t t e n

360 o r 370 e q u i p m e n t t h a t

th e A d m in is tr a tiv e D ata P r o c e s s in g D epartm ent a t

Tills D e p a r tm e n t

is

the c u sto d ian of

in

is

considerable
is

not

in o p e ra tio n

th is

U n iv ersity .

the headcount en ro llm en t d ata

34

bank.

S i g n i f i c a n t c o n v e r s i o n e x p e n s e s w ould be r e q u i r e d

these data

to adapt

t o th e e q u ip m e n t used in th e m odel.

T h e r e i s no p r o v i s i o n

in

t h i s model f o r p r o j e c t i n g

These were n o t c o n s i d e r e d as a p r e r e q u i s i t e

course enrollm ents.

for c a lc u la tin g

cred it

hours.

C red it hours are p ro je c te d

by m e a n s o f an i n d u c e d c o u r s e

T h is method r e f l e c t s a c r o s s o v e r o f e n r o l l m e n t s
teaching c o lle g e )

in te rm s of

would be e n c o u n t e r e d

load m a t r i x .

(from s t u d e n t to

stu d en t cred it-h o u r lo ad s.

D ifficu lty

in p ro je c tin g graduate p r o f e s s io n a l

and s p e c i a l

u n d e rg ra d u a te c r e d i t h o u r s in t h i s model s i n c e

c l a s s e s have been

merged w i t h m a s t e r s a n d s e n i o r s .

the l e v e l o f d e t a i l

t h e model s e v e r e l y

lim its

s m a l l e s t academ ic u n i t

is

In a d d i t i o n ,

the

u s e fu ln e s s of these

the

college.

calcu latio n s.

F a c u l t y r e q u i r e m e n t s a r e e s t i m a t e d by m e a n s o f h i s t o r i c a l
cred it-h o u r

loads a p p lie d

to th e

The m e c h a n i s m f o r a l l o c a t i n g
same m a n n e r i . e .

th ese

to

In the f i n a l

report of

facu lty

teaching ex p en ditures o p e ra tes
u n it

in

the

co sts per c re d it

hour

th e c re d it-h o u r p ro je c tio n s .

t h i s model no a t t e n t i o n

m e rits of choosing a l t e r n a t i v e
or t o t a l e x p e n d itu re s .
by s t u d e n t c o l l e g e s ,

The

t o t a l number o f c r e d i t h o u rs p r o j e c t e d .

by c a l c u l a t i n g h i s t o r i c a l

a nd r e l a t i n g

in

d istrib u tio n s

For exam ple,

is g iv en to the

of c r e d it hours,

c o u r s e , o r by t h e t e a c h i n g c o l l e g e a b s o r b i n g t h e f a c u l t y ' s
report

is

facu lty

c r e d i t h o u rs can be d i s t r i b u t e d

o r by t h e t e a c h i n g c o l l e g e a d m i n i s t e r i n g

The i m p l i c a t i o n i n t h e

relativ e

clear.

the

salary .

The m echanism w ould o p e r a t e

35

eq u ally w ell w ith

any one of

th ese th re e .

The c h o i c e

Is assig n ed

to

the u s e r .

NCHEMS E n r o l l m e n t P r e d i c t i o n M o d el
T his model I s

In

the process

o f d e v e l o p m e n t by t h e N a t i o n a l C e n t e r

H i g h e r E d u c a t i o n M a n a g e m e n t S y s t e m s a t WICHE ( t h e W e s t e r n
Commission f o r H i g h e r E d u c a t i o n ) .

It

Is

for

In terstate

know n aB t h e NCHEMS E n r o l l m e n t

P r e d i c t i o n M odel.

It

Is designed

to a d d re ss

stud ent headcount

en ro llm en ts.

design w i l l atte m p t

to a d d re s s

education en ro llm en t
A sp ecial

featu re

t h e n e ed f o r a m echanism f o r p r e d i c t i n g

for

the

of t h i s model

model

(u n til

system s o r
effort

a larg er
th is

(in)

one),

flow m o d e ls ,

en rollm ent p ro cess
designed

is

that

it

is

system .

the p a s t

the m a jo rity

as a c o n t r i b u t i n g

of

49 I b i d . . p .

29.

50 I b i d . . p .

1

51 I b i d . . p .

2.

lim ited

in stitu tio n s" .^
in scope

to

the

as a s e lf - c o n ta in e d

"V irtu ally

fe w y e a r s
th ese

elem ent

they r e p r e s e n t "ad hoc s t u d i e s w ith o u t

c it.

the

related m o d e l s . A l t h o u g h

t h e s e more e x t e n s i v e m o d e ls h a v e b e e n e i t h e r

op.

t h a t " t h e model

no e x i s t i n g

in c o n ju n c t io n w ith o n g o in g

f o r c o s t i n g and r e s o u r c e a l l o c a t i o n .

L o v ell,

of

The m odel o p e r a t e s

has been developed

packages of

b eliev e

th e most p r e s s i n g problem in h ig h e r

in ter-related

has been expended d u rin g

of s t u d e n t

authors

la rg e s t proportion

en rollm ent p r e d ic tio n p ro c e ss .
e n tity w ith in

Its

co n sid erab le

on th e d e v e lo p m e n t

have view ed th e h e a d c o u n t
in a b r o a d e r model p r i m a r i l y
The l a r g e p o r t i o n
"stric tly

of

co nceptual"

a f o c u s on c o n t i n u e d

use".

C1

or

36

A problem o f e q u a l Im p o rtan ce a t
model f o r c o n v e r t i n g

th is U niv ersity

headcount e n ro llm e n ts

This s ta g e of e n ro llm e n t p r e d i c t i n g
p ractical

ap p licatio n

le v e l of d e t a i l
not p resen tly

is

given

o f t h e NCHEM m o d e l .

su fficien t

envisioned".

to h a n d le

in to

two m a j o r c o m p o n e n t s

and l e a v e s

the

in stitu tio n

betw een m ajo r f i e l d s

Th e new s t u d e n t
en terin g s ta tu s .
1.

in d iv id u al

course requirem ents

( 1) t h e
and

The f o l l o w i n g

th e flow of s t u d e n t s

p r o c e s s e s by w hichth e s t u d e n t

( 2 ) t h e p r o c e s s byw h ic h s t u d e n t s
through th e v a rio u s

types are

a cco rd in g to

en ters
move
lev els.

th eir

reco g n ized :

P rev io u sly

ty p es

(b)

T ransfers

( c ) New G r a d u a t e S t u d e n t s

E nrolled S tu d e n ts
i n Good S t a n d i n g

are recognized

(b)

O ther

in th e o u t p u t m odel:

D e p a r t i n g s t u d e n t s who a r e

(c)

is

New A d m i s s i o n s

The f o l l o w i n g

(b)

th a t "a

52

i n p u t m odule g r o u p s s t u d e n t s

(a) D eparted

(a)

c o n s id e r a tio n as a

The a u t h o r s t a t e d

of stu d y and p r o g r e s s

( a ) New F r e s h m e n
2.

course en ro llm en ts.

little

The NCHEMS E n r o l l m e n t P r e d i c t i o n m o d e l d i v i d e s
in to

c o n ce rn s a second

tran sferrin g

to a n o th er i n s t i t u t i o n

d r o p p i n g o u t on t h e i r own i n i t i a t i v e , o r
forced

out

( 1 ) f o r academ ic r e a s o n s
(2) f o r o th e r reasons

52 Ibld-. p. 35.

37
T echnical d i f f i c u l t i e s
the program .
seven.

For exam ple,

At t h i s

U niversity

p re fe ra b ly n in e.
stu d en ts

may b e e n c o u n t e r e d

If

it

is

in each m a jo r,

in th e

t h e maximum n u m b e r o f

experience.

d esirab le

to p ro je c t

U n iv ersity ,

of the adm ission d e c is io n .

for

m ajo rs w ould,
av ailab le

in tercep tin g

th erefo re,

govern th e

flow of

C om putations o f
m ajor a r e

th e number o f

com pleted in

is

t h e new s t u d e n t

arranged

to allo w

v a ry by
input

a reflectio n

sin ce

term and by y e a r .

flow i n t o

T his c o n tro l

the

should be

d ifferen t

criteria

may

stu d en ts.

s t u d e n t s who w i l l

req uired

en ro ll

to supply a l l

T hese r a t i o s w ould n o rm a lly

and w ould be c a l c u l a t e d

on h i s t o r i c a l

in a p a r t i c u l a r

t h e Mb a s i c m o d u l e " .

The u s e r o f t h i s m o d e l i s
a b ilitie s.

of t h e program .

g o v e r n e d by maximum l e v e l s

be r e q u ir e d .

retu rn in g

and

East L ansing

is based

These l i m i t s

in th e a d m is s io n s m odule,

is

t h e number o f

the ch o ice of m ajor i s

T his is

d e te r m in e d by th e d e p a r t m e n t s .
A p ro v isio n

le v e ls allow ed

t h e p o t e n t i a l n u m b e r on t h e

o f new s t u d e n t s b y m a j o r s

At t h i s

s e t by

t h e minimum n u m b e r w o u l d b e e i g h t

Campus w o u l d f a r e x c e e d t h e maximum c a p a c i t y

The d i s t r i b u t i o n

lim itatio n s

from h i s t o r i c a l

fo r m o d ificatio n

tran sitio n

prob­

fo llo w p r i o r years*

ex p erien ce

sam ples.

process

of rates

A sp ecial

in e x c e p tio n a l

circu m stan ces.

There i s

a number o f a l t e r n a t i v e m a th e m a tic a l m e th o d s s u g g e s te d

estim atin g
The f i v e
tia l

the a p p ro p ria te

techniques

listed

values
in

for

tran sitio n al

the s tu d y w ere:

s m o o t h i n g , mean o v e r N y e a r s ,

last

y e a r 's

for

p ro b ab ilities.

least
ra tio

squares,

exponen­

and c o n j e c t u r e .

38

I t was a l s o
on how f a r

suggested
in to

the

th at

fu tu re

th e

technique

ch o sen w ould d e p en d ,

th e p ro je c tio n s

tim e e s t i m a t e s can g e n e r a l l y be done w ith
th re e -y e a r sam ple,

u s i n g means o f

For l o n g r a n g e p r o j e c t i o n s ,
c y c lic beh avior
follow ing

is

chapters

u su ally d e s ira b le ."
of

th is

th esis

to be made.

reasonable

th e data

a techn iq ue

are

that

53

accounts

The t a b l e s

in d icate

one o f t h e s e m e th o d s w ould h a v e r e s u l t e d

th at

"N ear­

accuracy

o r ex p o n en tial

in p a r t,

on a

sm oothing.

for trends
shown i n

the s e l e c t i o n

or

the
o f any

in m is le a d in g p r o j e c t i o n s .

Comments o n t h e L i t e r a t u r e
Much o f

the e f f o r t

c o v e r e d by t h e

the m a th e m a tic a l m ethodology
stan ces.

In s h o r t ,

tech n iq u es.

It

it

lite ra tu re

t h a t most p r e c i s e l y

to a search

fits

is e n tire ly

p o ssib le
the

th at

th e p o p u la rity

ease of a p p lic a tio n .

t h a t an o v e r - s o p h i s t i c a t e d m a th e m a tic a l

in s t a t i s t i c a l
of

the

The f e a r

t e c h n i q u e may a l l o w

to

dom inate

A lo g ic a l approach

is

s u g g e s t e d b y Wayne S m i t h o f t h e O f f i c e o f

te c h n i q u e was a p p l i c a b l e
circum stances d ic ta te d

^
54

I b id ., p.

is

th e p r o j e c t i o n problem .

He f o u n d t h a t n o s i n g l e

to every

its

tech­

the

process

A d v a n c e d P l a n n i n g a t UCLA.'*^

for

th e circum ­

i s becom ing a problem o f a c h o ic e

n i q u e may b e a s s o c i a t e d w i t h

estim atio n

relates

departm ent o r m ajor.

p ro jectio n
Each s e t

of

own t e c h n i q u e .

69.

S m i t h , Wayne.
"A S t u d e n t F l o w M o d e l "
M im eograph.
Los A n g e l e s ,
C a l i f o r n i a : O f f i c e of Advanced P la n n in g , U n i v e r s i t y of
C a l i f o r n i a a t Los A n g e les, 1970.

39

A f u r t h e r c omm en t i s

related

to a d a ta p r o c e s s in g

orien ted

problem s.

There

is

to

the i n f l u e n t i a l p o s i t i o n

approach

the s u s p ic io n

to

s o l u t i o n s o f management

t h a t know ledge o f

o f t h e h a r d w a r e a n d s o f t w a r e may c o n d i t i o n
in t h e i r

selectio n

of a lte r n a tiv e

hig h ly s o p h is ti c a te d
techniques

rested

stru ctu re
planned

i t w as c l e a r

does n o t

bypassing of

55

cen tral
in v ite

th at

a

t h e d e v e lo p m e n t and

Throughout

ad m in istrato rs.
an a c t i v e

T his

p articip atio n

the review o f

the

th a t "the

lim ited

com m unication

by t h e v e r y m e m b e r s

T h e i r l a c k o f i n v o l v e m e n t may

t o an a t m o s p h e r e o f s u s p i c i o n .

facu lties

to p a r t i c i p a t e

is

t h a t model d e v e lo p m e n t and im p l e m e n t a t i o n

i n an I n c r e a s e d r e l u c t a n c e

Hungate s t a t e d

The c a u t i o n

em ployed i n

process.

t o b e m e a s u r e d by t h e p r o c e s s .

fu rth er co n trib u te

of the p la n n ers

the p r o j e c t i o n problem .

th e p ro je c tio n

s o le ly w ith

the th in k in g

so lu tio n s.

A f i n a l comment c o n c e r n s t h e p r o c e d u r e s

literatu re

the c a p a b i l i t i e s

d a t a p r o c e s s i n g m o d e l may a l l o w p r o c e s s i n g

to dom inate

im plem entation of

o fte n assigned

to be h eld a c c o u n ta b le

T his could
for re s u lts .

r e a l h a r m t h a t may b e c u m u l a t i v e

in m anagem ent,

so

and u n d e rs ta n d and hence

in s titu tio n a l process".

H u n g a te , Thad L . , o p . c 1 t . , p .

237.

th at

resu lt

is

the

they a r e n o t b ro u g h t

t o be com m itted

to

the

CHAPTER III
PROJECTING STUDENT HEADCOUNT ENROLLMENTS

Introduc tio n

The d a t a

flow in

enrollm ents.

It

th is
is

accu rately p ro je c te d
groups a c c o rd in g

Th e S e l e c t e d

to

paper began w ith p r o je c tio n s

suggested
if

th at

th ese en ro llm en ts

th e number a t each c l a s s

th eir

of stu d en t headcount
c a n b e more

lev el

is

d ivided

in to

source.

B a s i c S t u d e n t Groups

Th e f o l l o w i n g

three

g ro u p s were s e l e c t e d :

New S t u d e n t s
The n u m b e r i n t h i s g r o u p w a s d e r i v e d f r o m f a c t o r s t h a t
e x te rn a l to t h is U n iv e rsity .
T h i s was t h e num ber t h a t
be d i r e c t e d t o t h i s I n s t i t u t i o n and w o u ld d ep en d upon
e x t e n t t o w h i c h t h e i m a g e p r o j e c t e d by t h i s U n i v e r s i t y
s u f f i c i e n t l y p o w erful to a t t r a c t s t u d e n t s .

were
w ould
the
was

R eadm itted S tu d e n ts
These s t u d e n t s w ere p r e v i o u s l y e n r o l l e d a t t h i s U n i v e r s i t y ,
b u t had n o t r e g i s t e r e d d u r i n g th e im m e d ia te ly p r e c e d in g
term .
T h e i r num bers w ere r e l a t e d t o n o n - c u r r e n t s t u d e n t
f i l e s a t t h i s U n i v e r s i t y and to th e p r o b a b i l i t y t h a t th e
s tu d e n t w ould r e t u r n to a c t i v e s t u d i e s i n a p a r t i c u l a r term .
No s t u d y o f t h e s e s t u d e n t s h a s b e e n u n d e r t a k e n a t t h i s
U n i v e r s i t y a c c o r d i n g t o t h e r e c o r d s on f i l e .
T h i s may b e
e x p l a i n e d by t h e f a c t t h a t t h e i r nu m b e rs w e re r e l a t i v e l y
s m a l l w he n c o m p a r e d w i t h t h o s e c o m i n g f r o m o t h e r s o u r c e s .

R eturning S tu d e n ts
The n u m b e r o f s t u d e n t s i n t h i s c a t e g o r y may b e d e r i v e d
from c u r r e n t r e c o r d s .
I t was e s s e n t i a l l y a s t u d y o f
( 1) i n t r a - c a m p u s m i g r a t i o n o f m a j o r s , and ( 2 ) p r o g r e s s
from one c l a s s l e v e l t o a n o t h e r .
For t h i s

s t u d y new a n d r e t u r n i n g

subgroups.

The p u r p o s e o f

th e numbers to t h e i r

th is

s t u d e n t s w ere

f u r th e r div id ed

r e f i n e m e n t was t o more c l e a r l y

source.

40

in to
relate

41
A.

NEW STUDENTS
I.

II.

B.

U ndergraduate Level
1.

F irst

2.

T r a n s f e r s from an u n d e r g r a d u a t e p ro g ra m i n
another co lleg e

(FTIAC)

G raduate Level
1.

F irst

2.

T r a n s f e r s from a g r a d u a t e p ro g ra m in
another co lleg e

tim e in any g r a d u a t e program

READMITTED STUDENTS
Due t o

the

relativ ely

reclassified

C.

tim e in any c o l l e g e

s m a l l number i n t h i s

group,

i t was n o t

in to subgroups.

RETURNING STUDENTS
The n u m b e r o f v a r i a b l e s o r s u b g r o u p s i n t h i s
a cc o rd in g to th e l e v e l of d e t a i l r e q u ir e d .
I.

At t h e c a m p u s l e v e l
two t y p e s :
(1)

c a t e g o r y w ould v ary

t h e s e g ro u p s c o u ld be m erged i n t o

R e t u r n i n g s t u d e n t s who w e r e e n r o l l e d a t t h e same c l a s s
l e v e l d u r i n g th e p r e v i o u s te r m , and

( 2 ) R e t u r n i n g s t u d e n t s who w e r e e n r o l l e d a t a d i f f e r e n t
(and lo w e r) c l a s s l e v e l d u r i n g t h e p r e v i o u s term

II.

At th e c o l l e g e l e v e l t h e s e s t u d e n t s w ere o r g a n i z e d
four groups.
T h o s e who w e r e p r e v i o u s l y e n r o l l e d

in to

(1) at

t h e same c l a s s

le v el,

a nd i n t h e s am e c o l l e g e

( 2) a t

t h e same c l a s s

le v el,

but

In a d i f f e r e n t c o l l e g e

(3)

at a d iffe re n t class

lev el,

b u t i n t h e same c o l l e g e

(4)

at a d iffe re n t class

lev el,

and in a d i f f e r e n t

co lleg e

42

These

four m utually e x c lu siv e

g r o u p s may b e I l l u s t r a t e d
Same C o l l e g e

Same c l a s s l e v e l
D ifferen t c la ss lev el

III.

as

follow s:

D i f f e r e n t C ollege

1
3

2
4

To p r o j e c t e n r o l l m e n t s a t t h e c u r r i c u l u m l e v e l , t h e
f o u r g ro u p s m ust be f u r t h e r expanded a s f o l l o w s :
R e t u r n i n g s t u d e n t s who w e r e p r e v i o u s l y e n r o l l e d
( 1)

a t t h e sam e c l a s s l e v e l .
i n t h e s am e c u r r i c u l u m

I n t h e same c o l l e g e ,

and

( 2 )

a t t h e s am e c I s b s l e v e l , i n t h e same c o l l e g e ,
in a d i f f e r e n t c u rric u lu m

but

(3)

a t t h e same c l a s s

(4)

a t a d i f f e r e n t c la s s l e v e l , in
and i n t h e same c u r r i c u l u m

(5)

a t a d i f f e r e n t c la s s l e v e l , in
but in a d i f f e r e n t c u rric u lu m

(6)

at

These groups

a d ifferen t

lev el,

class

can be i l l u s t r a t e d

as

in a d i f f e r e n t

lev el,

t h e same c o l l e g e ,

t h e same c o l l e g e ,

in a d if f e r e n t

IV.

college

follow s:

Same C o l l e g e
Same C u r r .
Diff.
Same c l a s s l e v e l
D ifferent c la ss lev el

co lleg e

1
4

C urr.
2
5

D ifferen t
C ollege
3
6

P r o j e c t i o n s o f m a jo rB w o u ld r e q u i r e an e v e n g r e a t e r
expansion of d e t a i l .
T h e s e c a t e g o r i e s can b e i l l u s t r a t e d
as fo llo w s:
Same C o l l e g e
Same C u r r i c u l u m
D ifferen t
Same M a j o r
D i f f . M ajor
C urriculum

Same c l a s s l e v e l
D ifferen t class le v e l

1
4

7

8

2
5

D ifferen t
C ollege
3
6

43
To d e t e r m i n e
f o r new,

th e e x t e n t to w hich in d e p e n d e n t e n r o l l m e n t p a t t e r n s e x i s t

re a d m itte d and r e t u r n i n g

m ents w ere a n a ly z e d

fo r the F a ll

E n ro llm en ts were th e n c o n v e r te d
1966 a s t h e b a s e .
in each o f th e s e
decrease

in

The d a t a
categ o ries

in p u t during

decisions

to

lim it

sequently

relax ed

to tal

stu d en ts,

te r m s o f 1966

in to

in

F igure

follow s e p a ra te

the F a ll of

flow

the F a ll of

1 sh ow t h a t e n r o l l m e n t s

grow th p a t t e r n s .

1 9 7 0 w as t h e d i r e c t

campus e n r o l l m e n t s .

and t h e

through 1971.

in d e x num bers u s in g

illu stra te d
did

E a s t L a n s i n g Campus e n r o l l ­

Th e

re s u lt of

T h i s p o s i t i o n was su b ­

im m ediately r e tu rn e d

to

its

prev io u s

le v e l of a c t i v i t y .

In th e re m a in d e r o f t h i s
th e se

th ree

sectio n ,

h i s t o r i c a l en ro llm en ts

c a t e g o r i e s w ere a n aly z e d s e p a r a t e l y

in each of

and o r g a n i z e d

to f i t

th e p r o j e c t i o n p r o c e s s .

H isto rical

S tu d e n t Headcount E n ro llm en ts

New S t u d e n t s
A pp licatio n s

f o r c o u r s e s o n t h e E a s t L a n s i n g C ampus a r e p r o c e s s e d

th ree d iffe re n t

lo catio n s:

The E n g l i s h L anguage C e n te r

C enter fo r I n t e r n a tio n a l Program s,
T echnology

lo cated

and S c h o l a r s h i p s
t h e s e d a t a was

lo cated

the A g r i c u l t u r a l I n s t i t u t e

in

in
the

of

i n A g r i c u l t u r e H a l l a n d by t h e O f f i c e o f A d m i s s i o n s

lo cated

in

Illu strate d

th e A d m in istra tio n

B uilding.

i n F i g u r e 2.

More t h a n n i n e t y - e i g h t p e r c e n t o f t h e a p p l i c a t i o n s
th e O f f ic e o f A dm issions and S c h o l a r s h i p s .
n a tu re of the e n t i r e

The flow o f

d a t a was o u t l i n e d

in

a r e p r o c e s s e d by

The i n t e r d e p a r t m e n t a l
the

flow c h a r t

in F igure

3.

44

Readm itted Undergraduate*

120

IHDEX
FBI CSWt

110

letvm in g Undergraduate*

100

Rev Undergraduate*

1967

1966

1968

1969

1970

1971

1971

1966

1967

GRADUATE
1968 1969

1970

1971

HEADCOUNT ENROLLMENTS1
7159 6856 6986 6689 5590 6696
N e w - f ir s t - t im e
1866 15B6 1960 1607 1633 2930
-tr a n sfe r
T o ta l
9013 8638 8926 8696 7623 9836
R r a d n l t tod
811
892 1006 1051
1021
1121
R etu rn in g
20605 21226 21831 22658 23169 22065
T o ta l
30229 30556 31761 32 205 31613 33020

2132
696
4727
7353

1962
663
5285
7670

1660
631
5596
7667

1769
552
6016
8335

1898
500
5635
8033

UHDERC.RAmiATE

1966

INDEX PER CENT
M c v - f lr s t - t im a
-tr a n sfe r
T o ta l
R eadm itted
R s tu m ln g
T o ta l

1967

1 0 0 .0 9 5 .7
1 0 0 .0 8 5 .6
1 0 0 .0 9 3 .6
1 0 0 .0 1 1 0 .0
1 0 0 .0 1 0 6 .0
1 0 0 .0 1 0 1 .1

1968

1969

1970

9 3 .6
9 7 .6
7 8 .1
9 7 .5 9 8 .9
1 0 6 .6
9 9 .0 9 6 .3 8 2 .6
1 2 3 .8 1 2 9 .6 1 2 5 .9
1 0 7 .0 1 1 1 .0 1 1 3 .5
1 0 5 .1 1 0 6 .5 1 0 6 .6

9 6 .3
1 5 8 .5
109.1
1 3 8 .2
1 0 8 .1
1 0 9 .2

1922
590
5506
8018

1 0 0 .0 9 1 .1
6 7 .5 9 0 .2 8 3 .0 8 9 .0
1 0 0 .0 8 9 .7 1 2 7 .7 1 1 9 .6 1 1 1 .7 1 0 1 .2
1 0 0 .0 1 1 1 .8 1 1 8 .6 1 1 6 .5 1 2 7 .2 1 1 9 .2
1 0 0 .0 1 0 6 .3 1 0 6 .3 1 0 9 .0 1 1 3 .6 1 0 9 .2

N otat 1 ) D ata a x c lu d a a A gr. T e c h n o lo g y and E n g lis h Language C antar s t u d e n t s .
KICHICAN STATE UNIVERSITY
E aat L a n sin g Campus
STUDENT HEADCOUNT EHKOUKWT SY SOtKCl

45

E n g li o h
Language C e n te r

O f f i c e o f A d m is a io n e
an d S c h o l a r e h i p a

In e titu te o f
A g r i c u l t u r a l T e c h n o lo g y

A pplications
, ( 29, 416) *

A p p licatio n s
I
( 300)

Data P r o c e s s i n g
D epartm ent

D egree C r e d i t S t u d e n t s

A pp licatio n s
4
Tape J

A dm issions
Tape /

V

FLOW OF NEW STUDENT ENROLLMENTS
E a s t L a n s i n g Campus
F a l l 1971
Figure 2

E nrollm ent
T«Pe /

V

46

F a l l 1971 H i s t o r i c a l

F a l l 1972 P r o j e c t io n *

Ho f o e

Firm t - t late
U n d erg ra d u a te
E n r o ll in? nt
T arget

U npaid

R eview
(A1S)

T r a n s fe r
U n d erg ra d u a te
E n r o l1ment
T arget

Advance
E n r o lle e n t
D e p o s it
T arget

X
ADMISSIONS
C ran ted

kefurcd

A d m its!o n s
C ranted

T arget
ADVANCE ENROLLMENT DEPOSIT
B illed

T o ta l
A d n ls s lo n e
T arget

(UBO)

Not P a id

P aid

E nrol

Fi r s t - t i r o e
U ndergradua ta
R e g ia tr a llo n e

P a id
A p p lic a t lo n a
T arget

No Shows

T r a n s fe r
U ndergraduate

R e g is tr a tio n s

New
C rad u ate
R e g is tr a tio n s

L egen d . AAS “ O f f lc o o f A d m iss io n s A S c h o la r s h ip s
UBO " U n i v e r s i t y B u s in e s s O f f i c e
OX ■ O f f ic e o f th e X a g i s t r s r
FLOW CHART OF NEW DECRKE-CRF.DXT STUDENTS
E a st L a n sin g Caapua
F a l l T aras

F ig u re 3

T o ta l
A p p lic a t io n s
T arget

New
C raduate
E n r o llm e n t
T arget

47

The d a t a a r e c e n t r a l l y
d isk s.

sto red

This In fo rm a tio n la

on D a t a P r o c e s s i n g D e p a r t m e n t t a p e s a nd

first

m aintenance o v e rla y p ro c e d u re s
adm issions ta p e .
fees re c e iv a b le

Th e l a t t e r
ledger in

It

r e c o r d e d o n an a p p l i c a t i o n s

tape.

Is p e rio d ic a lly

t o an

tra n sfe rre d

r e c o r d becomes t h e b a s i s

for c re a tin g

the U n iv e rs ity B usiness O ffice

By

the

and f o r t h e

r e g i s t r a t i o n p a c k e t s u s e d by t h e O f f i c e o f t h e R e g i s t r a r .

T a rg e ts fo r f u tu r e y e a r s have t r a d i t i o n a l l y
of headcount e n ro llm e n ts .

From t h i s b a s e ,

s t a r t e d w ith p ro je c tio n s
th e number o f a d m is s io n s

and s u b s e q u e n t l y t h e num ber o f a p p l i c a t i o n s n e c e s s a r y
enrollm ents are estim ate d .

T h e s e become t e n t a t i v e

O ffic e of A dm issions and S c h o la r s h ip s .
th is process fo r f ir s t- tim e

to produce th o se

targ ets

A sta tistic a l

for

the

illu stra tio n

u n d e r g r a d u a t e s w as s h o w n i n T a b l e 5 .

W ith

the e x c e p tio n o f

the p o r ti o n

the p ro c e d u re

t h e s am e f o r t r a n s f e r u n d e r g r a d u a t e s a n d new g r a d u a t e s .

The d e p o s i t ,

is

how ever,

The e n r o l l m e n t

is

relatin g

of

to th e advance e n ro llm e n t d e p o s it,

a requirem ent of f i r s t - t i m e

t a r g e t s h o u l d be a p p ro v e d w e l l

t i o n p ro g ra m by t h e a d m i s s i o n c o u n s e l o r s .

u n d e rg ra d u ates only.

in advance of th e v i s i t a ­

These v i s i t s

begin annually

d u r i n g S e p t e m b e r a n d a r e c o m p l e t e d by t h e T h a n k s g i v i n g R e c e s s .

The

number and s t r u c t u r e o f t h e

related

incom ing freshm en c l a s s

t o t h e number o f s c h o o l s v i s i t e d

during th a t p e rio d

is

d irectly

and t o

t h e im a g e

p r o j e c t e d by t h e c o u n s e l o r s .

A p l a n n e d a d m i s s i o n p r o c e d u r e would a l s o
secondary

facto rs

i n an e f f o r t

i n p u t m ix f o r t h e U n i v e r s i t y .

to produce

i n c l u d e t h e b a l a n c i n g o f many
th e most a p p r o p r i a t e s t u d e n t

S econdary m ixes i n c l u d e :

H1CH1CAN STMT cniversitt
O ffic e o f c h e R e g i s t r a r
E v a l u a tio n t F ts e a r c h
ra w A R T o r a d m is s io n data
l i l t L a n s in g Taapua^

F a ll T en ts2
Table 5

19 (6

1967

TOTAL NUMBER
1968 196? 1970

1971

FIRST TIKE IN COLLEGE
APPLICATIONS
Paid
Vo Fee Charged
T o ta l A pplied
Unpaid

T o tal R eceived

1972
(T arget)

15597 16683 1*312 1*986 13598 1*502 1*613
1*8
96
122
1*1
218
95
7*
15B15 1*778 1*386 15032 13720 1*650 1*75*
801
680
88*
668
809
875
198
1 6 0 1 3 1 5 4 5 8 1 5 1 9 5 1 5 9 6 5 14333 1 5 5 2 5 1 5 5 5 5

1966

1967

PE* CENT DISTRIBUTIO N
1968 196? 1970 1971

1972
(Target

2 27 .9 21 4 .2 204.9 2 24 .9 2 4 3 .2 21 0 .3 22 7 ,8
2 .1
2 .2
3 .0
2 .2
1 .3
1 .4
1 .0
22 0 .9 21 2 .6 202.9 2 22.2 24 5.4 212.4 230. 0
9 .9 1 1 .3 1 3 ,2 1 2.0 1 2 .7 12.2
2 .8
22 2 .7 2 2 2 . 5 217.2 233.7 22 7.4 225.1 242.2

ADMISSIONS
Cranted
C a n c e lla tio n s
3677 4191 *1*2 4521 *297 5808 *972
196
128
167
14 3
99
105
151
D eferred R e g is tr a tio n s
73*1 69*9 7013 6722 567* 7066 65*3
E lig i b l e fo r t h is Term
11185 11283 11306 113*2 10076 13060 116*3
T o ta l Cranted
Advance E nrollm ent D ep o sit
7097 7201 6957 5696 7286 65*3
Paid (N et a f t e r r e fu n d s )’
4186 *105 *385 *380 577* 5100
Unpaid
11185 11283 11306 113*2 10076 13060 116*3
T o ta l Cranted
*630 3*95 3080 3740 364* 1590 3111
Daaled
15815 14773 14336 15082 13720 14650 14754
T o ta l A pplied

UtOLLPXNTS
Vo Shows
R e g iste r e d
T otal E l i g i b l e

182
7159
7341

95
685*
6949

27
6986
7013

33
6689
6722

84
5590
5674

170
6896
7066

128
6*15
6543

V otes; 1) T o ta ls ex clu d e Agr. Technology and E n glish Language Center s tu d e n ts .
2) F in a l c o u n ts
3 ) These t o t a l s

a s r e c o r d e d on S e p t c r - b c r 3 0 .
do n o t I n c l u d e c a n c e l l a t i o n s v h e n d e p o s i t s

are

fo rfe ite d .

2 1 .4 6 1 .1 5 9 .3 6 7 .6 76.9 8 4.2 77.3
2 .1
2 .3
1 .3
1 .9
2 .7
2 .1
2 .0
102.5 101.4 10 0.4 1 00.3 101.5 102 .2 10 2,0
156.2 16 4 .6 161.8 16 9.5 180.3 182.4 181.5
10 3.5 103.1 1 0 4 .0 101 .9 1 0 3 .7 10 2 .0
6 1.1 5 8 .7 6 2 .6 7 8.4 83.7 7 9.2
156.2 164.6 161.8 1 6 9 .5 180.3 189.4 18 1.2
6 4 .7 2 1 .0 4 4.1 2 5.9 6 2.1 23.1 48.2
220 .9 2 1 3 .6 20 3.9 22 2 .3 2 4 2 .4 21 2.2 2 3 0 .0

2 .5
2 .0
1 .5
2 .5
.4
.3
1 .4
10 0 .0 1 0 0 .0 100 .0 1 00 .0 10 0 .0 100.0 1 00.0
102 .5 101.4 100.4 100.2 101.3 1C2.2 102.0

49
1.

the c l a s s

l e v e l m ix,

2.

th e g e o g ra p h ic m ix,

3.

th e age m ix,

4.

th e sex m ix.

and

C o n s i d e r a t i o n may a l s o

be giv en to b a la n c in g

to t h e economic s t r a t a ,
number o f s c h o l a r s
b ilities

early

ru ral-u rb an

and i n t e r p r e t a t i o n s

toward t h e v o c a t l o n a l - c a r e e r

In stitu tio n

F ailu re

th e r a c e m ix,

of th is

co n cen tratio n s,

U n iv e r s ity 's

o rien tatio n

these

could r e s u l t

facto rs

at

the

responsi­

u n d e r t h e Land G r a n t

the e x e c u tiv e

co n tro l over

Enrollm ent p r o j e c t i n g

la a co n tin u o u s p ro c e ss

rev ised as

made a v a i l a b l e .
undergraduates a t

tim e p a s s e s

Its

own e n v i r o n m e n t .

to tal

by m a j o r s w o u l d b e u s e f u l

campus

i n w hich e s t i m a t e s a r e

and a s a d d i t i o n a l

A t y p e o f summary p r o g r e s s
the

l e v e l d u r in g the

In a fir s t- c o m e arrangem ent w h erein the

U n i v e r s i t y m ight l o s e

con tin u ally

relatin g

trad itio n .

to r e c o g n iz e

stages

the re p re s e n ta tio n s

report

in fo rm atio n

for

first-tim e

l e v e l was s h o w n i n T a b l e 6 .

fo r planning a t

the c o lle g e

Is

D etails

and d e p a r t m e n t a l

le v els.

R eadm itted S tu d e n ts
The r e a d m l s s i o n p r o c e s s
The d e c i s i o n

is

carried

to readm it a s tu d e n t,

the c o l l e g e o f th e s t u d e n t ' s m a jo r.
in F ig u re

4.

out in th e O ffic e of
how ever,

is

the

R eg istrar.

th e sole p re ro g a tiv e

The flo w o f

of

t h e s e d a t a was o u t l i n e d

MICHIGAN* STATE UNIVERSITY
L a s t L a n s i n g Cam pu s
S t W M S T OF ADMISSION DATA
ADVANCE ENROLL- l NT r ' F O S I T S PAID

Tabla 6
F a ll 1967
F a ll 1968
F a ll 1969
F a ll 1970
F a ll 1971
Ho. o f 2 o f Z o f
no. o f 2 o f z Of
Ho. o f Z o f Z o f
Mo. o f 2 o f 2 o f
S o. o f Z o f Z o f
Stud. T o t a l E n r o l l e d S t u d . T o t a l E n r o l l e d S t u d . T o t a l E n r o l l e d S t u d . T o t a l E n r o l l e d S t u d . T o t a l " n r o lli
*

F IR S T -T I’- C IffE B G V D ILiATES
132
206*
-C um ulative 2196
988
Dae a s ie r -Month
-C um ulative 318*
3038
January -;it,nth
- C i s u l a t l v e 62*2

O ctober

-e m u la tiv e

1 .9

1.9

10.9

12.0

<4.9

< 5 .5

ee .o

91.1

lo rcsb tr -Month

February -Month
-C um ulative
March
-Month
-C um ulative
-Month
A p r il
-C um ulative
-Month
May
-C um ulative

1023
7265
373
7638
-2 5 8
7380
-3 5 3
7027

June

102.4

100.0

107. t

111.4

104.0

107.7

99.0

1 3 2 .5

99.7

103.3

100.0

103. S

114
1351
1*65
920
2385
2520
*905
1788
6693
759
7*52
-2 6
7*26
-3 7 1
7055

-Month
-C um ulative
-Month
J u ly
-C um ulative
August
-Month
-C um ulative
Septenber-M onth
-C um ulative

50
7077
18
7095
2
7097

100.0

103. S

7097

100.0

7 M .5

57
7112
30
71*2
40
7182
19
7201

T o ta l E n ro lled

6B54

100.0

6986

7 .5

2 .5

23.3

21.0

33.1

34.1

0 0.1

70.2

9 2 .9

9 3 .0

103. S

100.7

103.1

100.3

90.0

101.0

9 0 .0

7 0 7 .8

99.2

102.2

99
1345
1**5
1784
32 29
2163
5392
1297
6689
661
7350
-1 6 8
7182
-2 9 1
6891

9 9 .7

102.8

100.0

103.1

65
6956
2
6958
-2
6956
1
6957

100.0

6689

•

1 .4

2 .5

20.8

21.0

40.4

48.3

77.3

80.0

90.1

100.0

103.0

109.9

103.2

107.4

99.1

103.0

100.0

104.0

100.0

104.0

100.0

104.0

-8 5
5996
-2 9 3
5703
-7
5696

100.0

104.0

5696

100.0

5590

236
1130
1365
1083
2**9
2047
**96
919
5415
568
5983
61
60*4
37
6081

4 .7

4 .2

24 .0

24.4

4 3 .0

4 3 .8

73.9

80.4

93.1

90.9

103.0

107.0

100.1

108.1

100.8

108.0

103.3

107.3

100.1

102.0

100.0
100.0

57
1051
1108
804
1912
2175
*087
1790
5877
958
6835
266
7101
-2 8
7073

.0

.8

13.2

76 .7

20.2

27 .7

36.1

39 .3

00 .7

8 5 .2

93 .0

99.1

97 ,3

10 3 .0

97.1

102.0

98 .2

103.8

9 9 .7

103.3

101.9

85
7158
106
7264
22
7286

100.0

103.7

101.9

7286

100.0

7 0 5 .7

100.0

6896

100.0

51

A pplications

Review

)

ADMISSION DECISION

/

I

Refused

\

1

No Shows

E nrolled

FLOW CHART OF READMITTED DEGREE-CREDIT STUDENTS
E a s t L a n s i n g Campus
F a l l 1971
Figure A

The p r o c e d u r e s

follow ed

for p ro je c tin g

s i m i l a r to th o s e o u t l i n e d

th e number of r e a d m ls s lo n s a r e

f o r new s t u d e n t e n r o l l m e n t s

in

the preced in g

sectio n .
1.

The n u m b e r o f a p p l i c a t i o n s r e c e i v e d
e x te n d e d to th e a n n u al b a s i s .

2.

T h i s e s t i m a t e i s t h e n c o n v e r t e d t o t h e n u m b e r who a r e
g r a n t e d r e a d m l s s i o n a n d t o t h e n u m b e r who a r e s u b s e q u e n t l y
reg istered .

The t y p e o f p r o g r e s s r e p o r t i n g
t i o n s was i l l u s t r a t e d

to date a re

t h a t has been u s e f u l fo r

i n T a b l e 7.

first

these p ro je c ­

WCHICAS STATE CNI VERS ITT
O ffice of the R e g istr a r
t v a l u a t i c m & Pesearch
KEAEKISSION APPLICATIONS RECEIVED
East Lansing Ca-^pus*

F a ll T en s
Table 7

No. of
Students

F a ll 1968
Z of

Z of

To. of

F a ll 1969
Z of

Z of

No. of

F a ll 1970
Z of

Z of

No. of

F all 1971
Z of

Z of

T o ta l

Enr o lle d

Studenta

T o ta l

E n ro lled

Students

T o ta l

E n ro lled

S tu d en ts

T o ta l

E n rolled

‘ WOERGRADUATE

12
19
26

527
590
666
720

44.1
49.4
64. 1
60.3

52.5
58.8
64.3
7 1. 7

To August 2
9
16
21
30

780
873
960
1020
1096

66.3
73.1
7 8. 7
86.4
91,7

To Sept.

1130
1179
1195

To July

5

6

13
20
Total la r o lle d
l o Shova

Refused

N/A

720
778

64.6
69.0

5 4. 6
74.0

N/A
796

6 7. 4

78. 0

N/A
738

50.6

65.8

77. 7
6 7. 0
93.6
10 1. 6
10 9. 2

880
965
1067
1126
1215

66.7
71. 6
80. 9
8 5. 4
92.1

83.7
89. 9
70 1 . 5
107.1
115.6

876
960
1036
1127
1237

63.2
6 9. 2
74.7
81.3
89.2

65.8
94.0
10 1. 5
110. 4
121.2

838
929
1050
1183
1287

57.5
63.7
72.0
81.1
68.3

7 4. 6
82.9
93.7
105. 5
11 4. 8

94.6
98.7
100 . 0

11 2. 5
117.4
119.0

1219
1289
1319

92.4
97.7
100. 0

116.0
122.6
125. 5

1289
1321
1387

92.9
95.2
100 . 0

126.2
129.4
1 35 .8

1362
1388
1685

92.0
95.2
100.0

112.7
123 . 8
130.1

1006

84.0

100 . 0

1051

79.7

100.0

1021

73.6

1 00 .0

1121

76. 9

100.0

191
66

16.0

268

20.3

366
66

26.4

so

N ote: 1) T o ta ls e x c lu d e Agr. T echnology and E n glish Language C enter s tu d e n ts ,
a • e a t ten ted

337
30*

23.1

53

R eturning S tu d en ts
P ro jectio n s of

r e t u r n i n g s t u d e n t s w e r e b a s e d on p r i o r y e a r t r e n d s .

E xperience p a t t e r n s

for

these c a lc u la tio n s

I d e n t i f i e d when s t u d e n t s
the b e g in n in g o f
in T a b le 8 f i t
regarding

the

th is

In to

are

classified

ch ap ter.

lo n g ev ity

in to

Not a l l

id en tifiab le

c a n be more c l e a r l y

of

the

groups d e s c rib e d

the h i s t o r i c a l

p attern s*

ratio s

U n certain ty also

of p r e s e n t p a t t e r n s .

C onsequently,

at
shown

ex ists
stu d ies

o f s t u d e n t flow become a c o n t i n u o u s m a t t e r .

T a b l e s 9 a nd 10 s h o w e d t h a t

t h e n u m b e r who t r a n s f e r r e d

of N a t u r a l S c i e n c e and I n t o

th e H is to ry m ajor d u rin g th e F a ll

was r e l a t i v e l y

i n s i g n i f i c a n t when co m p ared w i t h

T h is was r e p r e s e n t a t i v e o f t h e p a t t e r n
L a n s i n g C am pu s.

A depth s tu d y o f

t h e r e f o r e , would n o t p r o v i d e
In t h e

terra-to-term

In T a b l e

for a l l

an e x p l a n a t i o n

for

th e C ollege
of

1971

t h e n u m b e r who r e m a i n e d .
co lleg es

in te r-c o lle g e

in to

on t h e E a s t

or in te r-m ajo r m ig ratio n ,
the

larg er

in co n sisten cies

flow .

11 e n r o l l m e n t s

from t h e

th re e groups

(new,

readm itted

r e t u r n i n g ) were a s s e m b le d f o r e a c h c l a s s

lev el.

calcu lated .

a s an e le m e n t

T hese r a t e s were used

later

and

Growth r a t e s w e r e

then

for p ro je c tin g

course e n ro llm e n ts.

P ro jectin g

In t h e p r e v i o u s

sectio n ,

organized acco rd in g
the

fo llo w in g p ag es,

S tu d e n t Headcount E n ro llm en ts

h isto rical

d a t a on h e a d c o u n t e n r o l l m e n t s w e re

t o s o u r c e and s e l e c t e d r a t i o s w ere
the a c tu a l p r o je c tio n s

calcu lated .

In

t h a t w ere c o m p le ted f o r th e

54

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55

SCHEDULE OF KKTUWflMC STUDENTS
COLLEGE OF NATURAL SCIENCE
E i l l lA fl*ln( Caiapua
Froa l p r l n | and t i a m 1971 ta F a ll 1971
Tafcla 9
Currant Tara Claaa Lava 1
Undergraduate
Craduata
Frah, Soph. J r. S r. Spat. T o ta l
C r .fr o . Mao. P r.
wm aeturned to t h is college
1rah.
162
502
Soph.
ITS
243
fTWI>iOM J r .
m
tr.
Tana
C la tt
Spec,
4
Lao* I
C r.P ro .
Maa.
Dr.
T o ta l
16S
743
732

T otal

T otal
Studacta

students

■TUDENTS UIIO CHANCED TO THIS COLLEGE
7 rah .
1
12
Soph.
S
37
f Y w io u a J r .
4
Tana
S r.
Claaa
Spac.
C l.P ro .
U vm l
Mae,
Dr.
63
T o ta l
1
70

240
47S

4
17

444
621
614
462
23

19
236

73S

3
4

21

2404

3
1

13
63
9
7
1

273

19
S
4 70
47S

3

264
470
733

3

1

1

2

7

4

93

4

1

3

A. F faviou aly E n r o l lad In th la C olleg e
24 3
334 476
Sana c l a a a
142
D iffe re n t claaa
307
37S 260
6
T o ta l
166
743
732 73S

17
4
21

1234
1130
2404

236
19
273

470
S
471

726
27
733

1960
1177
3137

S. P reviou aly E n ro ll ad to a D iffe r e n t C anada
ta aa c la a a
S
1
6
4
1
D ifferen t rlaaa
12
37
3
3
T o ta l
1
20
43
7
4

20
73
93

1
3
4

1
I

1
4
3

21
79
100

SUMMARY

Sawre a l U U O

56

SCHEDULE OF RET URN INC STUDENTS
COUXCr. OF ARTS 4 LETTERS
HTSTOKT MAJOR
b t t L m i l x ) C a» p u a

F ro * S p r in g Rod l i a a t r 1971 t o F a l l 1971
T a b l a 10

Currant T a m C la a a L aval
U n d ergrad u ate
Craduat a
Frah, Soph. J r . S r . S p ae. T o ta l
S l . f r t . Mac, PT.
STUDENTS WHO RETURNED TO THIS MAJOR
17
F rah.
31
Soph.
21
43
7’rcvtowa J r .
64
Torm
Sr.
Claoo
S p ec,
1
la v a I
C r.P ro .
Maa.
Sr.
36 107
T o ta l
19

34
•3
2

STUDENTS WHO CHANCED TO THIS MAJOR
1
F t.
Soph.
2
12
Fro v i e ua J r .
1
Tom
S r.
Claoo
Sp.
L o vo l
C r .l'r o .
Maa.
Dr.
T o ta l
3
13

1

StK«.kY
A. F r r v lo u a ly E n r o lle d In t h la Major
Soaia c la a a
17
22
64
1
32
4)
D if f e r e n t c la a a
IS
34 107
T o ta l

S3
34
137

ai

3
37
67
114

37
67
442

6

6

1
14
1
7

2

2

2

17

a

a

2)

1SS
130
J1S

32

119
3
124

307
133
442

4
13
17

2
«
•

3

4
19
23

3IS
1
14
1
1

1

1 . F r a v lo u a ly U r a l l a l l a a D l f f a r a a t M ajor
Sim c la a a
2
1
1
D if f e r e n t c la a a
1
12
m
T o ta l
3
13
1

lowcai 1)110

2

2
2

T o ta l
f tu d n
49
6)
lit

49
6)
US
•3
3
32

137

T o ta l

32

32

3
67
72

67
3
72

6

-

a

57

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58

F a l l term o f

19 72 w e r e p r e s e n t e d .

w i t h th e a c t u a l number e n r o l l e d

These w ere s u b s e q u e n tly

for

The New S t u d e n t

V ariable

The new s t u d e n t

v a r i a b l e was f u r t h e r

compared

the term .

divided

In to the

follow ing

su b sectio n s:
1.

first-tim e

undergraduates,

2.

tran sfer

3.

new m a s t e r s a n d d o c t o r s .

undergraduates,

G raduate p r o f e s s i o n a l

a nd

e n r o llm e n ts were p r o j e c t e d

s u lta tio n w ith

the p la n n in g p e rs o n n e l of

a nd t h e O f f i c e

of the P ro v o s t.

enrollm ents

t h e s e c o l l e g e s was

fa c ilitie s.

in

N on-degree s tu d e n ts

th at are illu s tr a te d

three d iffe re n t

tim es d u r i n g th e y e a r .

resu lt

of p r o j e c t i o n s

from t h e d i f f e r e n t

is

of

in p ro je c tin g
f u n d s and

th e A g r i c u l t u r a l Technology program

The p r o j e c t i o n s

th ree s e ts

facto r

the a v a i l a b i l i t y
in

in con­

th re e C o lle g e s of M edicine

The o v e r r i d i n g

a nd t h e E n g l i s h L a n g u a g e C e n t e r w e r e a l s o

these

the

sep arately

in

to

degrees of

pro jected sep arately .

th is

p a r t w ere com pleted

at

The p r i m a r y p u r p o s e i n d e s c r i b i n g
in d icate

the v a r i a t i o n

re lia b ility

in

t h a t may

the d a ta base.

d a te s chosen w ere:
1.

J a n u a r y 31, 1 971 - At t h i s tim e a m a j o r i t y o f t h e
a p p l i c a t i o n s had been r e c e i v e d from f i r s t - t i m e
undergraduates.

2.

A p r i l 30, 1971 - At t h i s tim e a c t u a l e n r o l l m e n t d a t a
f o r t h e S p r i n g te r m o f 1971 became a v a i l a b l e f o r u se
as a b a s is f o r c a l c u l a t i n g F a ll term r e t u r n i n g s tu d e n t s .

3.

J u l y 3 1 , 1971 - Th e d a t a a v a i l a b l e o n t h i s d a t e was
t y p i c a l of th e base used f o r the p r o j e c t i o n s In clu d ed
in th e S t a t e Budget R eq u e st.

The

59

P r o j e c t i o n s were l i m i t e d
procedures
colleg e,
and 14)

fo llow ed,

curriculum
th at

follow

and e n r o l l m e n t s

for

to th e

e n t i r e E a s t L a n s i n g Campus*

h o w e v e r , w o u l d be s i m i l a r
o r m ajor p r o j e c t i o n s .
related
th e

were u s e d a s a g u i d e

adm issions,

t e r m s o f 1 96 7 t h r o u g h

for p ro jectin g

F all

used

The t h r e e t a b l e s

ap p licatio n s,

F all

to those

The
for
(12,

tu itio n

1970.

13

d ep o sits,

These d a ta

1 9 7 1 new s t u d e n t e n r o l l m e n t s .

The a d m i s s i o n c a t e g o r i e s w e r e c h o s e n b e c a u s e o f t h e i r a c c e p t a b i l i t y
a s m e a s u r e m e n t s o f p r o g r e s s by t h e O f f i c e o f A d m i s s i o n s

The t a b l e s s h o w e d t h a t
last

th e number o f a p p l i c a t i o n s

f i v e y e a r s had b een

in t h e num b er o f h i g h

fairly

co n stan t,

school g ra d u a tes

rep resented a fix e d -s iz e

reserv o ir

The m a j o r i t y o f a p p l i c a t i o n s

in

T herefore,
be

a

number o f

th e S ta te .

the

an I n c r e a s e

The number

fr o m w h i c h c a n d i d a t e s w e r e c h o s e n .

receiv ed

from F a l l

term f i r s t - t i m e
At a n y tim e

under­

th ereafter,

a p p l i c a n t s w ere a w a i t i n g an a d m i s s i o n d e c i s i o n .

t h e number o f n e t a d m i s s i o n s , w h i l e so m etim es c o n s i d e r e d

more a c c u r a t e b a s i s

flectio n

re c e iv e d d u ring

n o tw ith stan d in g

g r a d u a t e s w e r e on h a n d b y t h e C h r i s t m a s h o l i d a y .
a sig n ifican t

and S c h o l a r s h i p s .

of

f o r p r o j e c t i n g e n r o l l m e n t s , was a l s o

th e w orkload pace d e l i b e r a t e l y

to

a re­

c h o s e n by a d m i s s i o n s

counselors.
The n u m b e r o f e n r o l l m e n t d e p o s i t s
best s in g le enrollm ent

in d icato r.

fir s t- tim e undergraduates.

S ince

fa v o ra b le adm ission d e c is io n ,
the w orkload
affected

lim itatio n

paid is

o ften

However,

are

t o be th e

restricted

to

i s d e p e n d e n t upon a

t h e number r e c e i v e d

noted ab o v e.

of the d o lla r.

d eposits

the d e p o s it

In a d d i t i o n ,

by g e n e r a l e c o n o m i c c o n d i t i o n s a n d

S pring s e a s o n ,

co n sid ered

the

is

b

I bo

th is

su b ject

to

in d ic a to r is

tig h tn ess,

during

the

ADMISSION EXPERIENCE TA8LE5
t i l t U n i l n | Gaapua
F i l l T en *
Table 12
Paid A pplication* Received
January April July Sapteabar
11
X
II
30

Ret Admission* Granted
January A pril July Septeaber
11
JO
31
10

Advance Enrollment Deposes Paid
January A pril July September
31
30
31
X)

T an l a r 'l
September
30

f lR S T - T I H UtDCRCRADUTES
P a ll l i t ?
Iia& er of Student* 133(3
S e f T utcl Tear
J2. J
t o f A pplication* 100.0

1*397
it.l

1*613
88.8

1*613
103.0

10018
744.8
78.1

100.0

8961
128.0

187. t

110.1

211.8

F a ll 19(1
S u b t r e f Students 129*6
S o f Total Tear
J J .i
S o f A pplication* 130.0

13961
87. i

1*23*
88.8

1*312
100.0

110.7

101.8

188.8

238.1

F a ll 19(9
Xucber of Student* 13769
s o f Total le e r
SI .8
* o f A pplication* 1C0.0

1(836
88.1

1*963
8J.8

1*986
133.6

9*93
7J8.4
71.1

9321
J J J .I

70 35
103.8

7013
7J0.0

88.7
100.8

*905
88.1
20.8

7*26
102.1

71*2
93.2

7201
200.0

698*

7J0.J

101.0

9952
188.1
72.1

9552
182.1

6755
103.1

6722
100.3 '

70.2

108.1

102.2

80.1
708.7

40.0
700.0

3392
77. S
28.2

7182
101.2

6958
130.0

6937
700.0

6*09

84.2

222.1

221.7

F a ll 1970
l a b i r of Students 11661
31, 1
* o f Total J ta r
S o f A pplication* 100.0

133*3
11.J

133*6

88.1
81.1

100.0
218.0
13398
100.0

88.1

188.1

142.8

101.0

88.8
100.8

8213
188.8
88.8

8*61
188. i

5616
88.0

567*
130.0

100.0

80.8

107.8

108,0

88.8
704.0

44.4
700.0

**96
78.3

60**
108.1

5703
100.0

3696
700.0

3390

47.0
707.0

47. J
700.0

22.1
82.8

100.0

m .s

88.2
101.1

10.1

11S.8

100.0

S o f C nrclln*nt*

101.1

12.2
88.0
100.8

100.0

218. T 282.1

81.1
81.8

100.0
281.1

187.0

685*

107.7

8 8 .1

18S.1

7017
700.0

81.1

88.1
100.0
208.8

7095
100.0
88.1

188.1

100.0

to : , o

7380
108.0
21.2

87.2
101.8

100,0

I o f In r c llr e n t*

6242
88.0
88.1

88.8
100.0
218.2

m o f E v n llre n ti

69*9
100.0

82.2
100.0

S o f E rjv I Inenta

708*
707.8

111.8

100.1

82.1
81.7
101.1

80.8

108.1

102.0

ABQSSios

E x p ia in o : ta b le s
I m I L*A*ln£ C ia f v
F a ll T a n s

Table 1)

ra id A pplication* Received
January A pril July Septenber

TWWSFER LKDtRCRIOitTES
f a l l 1947
l u ^ e r o f Stud ant*
I o f Total Tear
t o f A pplication*

31

30

1071

3171
71.1

34.4
100.0

31

4133

OS. 4

30

4331
100.0

f a t Adulation* Granttd
January A pril July September

31

30

134

194
$0.1

1.4
14.4

103.3

J o f Enrollment*

07.0

to o .t

r a i l 1946
I n f r a r of SSudani*
1 o f Total Tear
1 o f Application*

1511
11.1

3129

*1*0

71.1

94.3

100.0
374. e
4401
100.0

100.0

41.0

J f.d

$4.4

102,3

112.4

100.0

190

1103
47.7

2106
91.0

2314
100.0

1940

4.2
14.4

3$. $

40.4

100.0
$9.3

101.3

313.0

100.0
310.0

1233

3329
71.1

4117
PI. f

4172
100.0

U.4

44.1

9.4

$4.9

104.4

119.2

100.0

IJ.2

206

1163
$4.1

2034
15.5

2151
100.0

nor

14.4
100.0

34.4
44.4

100.0
S e f E nrolInert*

11.1

104.3

327.0

100.0
330.3

1379
$7.4
100.0

3756

09.4

4156
II. P

4203
100.0

$1.4

ij. i

113.7

119.0

100.0

1131

2032

91.0

2230
100.0

1133

$0,7

43.0

11.1
100.0

11.4

44.3

193
1 .7

f a l l 1970

l o i t r e f Student*
3 e f T otal Tear
t o f A pplication*

13.3
30.1

100.0

49.4

100.0
100.0

t

o f Enrol Inmie

00.1

1364

9.7

100.0

00.0
100.0

1786
100.0

34.0

100.0

f a l l 1969
BvA ar of Student*
I o f Total Tear
6 e f A pplication*

1620
90.7

30

34,3

100.0

I o f P K ro llv n t*

31

T a n E nr'l
Saptaabar
30

MOi.O

334.0

239.4

10.4

91.7

111.9

141.7

A n assicrs rx rcm n ci

tables

b a t Lao*In* Caapu*

Tall Taraa
Table 14
1*14 A pplication* b c c lc c d
A p ril July 5*pteabar
31
30
31
»

Ja o a a rr

JCU ttADUATES
h l l 1947
I b Bk e f S t a i n u
8 e f T o ta l Tear
I o f A p p lio a - .ic r j

Rat Adalaalooa Crantad
January A pril July Saptaabar
TO
31
31
30

3087

3816

6876

7U*

1015

2819

41. S
1 0 0 .0

79.2

9 2 .4

1 3 0 .0

2 9 .7
9 9 .9

7 4 .0

100.0

3261
85.7

SOI. 3

2411

*791

3 3 .0

7 S.2

12

1942

28

1440

19

1922

79

1749

4 7 .4

100.0
isi.o

1930

1 0 0 .0

4 9 .9

100.0
I e f E w lliY r .t*

3808

T otal tn ro llo e n t*
a t S ap taab tr 30
Rantar*-Doetor* C r.fro . Total

3 2 S .7

S3.9

144.1

199.1

91. 2
787. J

29.9
IX . 0

3473

6371

9 3 .9

2733
87.6

3379
100.3

1414

1 0 0 .3

424
19. t
It. 9

21*8

19 .0

U .O

S it. 3

r a n 1963

■caber c f Student *
8 o f T o t a l Tear
S e f Ip p lic c iic n e

100.0

44.9

1 0 0 .0

100.0

49.9
100.0

S o f E n ro ll* * —. t t

i7 j.r

3 3 9 .9

4 0 2 .2

4 S 0 .4

T a ll 1969
■ ir S tr o f Student*
S e f T o ta l T e a r
I e f A p p lic a tio n *

23*5

5083
72,2

6230

36.1
ic e . o

99.4

70**
J '0 .0

44.1

191.9

194.9

2 3 9 .0

18.8
700.8

482

2180
5 8 .6

2804
76.6

3719

1903

100.0

21.0
19.9

42.9

700.0

49.0

700.0
700.0

370.2

25 .1

114.9

767.1

18 .8
785.6

> 7.0
700.0

6*98

6880

1490

99.4

2628
7 7 .6

3387

130.0

320
75 .6
78.7

1979

94.4

103.3

I e f [ K r o llr a r tj

133.7

187.2

127.8

r a i l 1970
Sw bar o f Student*
8 e f T o ta l T ear
8 e f A p p lic a tiv e

2719

39. S
103.0

3168
75.1
700.0

18. J
700.0

6 0 .6
700.0

8 e f b tr o lln e n te

190.9

505.8

186.5

407.1

1 0 .8

117,1

755.5

49.2
200.4

1 6 .8
700.0

63

E nrollm ent p a t t e r n s
t o a n o t h e r may,
As a r e s u l t ,
input are

and flow s

th e re fo re ,

from one s t a g e

be s u b j e c t e d

in

the adm ission p ro c e ss

to a r t i f i c i a l

restrictio n s.

th e norm al h a z a rd s of e s tim a tin g th e s iz e o f th e s tu d e n t

In creased as a r e s u l t of in te r n a l r o u tin e s ,

p ro b le m s and c h a n g e s i n managem ent,
r e a s o n s o f known p o l i c y

in a d d itio n

p erso n ality

to t h e more o b v i o u s

c h a n g e s and f r e q u e n c y o f c o u n s e l i n g t r i p s

to

feeder i n s t i t u t i o n s .

January

31,

1971 P r o j e c t i o n

The n u m b e r o f a p p l i c a t i o n s

(S how n a s F a l l

1971^)

r e c e i v e d by J a n u a r y 3 1 s t i n e a c h o f t h e

t h r e e new s t u d e n t s u b s e c t i o n s v a r i e d s i g n i f i c a n t l y .
p ro p o rtio n s of the
Jan u a ry 31,

to tal

for

The f o l l o w i n g

t h e F a l l o f 1 9 7 0 w e r e r e c e i v e d by

1970:

F irs t-tim e undergraduates
T ransfer undergraduates
New m a s t e r s a n d d o c t o r s

The d e g r e e o f r e l i a b i l i t y

f o r p r o j e c t i o n s was d i r e c t l y

proportions of a p p lic a tio n s
d a t a was a v a i l a b l e

received.

On J a n u a r y 3 1 s t ,

f o r p r o j e c t i n g tw o o f t h r e e p a r t s o f

variab le.

I t was c l e a r a t

the t a r g e t

for f i r s t - tim e

also c le a r th a t

93 .1 %
37.6
39.5

the base

th is

tim e t h a t

if

related

the

in su fficien t
t h e new s t u d e n t

p ast percen tag es continued,

u n d e r g r a d u a t e s w ould n o t be r e a l i z e d .

I t w as

f o r p r o j e c t i n g t r a n s f e r u n d e r g r a d u a t e s a nd new

m a s t e r s and d o c t o r s was s t i l l

u n certain .

je c t i o n s appear in T able

T hese p r o j e c t i o n s w ere f i r s t

fo r com parison w ith

to

1 5.

The d a t a used i n t h e s e p r o ­
sum marized

t h e t a r g e t s e s t a b l i s h e d d u r i n g t h e m o n t h o f May 1 9 7 0 .

n v rreoorr

ctroujcxt projections

la a t Lanalng Cacpui
F all 1971,
(aa a f J a n u ty 31, 1971)
Table 13

raid
ip p llc a tlo n e Received
J « M t 7 S e p tn b e r
II________ 30

Sat
AdalMloo* Granted
January Septeaber
31
30

td m c t
Enrollment Deposit*
January S e p tra te r
31
»

T ata E n ro llae n ti
a t SapttabeT 30
D«|ra*
( g r . Tag. Lang.
C red it
Tech.
Cancer

Total

U R S T - T I * IftDERGfiAOWTES
fa ll m i l
M ir ef Student*
t e f ?o:<il U c r
S e f A fflie c iio r j

12726
4 1 .0
193.0

I e f Ctirollner.tM

313.7

1M11
130.0

93(1
U S. 3
73.0

109.0
334.3

141.7

(273
100.0

21. 2

(M2
100.0
47.4
111.4

(0(7
74.0
33.1

32(0
100.0

3900

40.»
40.3

40.0

<2.1
100.0

279

(0

(239

TWKSFIS UlOESCWXITtS

r « ii m i j
M r r e f Student*
t e f Total Tear
t e f A p p lic a tio n

IW2
33.0
109.0

(0*

tt.T

2739

34.0
133.4

43. f
100.0

2731

31.4

100.0
I 0 / fe r o llw tU

M3S
100.0

lit.3

14.4

Mae tar-Doc to r

C r.P ro f.

Total

MM V t K W m
F a ll 1 97l i
Mother e f Student*
I e f T etal Tear

* o f Applications
I e f to r o ll * * n U

2770
30.0
100.0
133.0

7219
100.0
100.0
400.0

(04
17.0
14.7
33.3

23U
100.0
33.4
131.1

1S22

34.0

100.0

2*1

20(9

65
D uring t h i s

s t a g e p r e f e r e n c e was g i v e n

received

t h e most r e l i a b l e

as

to

in d icato r

th e number o f a p p l i c a t i o n s

for p ro je c tio n s.
P ro jectio n

F ir s t- tim e undergraduates
T ra n sfe r undergraduates
New m a s t e r s a n d d o c t o r s
T otal

A pril 30,

1971 P r o j e c t i o n

During t h e

la tte r

5,900
2,739
1,822
10,461

(Shown a s F a l l

p a rt of February,

A pril

30.

to appear in

activ ities

D u r in g t h e F a l l o f 1970 t h e

ments f o r t h e
30 p r o j e c t i o n s

th is

1971.

The r e s u l t s

t o m or e r e l i a b l y

in T able

F ir s t- tim e undergraduates
T ra n s fe r undergraduates
New m a s t e r s a n d d o c t o r s
T otal

tim e,

to c u r t a i l

the

16.

i n c r e a s e d a d m i s s i o n m o m e ntu m .
th erefo re,

T arget

7,307
3,995
1,685
12,987

t h e d e c i s i o n w a s ma de b y t h e O f f i c e

th e F a l l t e r m o f 1971 w e r e ,

re fle c t en ro ll­

sum m arized th e A p r i l

P ro jectio n

At t h i s

th is

follo w in g p ro p o rtio n of

The f o l l o w i n g t o t a l s

sh ow n i n d e t a i l

of

9 8 . 1Z
89.4
75.1

tim e w ere e x p e c t e d

F all of

the O ffice of

30:

F ir s t- tim e undergraduates
T ra n sfe r undergraduates
New m a s t e r s a n d d o c t o r s

at

in

t h e num ber o f a d m i s s i o n s g r a n t e d by

a p p l i c a t i o n s w e r e r e c e i v e d by A p r i l

P ro jectio n s

6 ,7 0 0
2,300
1,850
10,850

1971J)

A dm issions and S c h o l a r s h i p s w ere a c c e l e r a t e d .
in c re a se d pace began

T arget

6,700
2 ,300
1,850
10,850

of

the P rovost no t

P rev io u s

suspended.

targ ets

for

RV STWEXT B t K U X X t PKUECHONS
ta a t Lane l o t Cenpue
r a il 11712
(aa a t A pril X . 1971)
T ab le I t

Fald
A p p lic a tio n Received
A pril
Septesfeer
X
X
FIRST-TIft UNDERGRADUATES
r a i l 1971j
Btafcer e f Student!
U0S1
is . o
S of
t e l Tacr
130.0
S o f A fp lio a tic r j
I o f tK rollneriti

1$ 1 .7

TRANSFIR UNDERGRADUATES
F a ll 19712
40 82
h a l e r o f Studcnte
04.0
1 e f T otal JVcr
100.0
S o f A p p lic c tic r j

Ret
A dalailoaa Granted
A pril Septeeber
X
X

14370

10703

7381

7101

*763

100.0

its .o
04.0

100.0

m .o
SO.4

100.0

144, S

101.0

2493
* 2 .0

100.0

100.0
m .7

t<59

100.0

J l.f

101.1

4794

0T.1

47.1
01.0

T e n Cnrollaenta
at September 30
Deftee
A*r. Kn(. Laap.
Teeb,
Credit
Center

7X 7

279

70

Total

7*5*

O'
O'

10.0
m .o

m s

m s

01.1
100.0

t o f F iw Z ln en te

Advaece
to r o lla e n t Depoalta
A pril
September
X
»

lll.t

01.4

00.7
110.0

01.1
m .o
B eater-D octor

NEW CRAOUATIS
F a ll 1971;
M n of Studente
f o f T otal Tecr
1 o f A p p tio e tio m

5323

7193

1120

3122

74.0
100.0

100.0

s o .s
14.1

100.0

1 o f O u e lla n ti

SIS. 6

100.0
411.0

100.0

41.4
10S.S

MU

11.0
m .o

O r.Prof.

247

Total

1132

67

J u l y 31, P r o j e c t i o n

(Shown a s F a l l

1971^)

The p o t e n t i a l n u m b e r o f new s t u d e n t s ,
of a p p l i c a t i o n s

r e c e i v e d by J u l y

F irs t-tim e undergraduates
T ran sfer undergraduates
New m a s t e r s a n d d o c t o r s

At t h i s

tim e, p a s t e x p e rie n c e

would m ost c l o s e l y
P re fe re n c e w as,
most r e l i a b l e

in d icato r

in d icated

th at net

t h e number

follow s:

adm issions g ra n te d

t h e n u m b e r o f new s t u d e n t e n r o l l m e n t s .

g i v e n i n T a b l e 17 t o

for F a ll

P ro jected headcount enrollm ents
sum m arized below .

1 9 70, was a s

in

9 9 .6%
98.9
94.4

approxim ate

th erefo re,

31,

as r e f l e c t e d

th is b asis

as th e

1971 p r o j e c t i o n s .

for

the e n t i r e

stu d en t

These e n ro llm e n ts a p p eared in

v a r i a b l e w ere

the S ta te

Budget

R equest.

NEW STUDENTS
(a) D egree S t u d e n t s
F i r s t - t i m e in c o lle g e
T ran sfer undergraduates
M a s te rs and D o c to rs
G raduate P r o f e s s io n a ls
(b) N on-D egree S t u d e n t s
A g r i c u l t u r a l Technology
E n g lis h Language C e n t e r
T o t a l New S t u d e n t H e a d c o u n t P r o j e c t i o n s

6,949 S tu d e n ts
3,150
1,636
247

2 79
60
12,321 S tu d e n ts

m

r*M
A pplications Receive*
M j
ie p tra b e r
21
30

m o m o v l l k t t : p r o je c tic rs
Last Leasing Capita
F a ll 1(71}
<aa a t J a ly 31, 1971)

Table 17
lo t
Mnatt
E aro llaen t Deposits
Adalaalona Crante*
July September
July September
30
30
11
11

Tara lo ro l la en ts
a t feptaafear X
h |i a t
Apr. ta g . Lang,
CradIt
Tech.
Center

Total

r i B T - T I I I JSDEPjRADUATES
F a ll 1971 j
I M t r o f S tu d en ts

*
f

e f T otal Tear
e f /pf I ie a t ic n

14*39
73.7
100.0

144(2
m .o

7199
101.0

tt.t
100.0

t o f fr tr c llr w t*

107. t

7117
100.0

r n .t

103. t

71(4
100.0

71(4
100.0

(949

179

*0

71M

t o .t
it. 7
101. t

104. 1

to .t

tt.O

104, S

100.0

<r

T M N S F tS tf.O EK W O U A TES
F a ll 1971 j
Eraber e f Students
S o f Total Tsar
I o f A p p lic a tio n

00

*975

3030

1129

1474

ti.t

100.0

0 1 .0

100.0

ef

O tw llK e n ta

1ST. I

2130

ro.o

100.0

100.0
f

3110

113.7

n t.o

T l.l

tt.t

lit. 7

100.0
Raster-D octor

C r.P rof.

Total

1(3*

147

1U3

K V W DW TES
F a ll 1971_
l i ^ t r ef S t u l n n
I o f TOtal Tear

(314
!i.O

* Of *W'-i actiera

100.0

I e f ta re tla m n u

J f f.f

H Si
100.0
100.0
* 0 t .l

1121

3174

77.0
M.O

100.0

1S4.1

100.1

tt.t

tt.t
100.0

69

The R e a d m i s s l o n V a r i a b l e
The m e t h o d u s e d f o r p r o j e c t i n g
follow ed f o r r e a d m itte d
appeared in

the S t a t e

t h e new s t u d e n t v a r i a b l e w a s a g a i n

students.

The J u l y

31,

1971 e s t i m a t e

th at

Budget R e q u e s t was sum m arized b e lo w .

READMITTED STUDENTS
(a) D egree S tu d e n ts
U ndergraduates
( 1 5 0 0 a p p l i c a t i o n s x 8 6 . 6 2 who w i l l e n r o l l )
M a s te r s and D o c to r s
( 4 7 0 a p p l i c a t i o n s x 9 7 . 2 2 who w i l l e n r o l l )
( 3 1 0 a p p l i c a t i o n s x 8 0 . 0 2 who w i l l e n r o l l )
G raduate P r o f e s s io n a ls

1182 S t u d e n ts
457
248
8

(b) N o n -D e g re e S t u d e n t s
A g r ic u ltu r e T echnology
E n g lish Language C enter

51

1946 S t u d e n t s

T o ta l R eadm itted S tu d e n t Headcount P r o j e c t i o n s

The R e t u r n i n g S t u d e n t V a r i a b l e
P ro jectio n s

o f th e number o f

th at h is to ric a l

tren d s

to r e f l e c t p o lic y

retu rn in g

can be e s t a b l i s h e d .

changes,

etc,

re tu rn in g student v a ria b le

for

fu tu re

stu d en t

on

the E ast

turnover each

in creasin g

input in

term

the W in ter,

r e lia b le base fo r c a lc u la tin g

upon

p erio d s.

fo r e s tim a tin g th e
Due t o a s i g n i f i c a n t

L a n s i n g Campus, a n d

to the

a n d Summer t e r m s ,

t h e most

te rm r e t u r n i n g s t u d e n t s was t h e
im m ediately p re c e d in g

1971 p r o j e c t i o n s w e re

In th e s e i l l u s t r a t i o n s ,

th e prem ise

These sh o u ld be a l t e r e d

form t h e b a s i s

S pring,

the

rest

f o r t h e S p r in g te rm of 1970 w ere a v a i l a b l e

In T a b l e 18, F a l l
1971.

to

F all

p o p u la tio n in a tte n d a n c e d u rin g
E nrollm ents

stu d en ts

related

three d if f e r e n t

to

S p rin g term .

by A p r i l

th e S p rin g

percentage

30.

term of

relatio n sh ip s

U m x lN C STCDEXT ESMlLKEfT DATA
laat Lam inf Copm
spring u d F a ll Tara*
Tabla IS

S p rin t
1W

A ctual
I

F a ll

le tu r n ln g 1969

A ctual
Spring
Z
F all
1970 l a tu r a ln t 1910

Actual
Sprla«
1971

h * ]w tl« u
*
3
F a ll
I
F all
le tu r n in t 1971 ^ Ft tu rn in g 1971, la turning 1 97;,

ETUCT1KG UO£RGftA£UA7ES
m sw u tf
Fray. d l f f . claaa
Free. fraihfcaa
Total
Total Trat'mtn

23. $
7 5 1 l< ;

SFFCIAL
F ree. d lf f . claaa
Frau. Special
Total
Total Special

OEDERCtADUATt
Beturning
T otal

23.0
6923C '

^ — 4340
j .2 5 0 1
39.5
7041
6496<.
7818
52. 7___
^3334

47.3

6683
6171

33.4

32.$
6905<

J O .2
7400<^

Ji.7
32.2

BISO""

32802

3712
7116
8364

11. 1.
39.$'

1403

11. 1.
^3239

M .S .

•3624
2536
6160

" 1J.1.
^3726

^2354
6280

6370

5 0.2

* 3840
7079

" il.r
-3318

^ * * J 7 il

,4$.9

7039

^ -3 3 8 8
,^ - 3 8 4 3
* 3 0 .2
7231

7630

39.1 __

‘ 3 9 .7

^2941
^4331
7372
7570

64

^1339

1490 „ 22.t

6248

JIT

^3037
^-4398

^ » 3 7

^-4346
32.2

7383

,8 1 .1

7633

^3037
^4438
-52.0
7493

47
• 218
263

34
^ ^ -* 3 3
* 42.0
287

8708

38
• 228

*41.1

491' "

4 1 . 1 " " ^ 260
476

335

30009'—

77. t * - 2 3352
32176

29 347

7#. J —-22833
29182"- ’

704J
7789

58
^202

33

**91
17.2 *
129
253'—'
301

24.3

-^•2336

^•3404

2771
-4 2 2 0
6991
7320

1413

'$3.3

^2663

li.F

7009'

83

^1825

' - — 3712

*3329
7006CT

.2 3 .9

M
1349

3864

"(i. 3.

eo.4

SOPtaaKi
Frau. F rta n u c
F rar. Sophoaort
T oul
Total Sor^nrera
jcc : ca
f r t t . Sophoaora
Frrr. J io to r
T otal
Total Jur.tr.T
81X102
F rr». J w ilor
F rr*. Senior
Total
T otal Senior

64
13^5
1639
7777

66
_1913
1989
9192

— 77,0

286 * 39.2'

22609 — 77.0

22609 — 77.1

22696

o

71

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72

were c a l c u l a t e d .

For

the F a ll

the p re c e d in g y e a r w ere used.
rate

for

1971^ p r o j e c t i o n ,
In

the F a ll

t h e tw o p r e c e d i n g y e a r s w e r e u s e d .

a com bination of r a t e

C o llectio n

trends

the a c t u a l

19712 e s t i m a t e ,

rates

for

th e average

F o r F a l l 1971^ p r o j e c t i o n s ,

and s u b j e c t i v e j u d g m e n t was u s e d .

of E nrollm ent V a ria b le s

The h e a d c o u n t e n r o l l m e n t v a r i a b l e s w e r e a s s e m b l e d

in

th is

sectio n

in

th re e stagcB .

In t h e

first

to s o u r c e :

schedule.

T able 19, e n r o llm e n ts w ere a rra n g e d a c c o r d in g

u n d e rg ra d u a te d e g re e s t u d e n t s were

id e n tifie d

sep arately

fr o m t h o s e n o t e a r n i n g d e g r e e c r e d i t a n d g r a d u a t e p r o f e s s i o n a l s w e r e
separated

from p r o j e c t i o n s

assem bly s h e e t .

T able

by i n p u t v a r i a b l e .
w ithin

class

lev el.

f o r m a s t e r s and d o c t o r s .

In th e second

20, a l l e n r o l l m e n t s w ere m erged and i d e n t i f i e d

T a b l e 21 i d e n t i f i e d

stu d en ts

by i n p u t v a r i a b l e s

73

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CHAPTER IV
PROJECTING STUDENT COURSE ENROLLMENTS

In tro d u ctio n

The c e n t r a l p u r p o s e o f a u n i v e r s i t y
betw een t h e i n s t r u c t o r and h i s
each c l a s s

a r e common t o b o t h

e n r o llm e n t m odels
eratu re,

relate

in clu d in g

class

c a r r i e d on in

stu d en ts.
facu lty

in

and a r c n o t c o n s i d e r e d a s

budget p ro je c tio n

process.

L ittle

use i s

found i n

en ro llm en ts are

found i n

resource a llo c a tio n .
related

w hatever to c o u rse

Th e v i e w f o l l o w e d

d irectly

is a t

th is

th ereb y

In th o s e m odels,

u ndertaken as s e p a ra te
in

the

th at

document

fo r course

A n o th er exam ple i s
In stan ces,

the

headcount

to c r e d i t h o u r s w i t h no r e f e r e n c e

en ro llm en ts.

in

stag e

most s t i m u l a t i n g

many

the L i t ­

an e s s e n t i a l s t a g e

In b o th

th is

study

is

th at

a l o g i c a l common g r o u n d b e t w e e n f a c u l t y
It

S till,

th e S t a t e o f M ich ig an Budget

e n ro llm e n ts as a m easure o f p e rfo rm an c e .
K o e n ig Model f o r

th e Review o f

are

research p ro je c ts

Q uestionnaire.

th e number i n

to c r e d i t - h o u r p r o d u c tio n

and room u t i l i z a t i o n

An e x a m p l e o f s u c h a v i e w i s

to

and a d m i n i s t r a t o r s .

the c o u rs e e n ro llm e n t s ta g e .

size

th e classroom

R eferences

those covered

headcounts d i r e c t l y

com pletely b y p a ssin g
stu d ies of

is

that p a rtic ip a tio n

and r e l e v a n t

to

the

and t o c e n t r a l a d m i n i s t r a t i o n .

76

course en ro llm en ts

represent

and a d m i n i s t r a t i v e p l a n n e r s .
in

th e p la n n in g p ro c e ss

teaching

facu lty ,

can be

to space p la n n e rs ,

77

The C o u r s e S c h e d u l i n g P r o c e s s
B e f o r e d i s c u s s i n g some o f t h e b a s e s
i t may b e a p p r o p r i a t e
sch ed u lin g cou rses

I.

C ourses

tim etab le

first

listed

for

used.

C urriculum

the U n iv e rsity

C atalog.

Th e

is pu b lish ed an nually

and f r e q u e n t l y

in d icates

the

in v h ic h a co u rse w i l l be o f f e r e d .

to be o f f e r e d a r e p u b lis h e d each q u a r t e r

t h e Ti me S c h e d u l e o f C o u r s e s a n d A c a d e m i c H a n d b o o k .

im ately

two t e r m s b e f o r e

the R e g i s t r a r p re p a re s
sectio n s

last

req u ested
them t o

a course is

a work s h e e t

o ffe re d during

to u p d a te

th at

the R e g i s t r a r

at

least

d en tly .

No e f f o r t

term .

the

S ta te Budget R ep o rt.

ad m issions are n o t a v a il a b le

of

c o u r s e s and

The d e p a r t m e n t s

as

are

r e q u ir e d and r e t u r n

course

the

en ro llm en ts

h a s b e e n made t o c o o r d i n a t e

the headcount en ro llm en t

th e

listin g

Approx­

the O ffic e

f i f t e e n weeks b e f o r e

Ea c h d e p a r t m e n t p r o j e c t s

w ith

offered,

th e s e work s h e e t s

beg in s.

in

the c u r r e n t s t e p s

in

C o u rs e s and s e c t i o n s
in

sum m arize

t h a t h a v e b een a p p r o v e d by t h e U n i v e r s i t y

catalo g

II.

first

and t h e

Com m ittee a r e

term

to

fo r p ro je c tin g course en ro llm en ts

p ro jectio n s

term

indepen­

these p ro je c tio n s

t h a t had been In c lu d e d

C o l l e g e d a t a o n new s t u d e n t
in r e p o r ts

from th e O f f i c e o f

A d m i s s i o n s and S c h o l a r s h i p s .

III.

D uring

th e

fifth

week of
to

ta b u la tio n s

su b se q u e n tly p re p a re d and a re

departm ents.

en ro ll.

C lass

term ,

the o p p o rtu n ity
are

early

th e p reced in g

lists

Each d e p a r tm e n t a ss u m e s t h e

students

a re given

a n d s um m a ry
forw arded to th e

resp o n sib ility

of

78

review ing th ese

lists

be a c c e p t a b l e .

R evised

th e d e le t io n s .

S ectio n -size

class

and d e l e t i n g

cards issued w ith

of each assigned
S tu d ies

tab u latio n s

in

are

tab u latio n s

is

for p erm ission

to

must be approved b e tw ee n

A fter

the

reg u lar

class

lists

V.

list

the e a r l y

and

the U n iv e rsity
stan d ard s.

to th e s e s ta n d a r d s

re g u la r enrollm ent

tw o-day r e g i s t r a t i o n

period

are

is

p erio d s.

com pleted,

again d i s t r i b u t e d

to

D e c i s i o n s on t h e w i t h d r a w a l o f c o u r s e s o r s e c t i o n s
Im m ediately.

Subsequent stu d ie s

class

of

sizes

o f I n s t i t u t i o n a l R e s e a r c h and a r e
t h e second week o f

tab u latio n s

1972,

exceptions

s h o u ld be im plem ented

D uring

T h e ro om c a p a c i t y

minimu m e n r o l l m e n t

and summary t a b u l a t i o n s

the c o l l e g e s .

compare th e num ber o f

the r e p o r t .

C u r r ic u lu m Com m ittee e s t a b l i s h e d

IV.

to exclude

s u p p l i e d by t h e O f f i c e o f S p a c e

B eginning w ith th e W inter q u a r t e r of

R equests

then p re p a re d

th e number o r d e r e d .

classro o m

a nd l i s t e d

t h o s e s t u d e n t s who may n o t

the

are d is t r i b u t e d

are

c o m p l e t e d by t h e O f f i c e

av ailab le

late

term a d d i t i o n a l

by t h e O f f i c e o f

in

the

term .

data p ro cessing
the R e g is tr a r .

A P l a n n i n g Model f o r P r o j e c t i n g E n r o l l m e n t s
A model f o r p r o j e c t i n g
main p u r p o s e s .

I t must

c o u rse e n ro llm e n ts should serv e a t
first

be u s e f u l a s

a plan n in g

least

to o l.

o b j e c t i v e c a n b e b e t t e r a c c o m p l i s h e d when c o u r s e e n r o l l m e n t s

two

This
are c le a rly

79

related

to headcount en ro llm en ts

and t o c r e d i t h o u rs p ro d u c e d and a r e

p r o j e c t e d in a u n if o r m manner th ro u g h o u t

t h e C am pu s.

In a d d i t i o n ,

t h e d a t a on s t u d e n t s who a r e a t t e n d i n g a p a r t i c u l a r c o u r s e s h o u l d
d i s t i n g u i s h b e t w e e n t h o s e s t u d e n t s who a r e m a j o r i n g i n
c o l l e g e a n d t h o s e who a r e

A second requirem ent of

t h i s model I s

for sy ste m a tic r e p o r tin g .
ad m in istrato rs,

from o t h e r s t u d e n t

These re p o rts

departm ent p la n n e rs ,

a nd b u d g e t - c o n s c i o u s

A problem faced in

cen tral s ta f f

should in c lu d e a c a p a c ity

sh o u ld be u s e f u l to c o lle g e

adm in istrato rs.

flow o f

activ ity

facu lty p lan n ers

Headcount e n r o ll m e n t p r o j e c t i o n s

by c e n t r a l B t a f f a d m i n i s t r a t o r s .

resu lt,

It

the Space U t i l i z a t i o n O ffic e ,

of a lo g ic a l

m aximize t h e p a r t i c i p a t i o n o f

however, have been

co lleg es.

t h e p r e v i o u s c h a p t e r on h e a d c o u n t e n r o l l m e n t p r o ­

j e c t i n g was t h e s e l e c t i o n

process.

th at

t h a t same t e a c h i n g

l e f t alm ost e n t i r e l y

to

many d i f f e r e n t m e t h o d s a r e u s e d .

used f o r e s t i m a t i n g c o u r s e e n r o l l m e n t s

is

in the e n ro llm e n t

are

P rojections

t h a t w ould

trad itio n ally

calcu lated

of course e n ro llm e n ts ,

fa c u lty p lan n ers.
The t y p i c a l b a s i s

As a
cu rren tly

the e n ro llm e n t e x p erien c e

i n t h e c o u r s e s h e l d d u r i n g t h e sam e t e r m o f t h e p r e v i o u s

year.

number o f c o u r s e s o r s e c t i o n s

i s seldom

th at

failed

to m a t e r i a l i z e

s t u d i e d by anyone o u t s i d e o f t h e t e a c h i n g c o l l e g e .
ad m in istrativ e s ta f f
resp o n sib ility
have f a i l e d
targ ets

have attem p ted

The

The c e n t r a l

t o a s s u r e a minimum l e v e l o f f i s c a l

through a type of d e lay e d p o l i c e

actio n .

S ections

th at

t o a t t r a c t a minimum n u m b e r o f s t u d e n t s a r e s i n g l e d o u t a s

for criticism .

80
In t h e " P r o c e d u r e s

for

the

Im p lem e n ta tio n o f the U n i v e r s i t y C u rricu lu m

C om m ittee G u i d e l i n e s " d a t e d November 10,
(1 )

1971,

i t w a s re c o m m e n d e d t h a t :

P r o j e c t e d e n r o l l m e n t s s h o u l d b e b a s e d on p r e v i o u s e n r o l l m e n t

p attern s,

(2)

exceptions

t o t h e minimum l e v e l g u i d e l i n e s w i l l b e

p r o c e s s e d b e tw ee n t h e f i f t h week o f t h e p r e v i o u s
en rollm ent p e rio d )
and ( 3 )

sectio n

and t h e

first

can cellatio n s

da y o f c l a s s e s

on t h e f i r s t

have a l r e a d y b e e n a l l o c a t e d ,
reserved.

It

(the early

in th e c u r r e n t

term ,

s h o u ld be im plem ented ln m e d ia te l y a f t e r

com pletion of th e r e g u l a r r e g i s t r a t i o n

U nfortunately,

term

period.

day o f c l a s s e s ,
facu lty

f i n a n c i a l re s o u rc e s should

com m itted,

The f o l l o w i n g c o n s i d e r a t i o n s

and s p a c e a l r e a d y

are, th e r e f o r e ,

suggested

1.

t h a t a dem and s h o u l d b e d e m o n s t r a t e d b e f o r e a c o u r s e o r
s e c t i o n i s l i s t e d i n t h e tim e s c h e d u l e f o r t h e te r m , and

2.

t h a t t h e b a s i s f o r g a u g i n g t h i s demand s h o u l d b e a
c o o rd in a te d system f o r p r o j e c t i n g c o u rse e n r o llm e n ts .

is

fu r th e r suggested

s u f f i c i e n t grounds
current

th at

the s iz e

to w a rra n t i t s

fisc a l strin g en cies

of a course or se c tio n

c a n c e l l a t i o n , n o tw ith s ta n d in g the

p l a c e d upon t h i s

U n iv ersity .

mix" w i t h i n a d e p a r t m e n t o r c o l l e g e s h o u l d r e s t
atio n s.

D epartm ents and c o l l e g e s sh o u ld be f r e e

c r e t i o n a r y pow ers by b a l a n c i n g s m a l l - s i z e d

to e x e r c i s e d i s ­

sem inars w ith la rg e

may a l s o be a c a d e m i c a l l y s o u n d t o o f f e r a v a r i e t y

at

eac h l e v e l of i n s t r u c t i o n so

system whereby t h e

t h a t new f r e s h m e n ,

larg e-scale

m easured i n term s o f th e a v e r a g e s i z e

for

le ctu res.

of sectio n sizes

f o r e x a m p l e , may b e

in stru ctio n al

fisc a l resp o n sib ility

The " s i z e

up on a c a d e m i c c o n s i d e r ­

It

exposed to sm all a s w e ll a s

is in­

m ethods.

Under a

of a departm ent or c o lle g e
the e n t i r e d ep artm en t or

is

81

co lleg e,

th e se u n its could d isch a rg e

th eir

r e s p o n s i b i l i t i e s w hile

p r e s e r v i n g a l a r g e r d e g r e e o f autonom y.

The u s e o f c a m p u s - w i d e c o o r d i n a t e d
common g r o u n d

for

a co n trib u tio n

to

U n iv ersity .

facu lty

course en ro llm en t p r o je c tio n s

and a d m i n i s t r a t o r d i s c u s s i o n s

c o u rs e s w ould be g iv e n

reg ard in g

the f e a s i b i l i t y

a la rg e r p ersp ectiv e

sin ce

of d e p a r t m e n t a l l y - o r i e n t e d m e th o d s.
to

the p la n n in g s t a g e .

the s t r e n g t h e n i n g of p a r t i c i p a t i o n
ad m in istratio n

at

th is

lev el of

P r o p o s e d M ethod

In a d d i t i o n ,

in

th is

of o ffering

some

the p ro je c te d e n r o l l ­

ment w o u ld b e b a s e d on a c a m p u s - o r i e n t e d m odel i n s t e a d

be a s s i g n e d

could r e p r e s e n t

th e g ro w in g number o f management t o o l s

Hard d e c i s i o n s

as a

o f on a v a r i e t y

th ese

Mo re i m p o r t a n t ,

d e c i s i o n s w ould

h o w e v er, w ould be

and in v o lv em en t o f

facu lty

and

the en ro llm en t p ro c e ss .

fo r P r o j e c t i n g Course E n ro llm e n ts

The H e a d c o u n t G r o w t h R a t e
In t h e m odel f o r p r o j e c t i n g

course en ro llm en ts

d e v e l o p e d by J .

s t u d e n t s w e re g ro u p e d by s t u d e n t c o l l e g e w i t h i n e a c h c o u r s e .
was e n c o u r a g e d i n p u r s u i n g
article

e n titled

"P red ictin g

and U n i v e r s i t y , S p r i n g

Dr.

th is

a p p r o a c h by t h e i n t e r e s t

fairly

th at stu d en t
co n stan t,

Saupe

C ourse E n ro llm e n ts " p u b lis h e d

in C ollege

1963.

rep resen tatio n

but th a t

to th e grow th r a t e

D r.

s h o w n i n an

Saupe p ro p o se d t h a t c o u r s e e n r o llm e n ts can be p r o j e c t e d

b asis

Saupe,

in a teach in g c o lle g e w ill

t h e i r num bers w i l l v a ry

in h ead co u n t e n ro llm e n ts

on t h e
rem ain

in d i r e c t p ro p o rtio n

fo r a s tu d e n t's

co lleg e.

82

For exam ple,

if

th e number of

freshm en m ajors

B u s i n e s s i n c r e a s e d by t e n p e r c e n t ,
of B u s in e s s

all

course

fresh m en w ould c o r r e s p o n d i n g l y

This p o s i t i o n

Is

restated

as

from th e C o lle g e o f
enro llm en ts

of C o llege

i n c r e a s e by t e n p e r c e n t .

follow s:

(a)

T h e p a t t e r n o f c o u r s e s f o l l o w e d by t h e m a j o r s i n a
s t u d e n t 's c o lle g e w i l l be s i m i l a r to t h a t chosen
b y s t u d e n t s i n t h o s e m a j o r s d u r i n g t h e s ame t e r m o f
the p re v io u s y e a r .

(b)

T h e r e f o r e , t h e I n c r e a s e i n t h e number o f m a jo rs from a
s e l e c t e d s t u d e n t 's c o lle g e i s a v a l i d m easure o f the
in c re a s e in t h e i r course e n ro llm e n ts .

This p r o p o s i t i o n

is

illu stra te d

in

the

follow ing

flow c h a r t

Term T
S tu d en t
C o l le g e
H eadcount
Enro I Imen to

T e a c h in g
C o l le g e
Courec
E n r o IIm e n to

(F igure

5)

Term T + 1

S tudent C ollege
Headcount
E nrollm ents

G rowth R a te
f o r Each
S tudent C ollege

S tu d en t C ollege
Headcount
E nrollm ents

By S t u d e n t ' s
C lass Level

By S t u d e n t ' s
C la ss Level
W i t h i n Each
S t u d e n t *s
C ollege

By S t u d e n t ' s
C l a bb L e v e l

§ t u d e n T ”^ o T ^ T g e
Course
E nrollm ents
W ith in Each
Course In A
T eaching
C ollege

Growth
R ate
V ariab le

By S t u d e n t ' s
C lass Level

S tu d en t C ollege
Course
E nrollm ents
W ith in Each
C o u rs e In A
Teaching
C ollege
By S t u d e n t ' s
C lass Level

FLOW CHART OF THE FI RST METHOD FOR
PROJECTING COURSE ENROLLMENTS
E a s t L a n s i n g Campus
Figure 5

83
The t a b l e s

th at

statem en ts.
illu strated .

fo llo w w ere d e sig n e d to t e s t

I n T a b l e 22 d e t a i l e d
T h i s w as f o l l o w e d

e n ro lle d in th e s e le c te d

calcu latio n s

course.

If

in th e se

grow th r a t e d i d n o t e x p l a i n
The a n a l y s i s

freshm en w ere
stu d en ts

t h e p r o p o s i t i o n was c o r r e c t ,

from th e b a s e term to

exam ination o f th e d a ta

for

of th e se

i n T a b l e 23 by a s u r a n a r y o f a l l

h ead c o u n t g ro w th r a t e w ould have a c c o u n te d
course e n ro llm e n ts

the v a l i d i t y

fo r the e n t i r e

the p ro je c te d

tables d isclo sed

the

change in

term .

An

th a t the headcount

th e com plete change.

i n T a b l e 24 d i s c l o s e d

th a t changes in

t h e number o f c o u r s e

e n r o l l m e n t s w e r e a l s o a f f e c t e d by a c h a n g e i n t h e c o u r s e p a t t e r n s
s e l e c t e d by s t u d e n t s .

S tudent loads v a rie d

c o n s i d e r a b l y among t h e

colleg es.
An e x a m p l e o f t h e e x t e n t
i n T a b l e 24 f o r m a j o r s

of the change in th e s e c o u rse

l o a d B w a s shown

from t h e C o l l e g e o f N a t u r a l S c i e n c e .

s c h e d u l e shows t h a t t h e a v e r a g e number o f c o u r s e s c a r r i e d
N atural Science

fr e s h m a n m a j o r s was 4 . 6 4 .

wer^ N a t u r a l S c i e n c e c o u r s e s ,

About h a l f of

Th e

by a l l
these

(2.12)

1 . 0 4 w e r e U n i v e r s i t y C o l l e g e c o u r s e s a nd

th e r e m a i n d e r was s p r e a d o v e r t w e l v e d i f f e r e n t

teaching c o lle g e s .

The S t u d e n t C o u r s e L o a d V a r i a b l e
The c o u r s e e n r o l l m e n t c h a n g e f a c t o r w a s ,

th erefo re,

expanded to

the

follow ing:
The g ro w th r a t e e x p e r i e n c e d in a s t u d e n t c o l l e g e , e x p r e s s e d
as a p e r cen t of change In headcount e n ro llm e n ts , m u ltip lie d
b y t h e c h a n g e i n t h e p e r c e n t a g e o f s t u d e n t s who e n r o l l e d i n a
s e l e c t e d c o u rs e w i l l a p p ro x im a te th e t o t a l r a t e o f change in
t h e t o t a l number e n r o l l e d i n a c o u r s e .
The f l o w c h a r t w a s r e v i s e d
Tables 25 and 26.

( F ig u r e 6 ) and th e d a t a w ere r e t e s t e d

in

m n is i xm oo

of frojectixc

cctasz tsu cu .'n rts

T**efcl»» C ollate* 5ATV2AI SCIEXCI
C w n « i mathematics 108
|M I Lanslnf Caapua
F a ll T traa
M l * 32

r * ii
1W
Ac t o i l
FHESKKEN
S tudent Czll*3*:
Agr. 8 b i . *e source*
Art* 1 L etter*
L;l u l r j [ ( i
• w in e i t
C a M a l r i t l M Art*
td o e atlo c
b flte trle t
hraan Ecology
l s « Medicine
Jeer* Madison
J u s tin M o rrill
■ atu ral Science
O steopathic Medicine
to e l e i Science
F e te ria a ry Medicine
V* Fref* ren te

72
6
21
»a
i
14
•1
12
23
:
233

Z Chant*
in
Headcount
90.9
7S.0
21.8
tt.l
71. S
71.1
7J.1

7t . t
llt.t
77.1
101.9

(5
S
18
85
3
10
81
«
29
-

ts .o

2
215

14.1
87. J
97, t

13
88
179

-

18
70
184

m i
1970
Fro!*et*d

E rror
Z of
Cl as*
1970
E n r'l Actual
t
t
7

10.1

17

77.1
ts .o

1
1
13
-1
14
-J

11.1
tt.t
-1 0 .1
91.1
-100.0

-11

- 4 .9

-t
10

- tt.t

-

-11

17.1
- 1 .9

ra il
1970
Actual
39
3
9
88

V

9
41
11
13
1
2
228
21
38
190

Z Cheat*
in
Headcount

F all
1971
F roteetad

lto .t
104.4
1 7 t.l
119.9
111.9
99.4
94. S
728.2
727.2
U S. 4
101.1
97,1

83
3
18
82
1
9
39
18
17
1
2
219
21
101
212

111.1
174.1
111.4

E rror
Z of
1971
Class
E nr’l Actual
-4
-7
-11
-It
-4

- 4 .9
-7 0 .0
-S 7 .9
-1 4 .9
-9 0 .0

-11
1
-17
1
-S

-4S8.4
9.7
-1 0 .0

-tt
-1
9

-so

ra il
1971
Actual
87
10
31
98
3
9
50
15
34
-

-71.4
- is .i
-9 .7
9 .1
-1 9 .1

7
303
31
93
282

THE FIRST METHOD OF PROJECTING COURSE ENROLLMENTS
T e a c h i n g C o l l e g e : NATURAL SCIENCE
C o u r s e : MATHEMATICS 108
E a s t L a n s i n g Campus
F a l l Terms
T a b l e 23

Fresh man
F a l l 1969 A c t u a l E n r o l l m e n t s
F a l l 1970 A c t u a l E n r o l l m e n t s
F a l l 1970 P r o j e c t e d E n r o l l m e n t s

Error-C ourse E n rollm en ts
-% o f 1970 A c tu a l
F a l l 1971 A c t u a l E n r o l l m e n t s
F a l l 1971 P r o j e c t e d E n r o l l m e n t s

Error-Course E n ro llm en ts
-% o f 1971 A c tu a l

STUDENT CLASS LEVEL
Sophomore J u n i o r S e n i o r

Total

860
716
762

118
102
119

103
90
103

27
32
29

1108
940
1013

46
6 .4

17
1 6 .7

13
14 .4

-3
-9 .4

73
7.8

10 44
829

137
85

119
104

95
32

1395
1050

-215
- 2 0 .6

-52
- 3 8 .0

-15
- 1 2 .6

-6 3
- 6 6 .3

-345
- 2 4 .7

86

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87

Term] T
S tu d e n t
Co I le g e
H eadcount
E n r o lltn e n te

S tu d en t
C o l le g e
Courts e
E n r o l lm e n t a
W i th in Each
T e a c h in g
C o l le g e

Term T + 1

S tudent
C ollege
Headcount
E nrollm ents

G row th R ate
F o r Ea c h
S tudent
C ollege

S tudent
C ollege
Headcount
E nrollm ents

By S t u d e n t ' s
C lass L evel

By S t u d e n t ' s
C lass Level
W i t h i n Each
Student
C o llege

By S t u d e n t ' s
C lass Level

S tudent
C ollege
Course
E nrollm ents
W ith in Each
Teaching
C ollege

*

Growth
X R ate
V ariable

X

S tudent
Load
V ariable
I\

By S t u d e n t ' s
C lass Level

By S t u d e n t ' s
C lass Level

T e a c h in g
C o lle g e
C ou rse
Loads

-

S tudent
C ollege
C ourse
E nrollm ents
W i t h i n Ea c h
T eaching
C ollege

P e r C e n t Of
Headcount
Fro m E a c h
Student
C ollege
Who E n r o l l e d
In A S e le c te d
Course

P e r C e n t Of
Headcount
Change In
From E a c h
S tudent
P e r Cent
E nrolled
C ollege
Who E n r o l l e d
------ I n A S e l e c t e d
By S t u d e n t ' s
C ourse
C la s s Level
W i t h i n Each
S tu d en t
By S t u d e n t ' s
C ollege
C lass Level

By S t u d e n t ' s
C lass Level

FLOW CHART OF THE SECOND METHOD FOR
PROJECTING COURSE ENROLLMENTS
E a s t L a n s i n g Campus
Figure 6

TIZ

METHOD TO* PROJECT!SC course o a n u ja v n
Teaching C ollege: MATLTUL SCI n e t
Courie: RATHDMIICS 101
C u t Lam ing Cenpue
F e ll Term

seccbd

Table 23
P a ll
Z Change
196* Head- Student
Actual Count Load

P a ll P a ll
Z Change
P a ll F a ll
Z Change
F a ll
P a ll
1969
1969 Head- Student
1970
1970 Head- Student
1971
1)71
P ro jected Actual Count Load
P ro jected Actual Count Load
P ro te c te d Actual

rutswoi
S tudent C 'lls j* :
Agr. 6 S a t. l e t m r c a
Arte 6 L ettera
Lyaan Irlg g a
k v lw ii
C o n u l u i l o a Area
Education
Engineering
Hunan Ecology
Hunan Medicine
Jacaa Xadleoa
J ^ a ila M e rrill
N atural Science
Oeteopathlc » d lc ln e
S ocial Science
V eterinary Medicine
Ho P reference

66
6
21
120
2
19
tl
11

104.1
a .e
97.9
90.7
110. f
it. 1
99.9
IS . 9

10S.1
1S0.0
71.1
91.4
192.3
79.9
109.9
199.9

72
6
21
91
6
16
•3
12

26)
13
90
22S

101.1

99.3

233

707.7
119.7
92.9

114.3
99.0
99.0

TOTAL

909

99.9

94.9

110.9
134.4
775.7
770.0
113.9
99.4
9 4 .5
72*.*
111.3
U S. 4
101.3
97.1

104. S
319.9
240.3
117.9
423.0
103.9
119.9
91.1
*0J .«

•7
10
3*
96
3
9
30
13
34

*7
10
3*
96
3
9
30
13
34

J77.«
7J0 .J

137.2
33.2
109.2

2
226
21
5*
190

39
3
9
6*
1
9
41
13
13
1
2
226
21
3*
1)0

133.3
174.2
111.4

112.1
94.0
123.9

7
MS
31
)3
262

7
303
31
93
262

93.9

715

716

113.9

113.9

1044

1044

72
6
21
91
4
14
*3
12
23

90.9
7S.0
79.3
31.3
71. S
71.3
73.2
71. t
194.9

90.3
99.7
55. J
93.3
34.4
9 9 .5
97.9
140.0
52.1

39
3
9
6*
1
9
41
13
13

101.9
*5.0

*7.5
705.0

11
70
1*4

2
233
1*
70
1*4

94.1
97.3
97.3

835

860

99.9

-

THE SECOND METHOD FOR PROJECTING COURSE ENROLLMENTS
Teaching College: NATURAL SCIENCE
Course: MATHEMATICS 108
East Lansing Campus
F a ll Terras
Table 26

Freshman

STUDENT CLASS LEVEL
Sophomore Jun io r Senior

T otal

F a ll 1968 Actual Enrollments
F a ll 1969 Actual Enrollments
F a ll 1969 P ro jected Enrollments
Error-Course Enrollments
-% o f 1969 Actual

909
860
835
-25
-2 ,9

105
118
113
-5
-4 .2

112
102
100
-2
-2 .0

28
27
24
-3
-11.1

1154
1107
1072
-35
-3.2

F a ll 1970 Actual Enrollments
F a ll 1970 P rojected Enrollments
Error-Course Enrollments
-% o f 1970 Actual

716
715
-1
-.1

101
101

90
90

32
29
-3
-9 .4

939
935
-4
- .4

F a ll 1971 Actual Enrollments
F a ll 1971 P rojected Enrollments
Error-Course Enrollments
-% o f 1971 Actual

1044
1044

137
131
-6
-2.1

119
114
-5
-4 .2

95
50
-45
-47.3

1395
1339
-56
-40.1

90

An i n s p e c t i o n
d ifferen ces

of

the e r r o r s

o c c u r r e d w here

the c a l c u l a t i o n s .
at

the

in

freshm an

Human M e d i c i n e .
w as t r a n s f e r r e d

In
to

(T able

th is

tab les

larg e
25)

d ifferen ce

in p r o je c tio n s

in stan ce,

at

However,

th e undergraduate

Changes in

in under­

in

relate

tran sfer

rep resen ted

the C ollege of
course

en ro llm en ts

m e th o d , p r o j e c t i o n s w ould re m a in a t

to a g a in

i n s t a n c e s w here

year au to m atically

n u llified

w as a c c o m p l i s h e d by d i r e c t l y
to headcount e n ro llm e n ts.
follow ing

flow c h a r t

The r e v i s e d

rev ise

p ro jectio n s
re latin g

(F igure

course enrollm ent

d ifficu lty .

the change

is

in
for.

T his

p ro jectio n s
in th e

7).

for

fo r the c u r r e n t

the p re v io u s

term .

The

t h e n u m b e r f r o m a s t u d e n t c o l l e g e who

course,

The d a t a

to

the p rev io u s

o u tlin ed

m echanism b e g an w i t h h e a d c o u n t e n r o l l m e n t s

the s e le c te d

in

process

for subsequent y e a rs.

Such an a l t e r a t i o n

second in d ep en d en t v a r i a b l e ,
in

the p r o je c tio n

zero co u rse e n ro llm e n ts

term I n s t e a d o f w ith c o u rs e e n r o ll m e n t s

accounted

of

lev el.

guard a g a i n s t

little

the C ollege

reflected

the

lev el

th a t co lleg e d id

Under t h i s

I t was t h e r e f o r e n e c e s s a r y

en ro lled

for

type appeared

f o r th e C o lle g e o f V e te r in a r y M edicine s i n c e

enrollm ents

to a z e ro c o n d i t i o n .
the zero

th is

in

t h e School of M edical Technology

zero c a l c u l a t i o n s were n o t i n v o lv e d .

Human M e d i c i n e .

of

The d e c r e a s e w a s c o r r e c t l y

g raduate e n ro llm e n ts

first

that a ll

t h e C o l l e g e o f Human M e d i c i n e f r o m t h e C o l l e g e o f

V e te rin a ry M edicine.

the

in d icated

z e ro c o u r s e e n r o llm e n ts were in v o lv e d

The s i n g l e

lev el

these

c o u l d be i n t e r c e p t e d

and r e v is e d w ith

s h o w n i n T a b l e 27 i n d i c a t e d

course en ro llm en ts

th at

all

b e t w e e n two t e r m s h a d now b e e n

of

91

Term T - l

S tudent
C ollege
Headcount
E nrollm ents
By S t u d e n t ' s
C lass Level

X

Growth
Rate
V ariable

Term T

P r o je c ted
S tudent
C ollege
Headcount
E nrollm ents
X
By S t u d e n t ' s
C lass Level

S tudent
Load
V ariable

S tu d e n t C ollege
C ourse
E nrollm ents
W ith in Each
C ourse In A
T eaching
C ollege
By S t u d e n t ' s
C la ss Level

FLOW CHART OF THE THIRD METHOD FOR
PROJECTING COURSE ENROLLMENTS
E a s t L a n s i n g Campus
Figure 7

T U THIRD METHOD FOR PROJECTING COURSE ESROLLKEXTS
Teaching C o lle g e : NATURAL SCIENCE
Co«T**: MATHEMATICS 109
l a s t Laoslog Caspiu
F a ll T en *
P a ll
1H S
h tlCM*t
of
Majors

A*ad—
X
count E nrolled
Crovtb In th is
Course
la te

P a ll
1949
Course
E o ro ll■*n:i

T atla 27
P a ll
1949
Head­
lu d X
count E nrolled
count
Growth in th is
of
Court*
K*1or* Race

P a ll
1970
Course
Earn 11nents

P a ll
1970
Head­
count
of
Majors

P a ll
Head­
1971
X
count Enrolled Course
Crowth in th is E n ro ll­
ment*
Race
Course

FREStTCN

Stydrr.i C elle f t :

hilttM
Cocmuaicatlon Art*
Education
Engine* rl nj
l a m Ecology
■man Medicine
J t * Kadi son
J s u tln M o rrill
K atarel Selene*
O steopathic Medicla*
Social S c lto c t
V eterinary MedI cine
Wo P reference

539
Ml
283
5S7
320
793
743
313
44
248
314
1304

104.1
ii.e
97,9
it. 7
no. e
92.1
99.9
15. t
99.4
94.4
91.1
109.1

12.4
.9
7.9
20.3
1.1
1.9
11.2
4.5
40.4
0
.9
19.0

72
4
21
98
4
14
83
12
23
0
2
233

382
931
277
413
334
732
739
249
57
233
243
1409

90.9
75.0
79.9
99.2
71.5
71.2
72.2
74.9
124.9
77.1
101.9
25.0

11.2
.4
4,2
12.2
' .4
1.7
7.4
4 .3
21.1
.5
.7
19.9

39
3
9
68
1
9
41
13
13
1
2
226

329
701
213
417
233
322
341
200
71
193
261
1198

140.9
104.4
179.1
119.9
113.9
99.4
94.5
122.2
111.3
115.4
101.5
97,1

11.7
1.4
10.1
19.3
1.7
1.9
9.2
5.9
43.0
0
2.4
24.2

87
10
38
96
3
9
30
13
34
0
7
303

704
144
2304

107.1
112.7
92.2

2.4
27.4
9 .7

18
70
184

734
187
1894

94.1
97.2
97.2

3.3
21.9
10.3

21
36
190

436
182
1845

133.3
174.3
111.4

3.7
30.0
12.2

31
93
242

TOTAL

9670

99.1

9.4

860

9192

92.9

9.9

716

7777

115.9

11.9

1044

t | r . 4 l i t , Resource*
Art* 4 L etter*

Lyman trl u*

vO

KJ

93
Tim ing,

In t h i s s e c t i o n
to t h e

D ata Base and Im p le m e n ta tio n

a d d itio n a l co n sid eratio n

tim e s e q u e n c e s u g g e s t e d

is given

to

th e d a t a b a se and

for the p r o je c tio n p ro c e ss .

f o l l o w e d by a s a m p l e i m p l e m e n t a t i o n o f

the p ro cess

This is

f o r tw o s e l e c t e d

courses.

The i m p l i c a t i o n h a s p e r s i s t e d

over the y ears

a r e n o t known u n t i l g r a d e s a r e

assig n ed .

th e number o f c o u r s e s d ro p p e d a f t e r
th e number t h a t
to tals

are

are

added.

trad itio n a lly

e s tim a te s sh ould be la b e l le d
th at

It

is

is

of "a s in g le

set

term -end

course en ro llm en t

than seco n d -w eek t o t a l s .

according

of estim ates"

p ro jectio n

as

Each s e t o f

to the p e rio d w ith in

to be l i s t e d

in

ad d itio n al

It

th e term

involves

f i v e weeks b e f o r e

sh o u ld be a v a i l a b l e

a series

for

least

begin.

of
The

a y e a r in

fo r use in p la n n in g

the

term .

term e n r o l l m e n t e x p e r i e n c e .
classes

com pletion

f a c t o r s become known.

t h e tim e s c h e d u le

p r o j e c t i o n w ould r e f l e c t e a r l y
approxim ately

once a y e a r .

f o r a t e r m w ould b e c o m p le te d a t

The s e c o n d p r o j e c t i o n

the c o u rse s

jectio n s

t h e s e c o n d w e e k more t h a n o f f s e t

t h e p r o j e c t i o n p r o c e s s i s more th a n t h e

r e v is io n s and r e p r o j e c t i o n s

advance.

enrollm ents

rep resen ted .

suggested th a t

in itia l

"fin al"

On t h e E a s t L a n s i n g Campus

As a r e s u l t ,

sm aller

th at

Each o f

A fin al
T his i s

th e se pro­

s h o u l d b e p r o g r e s s i v e l y m o re a c c u r a t e .

A th ird area

fo r co n sid eratio n

refers

to

the le v e l

Th e c o u r s e e n r o l l m e n t d a t a s u g g e s t e d

in

le v el.

th is

It is

su b m itted

th a t w ith o u t

of d e ta il

t h i s p a p e r 1b a t
d etail

facu lty

req u ired .

the course
p articip atio n

94
in t h e p r o j e c t i o n

p r o c e s s w ould be s e r i o u s l y

working m odel s h o u ld e n c o u r a g e

S electing

th is

lim ited .

A v iab le

type o f p a r tic ip a tio n .

t h e H eadcount D ata Base

Headcount e n r o l l m e n t s
us e a s a b a s i s

are

av ailab le

at d ifferen t

lev els

fo r p ro je c tin g course e n ro llm e n ts.

of d e t a i l

for

T h e m o s t cotmnon

levels are
1.

first-tim e

2.

new s t u d e n t h e a d c o u n t e n r o l l m e n t s ,

3.

headcounts

4.

the

of re tu rn in g stu d e n ts,

to ta l headcount a t a c la s s

In t h e s c h e d u l e
types a r e

headcount en ro llm en ts,

tested

th at

follow s

as a b a s is

and

le v el.

(T ab le 26)

the

for p ro je c tin g

freshm en

in each of th e se

enrollm ents

in a s e le c te d

freshman c o u r s e - M a th e m a tic s

108.

The s t u d e n t s

c o u r s e who c h o s e N u r s i n g o r P r e - V e t e r i n a r y

en ro lled

in

th is

M edicine a s m a jo r s w e re r e q u i r e d
freshman y e a r .

S tudents

to c o m p le te t h i s

course.

freshm an y e a r .

have c o m p l e t e d M a th e m a tic s

108 1b a p r e r e q u i s i t e

T his b a s is

to
is

for

in T a b le

th e most c o n s i s t e n t
the

for

in M athem atics and S t a t i s t i c s

the p e rc e n ta g e c a l c u l a t i o n s

re la tin g co u rse enrollm ents

the

I n t r o d u c to r y C hem istry

108 a s a p r e r e q u i s i t e

the r e l a t i o n s h i p w h ich p ro d u c e s

student c o lle g e .

in

M athem atics

S t u d e n t s who a r e m a j o r i n g

A com parison o f

in t h e i r

from t h e P r e - P r o f e s B i o n a l p ro g ra m s i n

C o lle g e o f N a t u r a l S c i e n c e must e n r o l l
during t h e i r

course

to ta l

used in

th at

must

th e m ajor.

28 i n d i c a t e s
p attern

is

th at

t h e one

freshm en h e a d c o u n t f o r a
the i l l u s t r a t i o n s

that

follow

95

D tB O LLK EN TS AS A B A S IS FOR r F O jr.C T I HC O D O V I D n O L U f n t T S

I H 1K W T

Teaching C o lla g a i NATURAL SCI PICS
Couraai HATIIFJ1AT1CS IPS
Eaat Lanatng Caapua
f a l l Tara#
M

Una dcount C n r o lla m tl
1969 1970 19 71
NURSING1
F lr a t - t l a e Fraahaan
Total Now Fraahaan
R eturning Fraahaan
Total Fraahaan

U

IB

X In Thin Ceuraa
1969 1970 19 71

Tara-End
Courna Enrol l a an to
1971

176
17B
JO
10B

134
»B
IB
1*6

236
246
3S
IBS

4 4 .9 4 9 .0 99 .9
4 4 .4 4 J .4 94 .9
t u . t 909.4 9 99.9
9 9 .0 91. 9 4 9 .4

79
79
79
79

•3
B)
•3
1)

13)
13)
13)
133

16S
16B
19
1B7

161
161
16
1B1

263
292
23
317

41.4 9 9 .0 99.1
41. T 9 9.9 99 .9
9 4 9 .4 949.9 4 1 1 .0
9 9 .4 9 1 .9 9 0 .0

70
70
70
70

SB
SB
)B
)B

93
93
9)
9)

PRE-PROFESSIONAL
1
(C ollage o f Natural Sc1*nca)
249
F ir a t - t la a Fraahaan
19B
Total Haw Fraahaan
2)3
2)2
71
N otum lng Fraahaan
69
T otal Fraahaan
3)3
374

339
3)4
32
412

I f .f
17. >
1 0 1 .9
9 9 .9

94 .1 9 4 .0
9 9 .9 9 4.4
9 4 .9 9 9 4 .4
9 0 .1 1 9 .4

79
79
79
79

6)
63
63
63

122
122
122
122

7
149
46
172

9. 9
9. 9
4 9.9
9 .4

9 .9
9 .9
9 4 .0
9 .4

27
27
27
27

7
7
7
7

2 )3
2 )3
2 )3
2 )3

226
226
226
226

PRC-VETERINARY MEDICINE
F lr a t - t l a e Fraahaan
T otal Now Fraahaan
B alum ln g Fraahaan
T otal Fraahaan

1

HATHIHATICS 1 ST A T IS T IC S
F lr a t - t la a Fraahaan
Total Haw Fraahaan
Bnturnlng Fraahaan
Total Fraahaan

3
311
312

39
233

239
2)9
20
2BS

-

-

-

COLLEGE o r NATURAL s c i e n c e
FI ra t - 1 laa Fraahaan
T otal Now Fraahaan
Returning Fraahaan
T otal Fraahaan

11SJ
1191
109
1409

961
976
110
119B

934
97B
170
1111

91.4 93. 4 i f . T
9 1 .9 9 3 .9 3 1 .9
191. 1 109.4 199.4
1 4 .0 19.9 9 4.9

Hatai 1) H atliaaatlca 10B la ragulrod In tKa froaltaan /a a r .
1) Hatturn*tlea 10B la a p roraq w lalca to tha requ ired fraahaan Chante t r y oauraa.
3) H athaaatlca 10B la a p r e r e g u la lta ta accep tance la tha Major.

303
30)
30)
303

96

in t h i s

chap ter.

It

is

m athem atical tech n iq u e

d ifficu lt

to c o n c e i v e o f any s i n g l e

t h a t w ould a c c u r a t e l y p r o j e c t

so p h isticated

th is percentage

v a ria b le w ith s u f f i c i e n t p r e c is io n .

I n i t i a l P ro jectio n s
The i n i t i a l p r o j e c t i o n s w e r e c o m p l e t e d by m e a n s o f
developed in

the p r e v io u s

freshm an e n r o l l m e n t s
T a b l e s 29 a n d 3 0 .
in clu d ed

in

A sum ma ry o f

the p ro je c tio n s

used as a b a s is

from a te rm -e n d

h ig h e r than th e

recognized in
loads.

of th e s e p r o je c tio n s

for

200 w e r e shown i n

for a ll

c l a s s e s was a l s o

these sch ed u les.

rep o rt.

th e t o t a l number e n r o l l e d
ally

D etails

i n M a t h e m a t i c s 10 8 a n d E d u c a t i o n

The c o u r s e e n r o l l m e n t s
obtained

sectio n .

th e m echanism

The n e x t s t e p ,

th e s e p r o j e c t i o n s w ere

However,

e x p e r i e n c e h a s shown t h a t

on t h e s e c o n d w e e k o f t h e

term -end

facilities

for

to tal.

T h is p o a k -lo a d p e r i o d s h o u ld be

p l a n n i n g and in c a l c u l a t i n g

th e re fo re ,

in p r o je c tin g

to c o n v e r t th e term -en d p r o j e c t i o n s
The c o n v e r s i o n was i l l u s t r a t e d

te rm was t r a d i t i o n ­

to

in stru ctio n al

t h e s e e n r o l l m e n t s was

th e second-w eek l e v e l o f a c t i v i t y .

in T able

3 1,

The S e c o n d P r o j e c t i o n s
The p r i m a r y r e s p o n s i b i l i t y
pro jectio n s
close

re ste d w ith

for ev alu atin g

facu lty p lanners.

i n t e r a c t i o n betw een c o l l e g e s ,

c o o rd in a te these e s tim a te s

p ro jectio n s

t o be c o m p l e t e d

However,

the i n i t i a l

because o f

the

m e m be rs o f t h e C e n t r a l S t a f f m u s t

and i n t e r p r e t

m e n t s f o r t h e E a s t L a n s i n g C am pu s.

and r e v i s i n g

t h e i r e f f e c t on t o t a l

T his r e q u ir e d a second s e t

f i f t e e n weeks b e f o r e a term began.

en ro ll­
of

OTT1AL COCKE EXWJLL'tZHT PROJECTIONS
T m c U s i C o l t t |f ! WTwWl* SCIENCE
Cn f m : HATHD1ATICS 108
( M t lan aln g Cjopu*
7*11 T«nt
T ab lt 29

1HT
fKSWCT
Stud en t C c lltg t:
A gt. t l i t . I n c u r c i i
Art* A L etter*
IfM * I r l u i
I W lM I I
C e aatn !c« tl« i Art*
Education
E « llM tr ln |
b u a Ecology
I r m H edlclM
Jauea TUdtaon
3vatla T torrlll
■ ato ral Science
O ateopathlc flecielae
S ocial Science
V eterinary Kedlclne

C ollet* Hal era
196S 1969 1970

A
1971

F ar Cent E nrolled
la Tbia Court*
1967 1968 1969 1970

529
701
213
417
253
522
5*1
20*
71
195
268
1198

612
829
350
503
279
53*
5*5
2*3
70
229
281
1212

72.8
.1
12.8
18.8
.8
.S
11.1
2.1

2*8
31*
130*

582
935
277
*83
35*
732
739
269
57
253
263
1*09

.5
7.8
18.8

I t. 8

70*
232
2306

756
187
1393

636
182
18*5

8*7
299
2228

J .i
>5.4
20.5

7777 9081

7777
7789
856*
80*6

*99
ST*
20*
SIT
308
7S9
788
292

S59
9*8
233
SS7
320
795
7«3
313

■o Preference

20S
305
1*01
MS
216
22*4

TOTAL

•299

9*70 9192

SUR9ART
T reatm o
Sopkmore
Ami or
Settlor- Special

9299
7613
7535
6621

9670
7616
7738
7235

9192
7818
8171
7621

9081
6937
9552
8797

11.8 12.8
.8
.8
7 .8
» .»
21. S 20.3
.8
1.1
1.4
1.8
10.1 11.1
1.5
l.S
40.4

1971

T iro -tn d
Court* E nrollnenta
i
1967 1968 1969 1970 1971

2*3

2
233

39
3
9
68
1
9
*1
13
13
1
2
226

15
90
228

11
70
18*

21
58
190

26
93
223

975

909

860

716

833

973
127
•9
26

909
103
111
28

860
118
102
26

716
101
90
32

833
105
110
39

63
7
26
95
2
*
102
9

.8
18.0

11.1
.8
8.2
18.3
.8
1.7
7.8
8.3
11.1
.8
.7
11.8

11. S
.8
8.2
17.0
.5
1.0
0 .0
5.0
U .5
.9
.7
18. 8

2.1
37.4
9 .7

3.3

88.3
8.2

31.8
10.3

3 .0
31.0
10.0

1
*
270
10
1*3
237

20.5

8 .8

9 .4

8.1

8 .1

10.5
2.7
1.1
.4

9 ,4
1.4
1.4
.4

9.4
7.8
7.2
.8

9 .1
1.3
1.1
.4

9 .3
7.8
1.1
.4

1.1

66
*
28
120
2
19
S3
11

72
6
21
98
*
1*
S3
12
23

70
4
13
86
1
10

*9
12
16
1
2
223

OTT1JU CTOASE PlOLLrrxr paojtcTtws
T eocM eg C o lle c t :

IStXATTOS

C o u n t: E X aT T C : : 0Q
lo o t Looting Cawyj*
f a l l T an a

1967

Cel leg* KtJ or*
1W1 1969 1970

1971*

T ab lt 30
N r Cast Enrol ltd
la Thla C o u n t
1967 196* 1969 1970

1971

T ro - I n d
C o u n t Corel la e n tt
1967 196* 1969 1970 1971*

rc ts w o
S tm U r.i C o lU g t:

26*
316
1306

5*2
935
277
6*3
356
732
739
269
57
253
263
1609

529
701
213
617
253
522
561
206
71
195
266
119*

612
*29
350
503
279
536
565
263
70
229
2*1
1212

706
232
2306

756
1*7
1*96

636
1*2
1*65

Agr. 6 T at. b i m i r u i
Arta 6 L ttttr *
Lfaas I r l u i
•u a le e a t
C m w l c a tlo a Art*
education
tag ln u crta g
I o c s Ecology
b a n K tdtclee
Ja a c i Kadi ion
J u a tla T torrlll
N atural S c ita c t
O uttepatM c K td lc ln t
S ocial Sclcace
Y i u r l u r y Medicine
No P r t f t r t n c t

699
*76
106
517
30*
759
7M
191

559
96*
2*3
557
320
795
763
313

205
305
1601
665
216
2266

TOTAL

TOTAL

.4

1.0

.1

1.0

12

.1

1
6

9

3

6
10

17

1*

1

•

1

1

.4

1.4

1.3

1.1

3
1
U

7

.4

1.1

1.0

1.0

5

2

3

1

2

.J

.4
4

.4

4

.2

.1

.4
. .2

.1

6

1
1

1
1
2

1
1

1
1

*67
299
2229

4

.1

.4

.9

.1

1

1

6

2

3

.4

.1

.t

11

1

7

2

2

9299 9670 9192 7777 9381

4

.2

.4

.1

.4

56

16

41

27

35

9670 9192 7777 90*1

8
1

.1
4.1

.4
4.9

.1

6937
9552
*797

4.S

7.7
1.9

7.1
1.8

S. 8

i

.4

.4
4.1
4.9
.4

56
661
613
97

1*
669
596
137

41
464
5*3
123

27
351
677
44

33
299
449
41

31088 32281 32802 32176 36367

»

1.4

9 .7

1.4

1.4

1227 1218 1213

899

844

SMART
frw fc m
Sopbeaort
Junior
S ta le r-S p e c ia l

.1
4

9299
7613
7555
6621

• • etc lo tted or projected

761*
775*
7235

7*1*
*171
7621

77*9
8566
*066

4

1.1

3

s

1

\£)
00

99

C0M*AR160M

or

TEOft-END

AND SECOND-WEEK
FOR SELECTED COURSES

OOUftSI UK7LLHUTS

f M t Lancing Caapua
F a it Tara*
Tabla 11

fra h ,
COURSE ENNXLMEMTS
F all 1967
T«n»-tnd
Second Weak
I M M
fa) U t m - M
T all I960
Tam-1 nd
Second Uaak
I Snd i'a a l to r « n » - M

MATHEMATICS 101
Oaph.
Jr.
« r.

F rah.

Soph.

Jr.

26
29
J 17.5

12 17
12M
1 0 1 .4

56
57
1 0 1 .0

4 61
466
101.1

613
97
611
90
00. T 101.0

1227
1232
100.4

111
170

20
11

1151
1179

16
14

lie . r

109. S

0 2 .6

596
117
601
130
101.0 100.7

1732

1 0 0 .0 1 0 0.1

469
477
101. T

26
14
110.0

1106
1170
1 0 0 .0

41
40
0 7.0

464
459
0 0 .0

50]
500
0 0 .6

125
111
0 0 .0

0 0 .1

27
27
100.0

131
151

477
476

44
47

099
901

1 0 0 .0

0 0 .0 100.0

1 0 0 .1

299
299
1 0 0 .0

469
41
469
41
1 00.0 100.0

044
047
100.4

975
127
900
127
lO O .t 1 0 0 .0

909
921
101 . 6

F all 1969
Tem-Fnd
Second Uaak
% 2nd Week to T arm -tnd

105
105

060
110
046
110
00.4 1 10.0

09
90
110.1

102
HO

107.0

F all 1970
Tam-Fjid
Second Uaak
t irid Week to Jlan^fH rf

716
736

101
111

1 00 .0

1 0 0 .0

206.0

F a ll 1971*
Tam-End
Second Uaak
0 tx d Uaak to

O il
041
101.0

103
116
1 1 0 .0

110
19
127
40
l l t . O 100.0

fttiw -fto f

F a ll 1971“
T am -tnd
Second Waak
I Onrf Uaak 60 Tmrm-Ond

90
111

1044
137
119
1054
144
1 34
101.1 l O i . l l l t . O

• “ M lla a ta d a r p r o je c te d
a » a c tu a l a a r a l l u a a t a

EDUCATION 300

T o ta l

12
19
101.0

919
999
1 0 0 .4

1007
1132
1 0 4 .1

95
1393
102
1434
107.4 1 0 0 .0

13
36
100.0

40
43
107.0

202
2 01
0 0 .0

400
4 12
1 01.0

tr.

26
20
107.7

T o ta l

1210

101.1

1213
1190

756
764
101.1

100

Th e p r o j e c t i o n s
for

the

estab lish ed

tw o c o u r s e s

32 a n d 3 3 .

Each o f

by t h e

selected

facu lty

In t h i s

the s e c t i o n s

for

t h e F a l l Term o f

study w ere reproduced

1971

in T ables

l i s t e d was s u b s e q u e n t l y a s s i g n e d

s e p a r a t e s e q u e n c e num bers and was p u b l i s h e d

in

t h e Time S c h e d u l e o f

C ourses.

The T h i r d P r o j e c t i o n s
The t h i r d

stag e of

the c o u rse e n ro llm e n t p r o je c tio n p rocess

the e a rly

enrollm ent p erio d .

E arly

m e a s u r e o f s t u d e n t d e m an d f o r
lim ited

to

of C ourses.

D uring th e W in te r,

to p a r t i c i p a t e
In s p i t e o f

was r e s t r i c t e d

th ese

lim itatio n s,

e n r o l l m e n t was e s s e n t i a l l y

the co u rses o f f e r e d .

th e number of c o u r s e s

follow ed

th at

ha d b e e n

a

The m e a s u r e was

liste d

in th e

Schedule

S p r i n g a n d Summer t e r m s e l i g i b i l i t y

to

s t u d e n t s who w e r e c u r r e n t l y

enro lled .

th e s e d a ta w ere u s e f u l in u p d a tin g

term p r o j e c t i o n s .

In T a b l e s 34 a n d 33 e a r l y
as

a b asis

for

th a t d ecisio n s
be f i n a l i z e d
cated

to

re v is in g the
regarding

the s tu d e n ts .

cap acity

in

the s iz e

co n d itio n .

was sum m arized a nd s e r v e d

1971 p r o j e c t i o n s .

th e c a n c e l l a t i o n s

in a d d i t i o n a l

It

Is a t

th is

stag e

of sm all-sized se c tio n s
c a n be r e a d i l y

D u r in g t h e week o f e a r l y

set of p ro jectio n s

red u ctio n

F all

and a d v i c e o f c a n c e l l e d s e c t i o n s

a re allow ed to e n r o l l

In t h i s

enrollm ent a c ti v ity

courses

can

com muni­

reg istratio n

to com plete t h e i r

students
schedules.

a n a d j u s t m e n t w a s a l s o made t o r e f l e c t a n y

of a s e c t i o n due to

th e e x isten c e of an over­

Such a c o n d i t i o n d i d o c c u r

in se c tio n s

6 and 9

FACULTY COCUSE DiROLUCST PROJECT!OSS
lu c h lD t C o llc fc : SATLHAL SCIENCE
Courae: KATHEJmiCS IC3
lo o t L a & a ln f C aapui
F a ll I t n *
Tablo 32

1964

faction

F acu lty
F rojectlor-j
1969 1970 1971

1964

A ctual
Jeeood-Vetk
C arollaeet*
1969 1970 1971* 1971

30
X
X
X
31
X
X
X
X
X

X
X
X
X
X
30
X
29
30
X

X
31
X
X
X
31
X
X
X
X

X
X
X
11
X
29
X
X
24
21

29
X
X
31
25
27
29
32
31
14

X
29
29
24
32
21
27
29
27
14

X
31
X
X
21
25
29
X
29
14

33
33
33
30
X

33
33
35

35
33
35

33
33
35
X
IS
X
X
X

37
33
37
X
X
*
20

21
X
17
24

19
X
9

21
X
16
24
24
24
24

30
TOTAL

1343 1344 1313 1473

a • eatlaated or projected

1188 1128

24

31
29

39
29
31
32
17
33
33
24
24
24
X
X

100.7

st.o loo.o loo.o 133.3

100.0
100.0
104.4
100.0
04.7
100.0
104.7
44.4
44.4

100.0
100.0
104.4
10.8
00.0
94.7
136.7
103.3
40.0

JOS. 7
0 4 .t
105.7
100.0
100.0

00.0
47.1
00.0

44.4

43.4

X
29
2

999 1178 1434

1971

45,
96.
93.
84.
73.
90.
103.
90.
90.

7 100.0
7 100.0
3 109.0
0
70.0
3
80.0
0
45.0
0 100.0
0
95.0
0
50.0

40. 3
97. 1
25. 7

94.4
130.0
106.7
140.0
94.5
103.3
133.0
J0e. 7
50.7

40.0
47.1
05.0
40.0
40.0

10.0
40.0
40.0

100.0
100.0
05.7
00.0
70.4
10.0
91.4
07.1

4 4 .4

4 7 .0

101

30
30
30
30
30
X
X
X
X
X

1964

S A ctual To
F aculty
F rojactlooa
1969 1970
1971*

fACCITT COUtSE Er-.OLL.YE- PM JEC7I03S
Teaching Collc • ELVCATI3S
C m t h ! KX.'CATtOY 700
taut lunalng C a rp u i

fa ll T im
Takla 33

Actual
9aceo4~Wcek
torollaeat*
1969

1970

1971*

1971

1*69

S A ctual To
f a c u lty
P ro je c tio n s
1971*
1970

facu lty

1*69

P ro je c tio n s
1971
1970

1971

Lectures
*02

610
610

463

390
390

TOTAL

1220

930

780

1201

908

762

764

3 1 .4

» 7 ,S

1 7 .7

P 7 .J

1
2
3
4
3

33
33
33
33
33

13
13
13
13
13

13
13
13
13
13

34
14
36
14
36

13
13
13
16
13

13
13
13
13
15

16
13
13
13
16

3 7 .1

1 0 0 .0
IX . 0
IX .0
IX. 7
IX. 0

»».o
ti.o
1 0 0 .0
1M.0
IX .0

1 0 4 .7
1 0 0 .0
IX . 0
4 4 .7
1 0 4 .7

11
34
33

33
33
»

13
IS
13

15
13
15

33
14
10

13
14
14

14
14
14

16
15
13

IX .0
$ 1 .1
$ 1 .1

3 6 .0
3 6 .0
3 4 .0

1 0 4 .7
1 0 3 .0
1 0 0 .3

4*
30
31

13
13
13

13
13
30

16
13
14

13
13
»

14
10
30

104.7
IX. 0

IX . 0
1 K .0

31.1

1 1 .1

IX. 0

4 4 .7
IX .0

3*
60
61

13
13
30

1 7 .7

$ 7 .$

*01

463

tec 1tit 1cm

TOTAL

1220

• ■ e a t la s te d o r p ro je c te d

930

tr .l
1 0 1 .3
$ 7 .1
1 01. S

$4.1
$ 7 .1
1 0 0 .0

X .7
$4.7
110.0

13
10
33
780

1201

908

762

764

$ 0 .4

$ 7 .$

n z n i t s ru x rcc n o N

of

co o n se

etooilkexts

TaadUoc C o ll* * * :

» T tT A l SCI OCX
C M T H ! VTHEIAUCS IC«
b i t L a a a l a t Cazpu*

F a ll T in a
Tafcla M
t a l l y Enrollment
S actloo I te a e m tlo a s
Accepted *

k t« il
lacond'Waak
B a r o llo n t
1969 1970 1971* 1971

1948

1969

1970

1971

1968

•a c tio n 1
1
1
4
J
«
7
•
1
10

29
29
28
X
31
X
X
X
29
29

24
20
X
X
31
9
IS
X
X
23

27
X
X
20
27
14
X
29
21
17

X
31
X
X
X
31
X
X
23
24

32
X
X
31
X
29
X
32
28
28

29
X
X
31
23
27
29
32
31
18

X
29
29
28
J2
21
27
29
27
18

33
31
X
33
X
47
X
31
31
19

40
41
42
43
44
43
44
47
41
4*
30

22
X
24
X
X

10
19
9

10
24
7

27
26
10
0
0
13
0
0

37
33
37
X
X

21
34
17
26

19
34
9

TOTAL

lo tii

1142

950

B47

1151

4
20

1188

1128

999

1) T otal* a f te r d e p a rta e a ta l d elatio n * and approval*.

• • e a tle a te d or pro jected

S Actual
Ta Zarly
K arallaaata
1968

1969

19 70

31
29
X
X
39
29
31
X
32
17

110. 3
103.*
107.1
103.1
94.9
99.7
100.0
109.7
99.9
99.9

110.9
130.0
100.0
103.3
30.9
3C0.3
191.1
104.7
103.3
73.0

222.2
94.7
99.7

110.0
100.0
100.0

100.0

1*0.0

773.?

109.7

1 1 9 .5

1SO.0
30.0
100.0
139.9
103.9

100.0
1S0.0
100.0
104.0
133.0
90.0

110.0
33. S

X
33
13
24
24
12
24
24

33
33
X
28
24
28
32
X
X
29
2

199.3
110.0
143.3
100.0
100.0

310.0
179.9
194.9

190.0
130.9
129.4

1358

1434

104.0

119.7

117.9

1971*

111.1
133.0
130.0
90.0
90.0
90.9
90.0
00.0

113.0

1971
7?J.J
JJ.3

103.3

100.0
119.0
34.3
119.9
134.4
300.0

199.7

134.3

O
W

n x

T T U O P K U L C T lec OF COORSI DIWJLLXEITS

Teach log C o lie;* : EXKXATICN
Coatee: EXCaTTON 2C0
Beat la m in g Carpus
9*11 Tara*
Table 33
la r ly tn r o lla e n t
Section A esereatlen*
Accepted1
1N 9
1970
1971

1969

A ctaal
Second-Week
th r o lla s n ts
1970
1971*

1969

782

764

141.1

139.3

143.9

188.2

13
13
IS
18
13

13
13
13
13
13

16
15
13
13
16

#9.1
#9,1

107.1

100.0

99.0
94.0

104. 9 147.3

HO.O

#9.1
102.#' 133.0

1J0.0

114.3
144.7
730.0
114.3
104.7

13
14
14

14
14
14

14
13
13

#**.#
242.9
100.0

133.0
93.3
93.3

107.7
700.0
93.3

133.1
730.0

16
13
14

13
13
30

14
10
30

177.9
134.4

300.0

444.7

444.7

147.3

147.3

133
213

377
273

312
134

TOTAL

850

852

468

1201

908

33
33
33
33
33

14
13
0
12

14
19
2
U
13

34
34
38
34
38

4
24
13

12
13
13

13
2
13

33
34
30

3
1
18

33
34
33

•

(9

9

30
31

U

39
•0
*1

1
0
18

TOTAL

3

850

652

13
10
33
468

1201

1971

1971

U c tu m
Ml
902

IteclL itlons
1
2
3
A
3

1 A ctaal
T* ta r ty
k ra lla e n t*
1970
1971*

908

100.0

100.0

904.9
762

784

141.3 130.3

143.4* 143.3

• * ta ilM K d or projected
b u s l ) Hi* decrease In early enrol laent r t t t m t l o n i waa due to a policy change effec tin g returning student*.
I t va* anticipated that students who were new to the C a p u would o ffa et thla reduction. Projection*
Iron the aecood cycle were therefor* retained.

105

o f M athem atics

108

(See T a b le 3 6 ).

recording a red u c tio n of
the s t u d e n t s
adv iso rs

to

tra n sfe r

sets

it

is

to
in

another s e c tio n .

p o ssib le

th at

the t o t a l

Such t r a n s f e r s w o uld n o t

en ro lled

for

a course.

o f p r o j e c t i o n s w ere sum m arized i n T a b le

com parative p u rp o se s,
listed .

type how ever, s i n c e

In

i n v o l v e d may h a v e a l r e a d y b e e n r e q u e s t e d b y t h e i r

rep resen t a red u ctio n

The t h r e e

th is

C a u t io n s h o u l d be e x e r c i s e d

a c tu a l course

en ro llm en ts

for

37.

For

th e term w ere a l s o

REVISION OF COURSE ENROLLMENT PROJECTIONS
East Lansing Campus
F a ll 1971
Table 36

Assigned
Room
Capacity
Section 1
2
3
4
5
6
7
8
9
10
TOTAL

42
50
42
35
50
35
32
60
30
50

MATHEMATICS 108
P ro jectio n s
Early
Enrollment
Revised
Based
Reduction Enrollments
33
31
30
33
30
47
30
31
31
19
1358

12
1
13

33
31
30
33
30
35
30
31
30
19
1345

EDUCATION 200
P rojections

Assigned
Room
Capacity
25
30
30
25
25
30
30
25
20
30

Early
Enrollment
Based

Revised
Enrollments

15
15
15
15
15
15
15
15
15
15

15
15
15
15
15
15
15
15
15
15

762

762

SUMMARY OF COURSE ENROLLMENT PROJECTIONS FOR SELECTED COURSES
Ease Lansing Campus
F a ll 1971
Table 37

Frsh.
I n i t i a l P ro jectio n s
As of Term-End
As of Second Week

833
841

MATHEMATICS 108
Soph. J r . S r.

T otal

105
116

1087
1132

120

127

39
48

Frsh.
35
36

EDUCATION 200
Soph. J r . Sr.
299
299

469
469

41
43

T otal
844
847

Second P ro jectio n s
(As of Second Week)
Faculty P ro jectio n
Revised P ro je ctio n

1473
1178

780
762

Third P ro jectio n s
As of Second Week
Revised (over capacity)

1358
1345

762
762

A ctual Enrollm ents

As of Term-End
As of Second Week

1044
1054

137
144

119
134

95
102

1395
1434

40
43

282
281

408
412

26
28

756
764

CHAPTER V
TRANSLATING COURSE ENROLLMENTS INTO TEACHING REQUIREMENTS

P r o j e c t i n g C r e d i t Hours

P ro d u ctiv ity at a u n iv e rsity
c re d it hours.

is

cum stom arily m easured in term s of

The a n n u a l q u e s t i o n n a i r e

fo r th e S t a t e of M ichigan r e q u i r e s
u l a t e d by c l a s s

lev el.

from t h e B ureau o f t h e Budget

t h a t c r e d i t h o u rs should be ta b ­

C re d it hours a re c a lc u la te d

from c o u r s e e n r o l l ­

m e n t s by a p p l y i n g t h e a s s i g n e d n u m b e r o f c o u r s e c r e d i t s
to t h e number o f s t u d e n t s
for the

e n r o lle d In th e c o u rse .

two c o u r s e s u s e d a s e x a m p l e s i n

Illu strated

or class

cred its

ThiB c o n v e r s i o n

t h e p r e v i o u s c h a p t e r was

i n T a b l e 3 8.

MICHIGAN STATE UNIVERSITY
E a s t L a n s i n g Campus
CALCULATION OF COURSE CREDIT HOURS FOR SELECTED COURSES
F a l l 1971
T a b l e 38

Frsh.

Soph.

Jr.

Sr.

1054
5
5 27 0

144
5
720

134
5
670

102
5
510

1434
5
717 0

43
5
21 5

281
5
1045

412
5
2060

28
5
140

764
5
3820

T otal

MATHEMATICS 1 0 8
Course E n ro llm e n ts
C ourse C r e d i t s
C ourse C r e d i t Hours

EDUCATION 2 0 0
Course E n ro llm e n ts
Course C r e d i t s
C o urse C r e d i t Hours

108

109

C re d it hours have

trad itio n ally

been sum m arized in a t

least

th ree

d i f f e r e n t w ays.
1.

S tu d en t-o rien ted

sum m aries,

2.

F acu lty -o rien ted

sum m aries,

3.

A dm in istrato r-o rien ted

A v ariatio n

of the

and

sum m aries

t h i r d m ethod was a d o p te d

for

the

1972-73 b u d g e t

q u estio n n aire

i n w hich c r e d i t h o u rs w ere a c c u m u la te d by d i s c i p l i n e .

Tliis r e s u l t e d

in accu m u latio n s

th at

crossed

e x istin g

o rg an izatio n al

lin es.

Each o f t h e s e m e th o d s m e a s u r e d a c t i v i t y
way.

A d escrip tio n

and c o m p a r i s o n o f

in a d i s t i n c t i v e l y

the d i s t r i b u t i o n s

d ifferen t

p r o d u c e d was

d e s c r ib e d below .

S tudent O rie n te d

Sum m aries

In s u m m a rie s o f

th is

departm ent

is

th at

m ajor program .

type,

cred it

resp o n sib le

for

are assigned

in th e n e x t c h a p t e r .

S tudent

1971 was i l l u s t r a t e d

lev el th ese

ranged

all

the averages

of th e Budget o f
equated s tu d e n t s .

loads

The v a r i a t i o n

the F a l l o f

in

less

than

th e S t a t e o f M ichigan

co lleg e

and

of the s tu d e n t's

for c a lc u la tin g c re d it-h o u r

arc

used a s p r e d i c t i o n v a r i a b l e s

the s iz e

in T ab le

from an a v e r a g e o f
are

to th e

the a d m in is tr a tio n

These sum m aries a r c u s e f u l

l o a d s c a r r i e d by m a j o r s .

lev els,

hours

39.

of stu d en t

loads during

At t h e u n d e r g r a d u a t e

7.71 p e r s t u d e n t
those p re scrib ed
for c alcu latin g

to 16.09*

At

by t h e B u r e a u
fu ll-tim e

n o n o u t sta te e s iv e k it t
l o t U u U | Ceapua
I TUDETT OlEDtT-RCUl LOADS
IT MJOK FIELDS OF STLDT

P a ll m i
ta b le 39
n ra o rr

c la ss le v el s

m O IC IA D C A T E

fra ela en
F lr a t- tla e Total
STuocirr colleges
Agr. t Sat* la a m rc e a
Arta 1 L ttta r s
Lynao S rits*
Am le a ta
C e n u n lC ftlo e Arta
Wweatloe
b |l t t « c r l n |
liwan Ecclojy
I m b Medicine
J a t a Kadi*on
Jen t i n M o rrill
S a tv ra l Sclent*
O etenpathlc MadI t I a*
S ocial Science
V eterinary Medicine
So Preference
tto c la a tlfie d
TOTAL CATFIS

13.71
14.36
13.11
13.6)
14.3)
13. SO
13.11
13.73
1 3 .X
14.63
13.41
13.13

13.78
14.43
15.06
13.64
14.29
13.92
13.92
13.92
15.11
14.66
15.19
15.13

OADCATE

Soph.

Jr.

Sr.

Spec.

14.96
13.04
16.09
15.05
14.83
14.68
15.77
14.44
13.11
15.46
15.20
15.44

14.77
14.76
13.38
14.87
14.56
15.10
14.83
14.75
14.21
1 5 .X
15.26
15.03

14.59
14.26
14.59
14.24
14.35
13,94
13.99
14.06
14.26
13.66
14.61
14.08

12.65
11.35
13.00
11.S3
10.68
7.71
10.88
11.06
13.00
13.38
12.67
11.26

tr a d . P ro f.
Clara 1 Clas* f

16.32

15.63

Ma*.

Or.

9.36
6.24

7.83
4.73

10.66
9.42
6 .5 )
9.34
7.37
7.68

7.93
7.31
7.84
6.19
4.76
11.08

8.45

4.79
7.52
4.35

17.00
14.11
13.S3
13.93

14.17
15.90
13.90

14.92
13.91
14.13

14.63

14.39

14.51

15.09

14.89

14.02

14.14

11.94
16.29
11.46
13.92
11.33

14.14

18.67

10.40
7.24

15.42

17.41

8.53

7.38

Total
S tu d tn ti
13.41
13.31
13.33
13.45
13,71
11.40
13.70
13.48
14.51
1 4 .M
15.15
13.39
17.00
13.77
15.34
14.25
13.92
13.42

Ill

F a c u l t y - O r i e n t e d Sum m aries
Summaries o f t h i s

type a re

C redit hours a re a ssig n e d
appointm ent.

T his

trad itio n ally
to

used in c o s t - b e n e f l t

th e departm ent h o ld in g th e

1b th e d e p a rtm e n t

stu d ies.

facu lty

th a t n orm ally absorbs

the in ­

stru ctio n al co st.

A llo c a tio n problem s a re e n c o u n te re d
m u ltip le ap p o intm ents.
the b a s i s of

In

the share of

the

account of a departm ent.
by a p p o i n t m e n t s

to J o in t

the

le tte r

or m u ltip le

c r e d it hours a re

or

a s s i g n e d on

from t h e g e n e r a l fund

problem i s

fu rth er

dep artm en ts such as

These d i s t r i b u t i o n s

com plicated

th o se

found

a r e b a s e d on I n f o r m a t i o n

of appointm ent.

Load a n d T i m e D i s t r i b u t i o n
R esearch.

fo r th e B ureau of

in stan ces

t o t a l s a la ry paid

C r e d i t h o u r s a c c u m u l a t e d on t h i s

In stitu tio n al

f a c u l t y who h a v e j o i n t

The a l l o c a t i o n

In t h e m e d i c i n e c o l l e g e s .
found in

th ese

for

b asis

a re pu b lish ed

in

th e T eaching

r e p o r t p r e p a r e d by t h e O f f i c e o f

C ollege

sum m aries f o r

th e Budget w e re a l s o

th e y e a rs

1970 and 1971

a c c u m u l a t e d by t h i s m e t h o d .

A d m i n i s t r a t o r - O r i e n t e d Sum m aries
C re d it hours accum ulated In t h i s

manner r e f l e c t

the a c t i v i t y

by a d e p a r t m e n t

to o r g a n iz e and a d m i n i s t e r a c o u r s e .

departm ent

recognized

con ten t,

th at

p etitio n ed

u n iv ersity

channels,

tim e s c h e d u l e s ,
the I n s t r u c t o r .

is

the

the need fo r th e c o u rs e , developed

its

fo r the v a rio u s
arranged

neg o tiated

courses

through th e e s t a b l i s h e d

f o r announcem ents

in

t h e c a t a l o g and

classroom space re q u ire m e n ts,

A llo catio n s

in ter-d iscip lin ary

approvals

T his

req u ired

of hours earned

req u ire

in

and a s s i g n e d

i n t e r - d e p a r t m e n t and

sp ecial a tte n tio n .

112
C redit hours p u b lish e d

in

R e g istra r are d is tr ib u te d
sum m aries p r i o r

reg u lar

t e r m r e p o r t s by t h e O f f i c e o f t h e

on t h i s b a s i s .

S t a t e o f M ich ig an Budget

1969 w e r e a l s o a c c u m u l a t e d on t h i s b a s i s .

to

Sunanary
A com parison of

the

resu lts

methods o f a l l o c a t i n g
esp ecially
resu lt of

the

m ajor even

two y e a r s

for U niv ersity

at

th is

c re d it hours

the

stu d en t

T his is

the

th is U n iv ersity .
shown i n t h e
is

In

co lleg e of

a lso e n r o lle d d u ring

the e x i s t i n g

o rg an izatio n al

U n i v e r s i t y w a s d i s r e g a r d e d by t h e B u d g e t B u r e a u
In t h a t
i.e .

The d i s c i p l i n e s ,

req u est,

in

tu rn ,

the U n iv e rsity

lin es

c r e d i t h o u rs w ere

th e y were a d m i n i s t r a t o r - o r i e n t e d
w ere a s s i g n e d

co lleg e s tr u c tu r e .

f o r t h e Anatomy D e p a r t m e n t ,

co lleg e

N ote

C ollege.

Budget R equest

a c c u m u l a t e d by d i s c i p l i n e

th at d if f e r e d w ith

hours a re

C ollege.

th ree b a sic

Sum m aries

of th e S t a t e o f M ichigan.

sum m aries.

though

in U n iv e rs ity

In th e 1 9 7 2-73 S t a t e

across

shown i n T a b l e 4 0 .

is

sum m aries, c r e d i t

D iscip lin e-O rien ted

stru ctu re

hours

c red it

the d u a l e n ro llm e n t arrangem ent a t

the s t u d e n t 's
first

fr o m t h e u s e o f t h e

larg e v a ria n ce

stu d en t-o rien ted

his

obtained

In t h i s

s e p a r a t e l y by e a c h o f

the

U n iv ersity ,

d iscip lin e

Anatomy i s

th r e e m edicine c o l l e g e s .

of c ro s sin g c o lle g e o rg a n iz a tio n a l

lin es

As a r e s u l t ,

f o r exam ple, w ere accum ulated

and w e r e shown a s a s i n g l e

S cience s u b c a te g o ry .

to s u b c a t e g o r i e s

Include

in

the H ealth

ad m in istered
O th e r exam ples

the g rouping o f

MICHIGAN STATE UNIVERSITY
East Lansing Campus
COMPARISON OF CREDIT-HOUR DISTRIBUTIONS
F a l l 1971
T a b l e 40
CREDIT HOURS
Student
Course
Faculty
O riented
O riented
O riented

COLLEGE
Agr, & N a t . R e s o u r c e s
A rts & L e tte r s
Lyman B r i g g s
Business
Co mmu nic at ion A r t s
Education
E ngineering
Human E c o lo g y
Human M e d i c i n e
James Madison
J u s tin M o rrill
N a tu ra l Science
O s t e o p a th ic M edicine
S o c ia l Science
V e t e r in a r y M edicine
U n iv e rs ity College
No P r e f e r e n c e
A l l Univ. Courses
E n g l i s h Lang. C e n t e r
EAST LANSING CAMPUS

22887
77534
5453
48442
16896
56364
16719
13583
1713
3687
7925
91878
1343
87441
17551
84842
-

3480

24540
79757
5577
47965
16732
56332
16732
13943
8924
3346
7808
93142
558
87007
11156
84219
-

40293
55986
12543
49090
25034
69544
30021
23264
8232
8291
12149
65553
1797
92793
13085
-

48552
-

PERCENTAGE DISTRIBUTION
Faculty
S tu d e n t
Course
O riented
O rient!
O riented

4.1
13.9
1. 0
8. 7
3.0
10 .1
3.0
2.4
.3
.7
1.4
16.5
.2
1 5.7
3.1
15.3

4.4
14.3
1.0
8.6
3.0
10.1
3.0
2. 5
1. 6
.6
1. 4
1 6.7
.1
15.6
2.0
15. 1

7.2
10.0
2.2
8. 8
4.5
12 .5
5.4
4.2
1.5
1.5
2.2
1 1.8
.3
16. 6
2.3
-

8. 7

-

-

.6

-

-

-

-

1511

-

—

.3

557738

557738

557738

100.0

100.0

100.0

114
Labor and I n d u s t r i a l R e l a t i o n s
as a S o c i a l S c i e n c e ;
H istory

in

In t h e B u s in e s s

P ro jectin g
n ex t concern in

th is

for

C redit hours d is tr ib u te d

the s e le c tio n

of

th e most

T h e m e t h o d s m o s t c om m only

used

th e se counts a re

1.

Headcount o f

to ta l

2.

Headcount o f

teach in g fa c u lty ,

3.

F u ll-tim e equated

4.

E q u iv a le n t num bers o f te a c h i n g

Each o f

th e C olleges

T eaching R equirem ents

t h i s c h a p te r is w ith

U niversity

of w ith

in T a b le 41.

s u i t a b l e m ethod f o r c o u n t i n g f a c u l t y .
at

in stead

A g r i c u l t u r e and A rts and L e t t e r s .

in t h i s m anner w ere i l l u s t r a t e d

The

in stead of

E c o n o m ic s , P a r k and R e c r e a t i o n a l R e s o u r c e s and

the S o c ia l S cien ce su b ca te g o ry

of B u s i n e s s ,

subcategory

facu lty ,

facu lty ,

and
facu lty .

t h e s e m ethods a r e d e s c r i b e d b elo w .

Headcount o f T o ta l F a c u lty
This i s

a headcount of a l l

o t h e r s who d o n o t h a v e

facu lty

m e m b e r s who h a v e a p p o i n t m e n t s ,

form al a p p o in tm en ts,

b u t who a r e

plus

engaged in

ty p ical a c tiv itie s .

A to ta l headcount
estab lish in g
facu lty

is

fo r planning

th e number o f d i f f e r e n t

com m itm ents.

to r e l a t e

useful

facu lty

facu lty

appointm ents n e ce ssa ry

to s a t i s f y

T h i s n u m b e r may b e m i s l e a d i n g , h o w e v e r ,

to s tu d e n ts

or to te ac h in g

loads sin ce

also in clu d e v ario u s n o n -teach in g a c t i v i t i e s .
are u n s u ita b le

r e c r u i t m e n t and f o r

for ap p o rtio n in g

in stru cto rs

if

facu lty

In a d d itio n ,

used
d u ties

headcounts

betw een d e p a r tm e n ts .

115

MICHIGAN STATE UNIVERSITY
E a s t L a n s i n g Campus
STUDENT CREDIT HOURS
j
DISTRIBUTED BY STATE OF MICHIGAN PROGRAM SUBCATEGORIES
F a l l 197 1
T a b l e 41

C r e d i t Hours

% of T otal

20079
59678
31791
3290 7
5020
5 7 447

3 .6
10. 7
5.7
5.9
.9
10.3

17290
7808

3.1
1.4

A g r i c u l t u r e and N a t u r a l R e so u rc e s
A r t s , H u m a n itie s and L e t t e r s
B io lo g ic a l Science
B u s i n e s s , M a n a g e m e n t a n d Commerce
C o m p u t e r a nd I n f o r m a t i o n S c i e n c e s
E ducation
E n g i n e e r i n g , A r c h i t e c t u r e and
R elated T echnical F ie ld s
H ealth S cience P r o f e s s io n s
Law
P h y s i c a l S c i e n c e s and M a th e m a tic s
S o c i a l S c i e n c e s , Area S t u d i e s ,
Human S e r v i c e s a n d P u b l i c A f f a i r s
O ther D i s c i p l i n e s

7 13 9 0

1 2 .8

117125
137203

2 1 .0
24.6

E a s t L a n s i n g Campus

557738

1 0 0 .0

N ote:

-

-

1) T h e s e s u b c a t e g o r i e s w e r e i t e m i z e d i n t h e i n s t r u c t i o n s f o r t h e
P r o g r a m B u d g e t E v a l u a t i o n S y s t e m f o r H i g h e r E d u c a t i o n (PBES)
o f t h e S t a t e o f M i c h i g a n : F e b r u a r y , 1 9 7 2 , A p p e n d i x A.

116

Headcount o f T eaching F a c u lty
These h e a d c o u n ts a r e

restricted

t o f a c u l t y m e m b e r s who a r e e n g a g e d i n

the te a c h in g a c t i v i t y .

T h i s m e t h o d may b e m o r e a p p r o p r i a t e

for re la tin g

or fo r c a lc u la tin g

However,

amount o f
It

is

teach in g lo a d s.

tim e s p e n t by th e

also

su b ject

teach in g fa c u lty

to d i f f i c u l t i e s

it

facu lty
fails

to

to s tu d e n ts
recognize

the

in n o n -te a c h in g a c t i v i t i e s .

o f a p p o r ti o n i n g h e a d c o u n ts betw een

departm ents.

T otal

F u ll-T im e E quated F a c u lty

Tliis t e r m r e f e r s

to

to a d epartm ent,

a calcu latio n

salary

th at

i s p aid

th a t departm ent.

(FTEF)

an e q u i v a l e n t num ber.
is

made o f

For each

th e percen tag e of h is

fro m t h e G e n e r a l Fund o r

T otal

fu ll-tim e

in d iv id u a l appointed
to tal

I n s t r u c t i o n a l budget of

e q u iv a le n t co u n ts a re

sums o f t h e s e

percen tag es.

Tliis m ethod i s
Increm ents o f

o ften

used in c o s t - b e n e f l t

fu n d -related

calcu latio n s.

stu d ies

sin ce

A l l o c a t i o n s betw een d e p a rtm e n ts

a r e b a s e d on t h e p e r c e n t a g e o f

t h e member*s s a l a r y

a departm ent.

reported

b asis

FTEF c o u n t s a r e

in S ta te

th at

is

a b s o r b e d by

Budget R eq u ests

as th e

fo r m easuring p r o d u c t i v i t y .

E q u i v a le n t num bers a r e o f t e n
p lanning purposes s in c e
a d d itio n ,
it

th e num bers a r c

in s tu d ie s

the

u n d esirab le

t h e y do n o t r e p r e s e n t

th at re la te

may b e m o r e a p p r o p r i a t e

number en g ag ed i n

regarded as

to

teaching

facu lty

re stric t

activ ity .

In tern al

a c tu a l persons.

to s tu d e n ts

facu lty

for

counts

In

and c r e d i t h o u r s ,
to

the e q u iv a le n t

117

T eaching A c t i v i t y

o f F u ll-T im e Equated F a c u lty

To c a l c u l a t e

th e number o f

of the t o t a l

FTEF a r e

serv ice,
is

fa c u lty under th is

a p p o rtio n e d betw een t e a c h i n g ,

and a d m i n i s t r a t i v e

d u ties.

t h e sum o f t h e c a l c u l a t i o n s

These c o u n t s a re r e s t r i c t e d
e n r o l l m e n t s and a r e

m ethod,

the a c t i v i t i e s

research,

The e q u i v a l e n t n u m b e r o f

allo cated

to

the

p u b lic
facu lty

teach in g a c t i v i t y .

t o c r e d i t h o u rs p r o d u c e d and to c o u r s e

refinem ents of

the

fu n d -related

t o t a l FTEF c o u n t s .

The M e t h o d a n d B a s e S e l e c t e d
The S t a t e

Budget R eq u e st i s

The t y p e o f summary t h a t
co sts

alw ays p re p a re d w ith c o s t - b e n e f i t

i s most a c c e p t a b l e

to c r e d i t hours produced is

th e more a p p r o p r i a t e m eth od s

for

the

for re la tin g

facu lty -o rien ted

relatin g

Faculty

fu ll-tim e

equated

facu lty

in th e

base.

One o f

rep resen ts

the

tim e

teaching a c t i v i t y .

Involvem ent

A b a s i c p rem ise em phasized th ro u g h o u t

th is

facu lty

process.

S taff

in stru ctio n al

f a c u l t y num bers to c r e d i t

h o u r s i s by means o f an e q u i v a l e n t num ber t h a t
s p e n t by t h e

ov erto n es.

involvem ent

in

the p ro je c tio n

f o c u s e s on d e s i g n i n g t h e

and s u p p l y i n g s u p p o r t d a t a

system ,

th esis

is

the need f o r

The r o l e o f t h e

producing i n i t i a l

C entral

p ro jectio n s,

f o r use in e v a l u a t i n g and r e v i s i n g p l a n s .

Members o f t h e C e n t r a l S t a f f

are

resp o n sib le

rizin g ,

and a s s i s t i n g

in co m pleting

ta rg e ts

a r e recommended i n t h e d e p a r t m e n t s .

for

co o rd in atin g ,

summa­

in s titu tio n a l p resen tatio n s.
In

Th e

th e f i n a l a n a ly s ie s

become t h e m e a s u r e o f s t e w a r d s h i p a n d a c c o u n t a b i l i t y .

th ese

118

P ro jectin g

F aculty

R equirem ents

In itial

facu lty

p ro jectio n s

S taff.

These t e n t a t i v e

along w ith e s t i m a t e s
The p r o j e c t i o n s

a r e p r e p a r e d by m e m b e r s o f

p ro jectio n s

are

forw arded

a r e e v a l u a t e d by f a c u l t y

sum m arized and c o o r d i n a t e d

av ailab ility
pro jectio n s

in to

p lan n ers,
to

the C e n tra l S ta ff

a second s e t

of resources
in

and a r e

a v ailab le

u sin g

These e s ti m a te s

for

t o be
These

the

course

th e term .

the c lo se of

reflect

fit

th e m ark et and th e

to support

th e S chedule of C ourses

early en ro llm en t p erio d .

to

of p ro je c tio n s .

A t h i r d s e t o f p r o j e c t i o n s w ould be c o m p le te d a t

course s iz e s

custom ized

t e m p e r e d by t h e s u p p l y and demand i n

pu b lish ed

the c o lle g e s

o f s t u d e n t h e a d c o u n t s and c o u r s e e n r o l l m e n t s .

l o c a l p l a n s and r e t u r n e d by t h e c o l l e g e

estim ates are

to

the C e n tra l

the

t h e d e c i s i o n s on

t h e g u i d e l i n e s p u b l i s h e d by t h e O f f i c e o f

the

P rovost.

The f a c u l t y - o r i e n t e d

cred it-h o u r d is trib u tio n

T a b l e 40 a n d t h e c o r r e s p o n d i n g c o u r s e c r e d i t s
in T a b le 38 w ere u sed a s

A s um ma ry o f
42.

th ese data

the b a sis

th is

by t h e O f f i c e o f I n s t i t u t i o n a l
is

such as

for calcu latin g

those

facu lty

in

illu stra te d
req u irem en ts.

a n d t h e a s s o c i a t e d v a r i a b l e s was show n i n T a b l e

The h i s t o r i c a l d a t a i n

en rollm ent base

w h ic h was s u m m a r iz e d

calcu lated

R eg istrar.

These d a ta a re

through th e

type o f sc h e d u le

tab le

is

R esearch.

reg u larly

rep o rted

each

The c r e d i t h o u r and c o u r s e

f r o m d a t a p u b l i s h e d by t h e O f f i c e o f

d ire c tly

related

illu stra te d

term

to in d iv id u a l

courses

i n T a b l e s 43 and 44 .

the

119

In itia l p ro jectio n s

of th e v a r ia b le s ,

c a l c u l a t e d by means o f one o f
squares,

m ean o v e r N y e a r s ,

Subsequent p r o je c tio n s ,
su ltin g

from i n t e r a c t i o n

plan n ers.
term o f

Illu strativ e

the

s h o w n i n T a b l e 4 2 , may b e

follo w ing

o r by r e p e a t i n g

techniques:

least

last

ratio .

h o w e v er, w ould r e f l e c t
betw een c o l l e g e
p ro jectio n s

1971 w e re shown i n T a b l e 45 .

y e a r 's

the ch anges

re­

and C e n t r a l S t a f f

of the v a r ia b le s

fo r the F a ll

h c k c a * s i ati c m n t s m
le n t Looting Caspu*

u n u n o M or

a tm

it

so n s

ato facettt

u Q c iiE im s

T a li 1971
Tafcla 41
COCXSt DATA

TEMHIK COLLEGE
A p . 4 t a t . Raaourcca
Arta A U t t t r t
Lyman trlg g *
l« la w t

C a m a l u t l M Art*
Mac* t Ion
£ ag ln * « rln |

Ih m Ecology
I r a i Kadlcinc
Jaaa* Xadlion
Jim t i n H o rrill
t a tu r a l S ctm c t
O ataopathlc K edldn*
k d i l Scltae*
V eterinary Medicine
Q alvaral ty College

TOTAL

T o tal
Average
Crad I t C aw at
Cotin*
■ o a r * t n r o l l ’ t* Credit*
(3)
(1)
(3)

T otal
Conn*
<43

(5)

(6)

(7)

TA11A1LES
Corn** Taachlr.g
Height** C redit* FTE?
Average f a r
fa r
Teaching Total
Claa*
m r
S it*
FTEF
(8)
19)
(10)

77.29
310,51
19.08
134.25
48.11
179.86
•6.24
SO.OS
36.12
16.70
29.27
352.66
18.99
213.69
51.14
206.36

112.93
400.55
11.68
161.22
68.63
237.78
125.50
64.65
•5.99
20.67
39.07
473.70
40.15
M S.70
•3.68
250.81

632
583
25
253
121
425
194
148
186
22
39
1046
82
557
142
264

15.31
20.88
27.00
35.55
21.63
16.67
18.13
23.08
26.42
16.44
14.21
25.75
18.46
X .4 8
27.80
39.76

20.74
1 2 .X
10.32
10.86
16.03
18.79
1 0 .X
12.07
8.86
12.19
18.77
10.25
1.59
13.36
7.85
10.27

68.4
77.5
87.2
77.1
70.1
75.6
68.7
77.4
44.3
80.8
74.9
74.5
47.3
69.9
61.1
82.2

17.9
68.7
87.5
63.7
56.7
55.9
64.7
43.7
46.2
94.0
100.2
45.3
49.0
54.9
31.7
176.6

fACSLTT
f a ll-tim *
Iqm lealent
fa c u lty

fac n lty

T otal
TTEf
f*r
Haadcotnt
(11)

74540
79757
5577
47965
16713
56113
16731
11941
•934
1146
7to t
93143
558
•7007
11156
•4119

7373
34 563
1*W
11899
4936
15940
5139
4463
X2S
856
1972
34 385
164
11317
2611
12712

3.37
1.35
3.81
4.03
3.39
3.53
3.14
3.13
1.95
3.91
3.96
3.82
3.40
3.73
4.25
3.70

1602. 72
3630. 05
2G6. 54
1349. 07
773. 38
3378. 83
688. 64
604. 20
337. X
203. 50
549. 47
3617. 76
X . 22
3854. 14
401. 31
l i l t . 10

557738

154548

3 .6 0

2273S. 72

1822.42 2497.91

4719

24.53

12.48

73.1

$2.8

554664
546100
557738

156282
154696
154948

3.55
3.53
3.60

15969. 79
32226. 90
22735. 72

1842.44
1865.10
1822.42

4773
4814
4719

26.46
24.57
24.53

11.38
11.92
12.48

73.5
72.8
73.1

52.5
53.2
32.8

t a f t n t l i t Cat*
f a l l 1969
f a l l 1979
f a l l 1971

> ot*i C aleolation*: CoI i m 3 * ( l ) / ( 2 )
• * ( l)/(* )

* • (*)/(»

10 - (51/(6)
U - ( 6 ) '( 7 )

2X6.82
2560 . 78
2492.91

m ancAX state c *iv £rs : tt
Eaat L u u ln i Cwpus

tatT L A nui or cocase oat a
TM Chlai C otlcc*:

s a tth a l science

C n tm i m m p a n e s ioa
f a l l 1171
Xakla 43

(a c tio n
ta f e a r

Kooa
Capacity

40
41
41
43
44
43
44
47
44
49
30
Co

vm

C rk ln
Ttolacted Actual

Cawrao
Cr*41t lour*
7roI«ct«4 Actual

41
30
41
33
30
33
31
40
30
so

33
31
30
33
30
33
X
31
30
1*

31
29
30
31
19
19
31
X
32
17

143
133
130
143
130
173
130
133
130
)3

133
143
130
140
193
143
133
130
140
43

41
41
42
41
42
41
42
33

30
33
13
24
14
11
24
14
-

33
33
30
24
14
24
33
34
X
19
1

130
173
73
uo
120
40
110
110
-

175
173
130
140
130
140
140
170
130
143
10

1343

1434

4733

7170

Total

W tl|hto4 A w tije Claaa S lta :
t o j t t t a d 4713/733 * 14.41
Act M l
7170/130 - 1 4 .4B

133

130

121

■ECTTAT10RS
1
1
3
4
3
4
7
•
9
10

Cown*
la ro lln a a ta
?ro j« ct* d Actual

n a n c A J i state c s iv n ts ir r

to o t Lou*tog Coopua

tAMfunoei o? a x i s i data
lo a d in g College; EH.CATION
C m ih i EWXATIC3 200

Tall 1*71
T ab la 44

k c c la *
M tr

Aa*igned
Im
Capacity

UCTTATI0KS
1
2
3
4
3

420
420

33
34
33

23
30
30
23
23
«• a
30
24
23

• *a

«« a

49
30
131
Total

Co«T*o
Credit*
Prolotted Act:

133

744

3
3
4

3
3
4

13
13
13
13
13

14
13
13
13
14

2
2
2
2
2

3
2
2
2
2

Caaraa
CroAlt lour*
Actual

IM S

2292

2D

32

30
30
30

30
21
32

20

30

*• *

••a

• oa

•«•

13
13
13

14
13
13

2
2
2

2
2
2

30
30
30

32
30
30

o• •

* **

f »«

«*•

»a*

24
24
73

13
13

2
2
2

2
2
2

30
30

21
20

»
433

14
10
30
744

•0

<0

102

102

1310

1520

433

744

100

104

327S

3020

...

Cm t m Total

Delghced Average Claat
Projected: Lecture*
le c lta tlo o *
Total
A ctual:
Lecture*
lo c lta tlo a *
T otal

S ite:
1965/6
1310/102
3275/104
2291/6
1374/102
3120/101

...

• 327.50
• 12.44
- X . 32
» 342.00
- 16.94
- 35.37

122

UCTVttS
901
902
T otal

C««r**
b rollout) t*
Tro'ected Actual

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CHAPTER VI
TRANSLATING TEACHING REQUIREMENTS INTO INSTRUCTIONAL EXPENDITURES

The m a i n t h r u s t

in th is

ch ap ter

is

the s e l e c t i o n

of v a ria b les

r e l e v a n t a n d t h e i r a r r a n g e m e n t i n s u c h a way t h a t w i l l
th e i r m a th em atica l Im balance.
plished

through a s e r i e s

in th e v a r i a b l e s

It

is

of r a tio s

suggested

placed as

th at

guard a g a in s t

th is

facto rs

th a t are

c a n be accom­

in e q u a tio n s w here­

r e p r e s e n t q u a n t i f i c a t i o n s o f what a r e e s s e n t i a l l y

p o litic a l q u estio n s.

An e q u a t i o n

Is a convenient

form f o r v i s u a l i z i n g

the e f f e c t of d e c i s i o n s and f o r h i g h l i g h t i n g th e e x t e n t and type of
counterbalancing re q u ire d .

F i n a l p r o j e c t i o n s w ere sum m arized in

con d en se d p r o form a s t a t e m e n t s o f

r e v e n u e s and e x p e n d i t u r e s .

co m p ariso n s w i th a c t u a l e x p e r i e n c e were c o m p le te d

Subsequent

th ro u g h an a n a l y s i s

of th e c o n s t i t u t e n t v a r i a b l e s .

T h e s e e q u a t i o n s c a n b e s o l v e d by a n y d e s k c a l c u l a t o r .
programs u t i l i z i n g
a l s o be d e s i g n e d

the

for

inform ation

stored

More f o r m a l

i n s t u d e n t d a t a b a n k s can

t h e s y s te m 360 e q u ip m e n t i n

t h e C e n t r a l D ata

P ro c e s sin g D epartm ent.

Budget v a r i a b l e s

are s e le c te d

an aly z in g the d a ta w ith

so as

t o p r o v i d e t h o s e who w i l l

th e m easurem ents th e y b e l i e v e w i l l be r e l e v a n t .

The f i r s t

group o f a n a l y s t s

the s t a t e

g o v e r n m e n t a n d o t h e r m e m be rs o f

re s e n ta tiv e s of

be

c o n s is ts of

the

tru stees,

com m itteem en o f

the L e g is la tu r e ,

and re p ­

t h e G o v e r n o r ' s O f f i c e who i m p l e m e n t t h e P r o g r a m B u d g e t

E v a lu a tio n System

(PBES).

T h i s g r o u p h a s sh own c o n c e r n f o r t h e

follow ing r a t i o s :

124

125

1.

the s tu d e n t - f a c u lt y

2.

the av erag e

3.

the average c la s s

teach in g

The s e c o n d g r o u p c o n s i s t s
m ethods o f e n h a n c in g t h e
in t h i s

group c e n t e r s

quirem ents

d iscip lin e

A th ird

facu lty ,

and

facu lty .

They t e n d

le a r n in g environm ent.
co n ten t of

the s e le c tio n

f o c u s on

C o n sequently,

the c o u rs e ,

of su itab le

app ro p riate

to

on t h e c o u r s e r e ­

classro o m

I n s t r u c t i o n a l m ethod

fac ilitie s,
for

the

of

in stitu tio n a l

a d m i n i s t r a t o r s who h a v e

the

the v a r io u s

u n iv ersity

p u b lics

th at b en efits

from p r o g r a m s a r e

r e a s o n a b l y com m ensurate w ith am ounts s p e n t .

academ ic b e n e f i t s

can n o t be q u a n t i t a t i v e l y

Ju stificatio n s

atten tio n

In stru cto r.

group c o n s i s t s

task of a s s u r in g

of the

th e most

and th e

load of th e

size.

on t h e

fo r a m ajor,

and t h e c h o i c e o f

ratio ,

are c o n tin u a lly

m easured.

deriv ed
Many

C onsequently,

r e p r e s e n t e d by a b l e n d o r m i n g l i n g o f

su b jectiv e

o p in io n s and o b j e c t i v e l y

rein fo rces

the o th e r,

deriv ed

the p r o b a b ility

relatio n sh ip s.

When o n e

o f a c c e p t a n c e by t h e p u b l i c s

is

in creased .

An a s s u m p t i o n ma de i n

the p r o je c tio n

that

flu c tu a te ,

th ese c o s ts w ill

teach in g a c t i v i t y .
m easuring t h i s
v ariab ility

Secondly,

a ctiv ity

is

of

w ith in

In stru ctio n al
lim its,

th e number o f c r e d i t
tested

in

In P a r t A o f T a b l e 46 t h e d o l l a r c o s t o f t h e

hour have in c re a s e d

is

t h e volum e o f

t h e m o s t coimnonly r e c o g n i z e d m e d i a f o r

o f c o s t w i t h volum e was

was s h o w n a s a p e r c e n t a g e

w ith

ex p en d itu res

of c re d it

from $ 1 9 ,9 5

in

hours

hours produced.

the sch ed u le
In stru ctio n al

tau g h t.

th at

The
follow s.

a ctiv ity

E xp en d itu res per

th e y e a r 1967-68 to $24.35

in

1971-72,

126

True v a r i a b l e

expense

rates

should

reaso n ab le range of a c t i v i t y .
f a c t o r s , a second r a t e
the number o f
The r a t e

fu ll-tim e

in P a r t B was

resu lt

in stru ctio n al
for teach in g

To e l i m i n a t e

was c a l c u l a t e d
equated
fairly

prem ise o f v a r i a b i l i t y .
was t h e

rem ain f a i r l y

constant w ith in

the e f f e c t

i n P a r t B.

constant

thereb y

The a b n o r m a l l y h i g h

o f an u n e x p e c t e d d e c r e a s e

in

co m m ittm en ts w ere c o m p le te d .
d e p a r t m e n t s were c l a s s i f i e d

of extraneous

T his r a t e

fa c u lty w ith c r e d i t

compared

hours of a c t i v i t y .

confirm ing

rate

a

the b a sic

i n t h e y e a r 1970-71

freshm en e n ro llm e n ts a f t e r
In

th is

s t u d y , th e budgets

as f l e x i b l e

budgets.

A ll o th e r

G e n e r a l F und e x p e n d i t u r e s w e r e g r o u p e d t o g e t h e r a n d w e r e s h o w n a s
supporting c o sts

and w e re

related

by p e r c e n t a g e s

to i n s t r u c t i o n a l

ex p en d itu res.

MICHIGAN STATE UNIVERSITY
EaBt L a n s i n g Campus
COMPARISON OF INSTRUCTIONAL EXPENDITURES WITH CREDIT HOURS PRODUCED
F i s c a l Y ears 1967-68 through 1971-72
T a b l e 46

T o t a l C r e d i t Hours

1967-68

1968-69

1969-70

1970-71

1971-72

1649808

1 7 23 82 4

1749494

1732082

1732758

35659

38304

42249

42913

20.69
103.7

2 1 .8 9
109.7

24.39
122.3

24.35
122.1

1800.59

1842.44

1865.10

1822.42

.104
1 0 1 .0

. 105
101.9

.1 0 7
103.9

.1 0 5
101.9

PART A
I n s tr u c tio n a l E xpenditures
(in thousands)
$32913
E x p e n d i t u r e P e r H our
Rate
$19.95
Index
1 0 0 . OX
PART B
T e a c h i n g FTEF
FTEF P e r H our
R ate
Index

1700.53
.103Z
1 0 0 . OX

127

F lex ib le

Budget P ro c e d u re s

The f o l l o w i n g s t e p s s u m m a r i z e
variab les
I.

in preparing

the pro ced u res su g g ested

fle x ib le

used for e s tim a tin g th e s e

Is stu d e n t headco unts.

The p r o c e s s

h e a d c o u n t e n r o l l m e n t s was d e s c r i b e d

II.

The s e c o n d s t e p
en ro llm en ts

The t h i r d

th e process

and r e l a t e d

c r e d i t hours

III.

in

stag e

is

IV.

selected

in

V.

In

the

planned

course c r e d its

of course

( s e e C h a p t e r IV)

and

requirem ents.

term s o f e q u i v a l e n t num bers of

a ctiv ely

engaged in th e

stag e

is

covered in

and s e t

up

in e q u a tio n s.

the r e s u l ts

th is ch ap ter.

of alte rn ate

s i m u l a t e d and t h e i r
general

the p r o j e c t i o n

fu ll­

teach in g of

(see C h ap ter V ).

The f o u r t h

so t h a t

in C h ap ter I I I .

th e developm ent of te a c h in g

f a c u l t y who a r e

courses

is

for p ro jectin g

( s e e C h a p te r V).

These a re e x p re ssed
tim e

these

type b u d g e ts .

The b a s e o r i n d e p e n d e n t v a r i a b l e
budgets

fo r u sin g

Thev a r i a b l e s a r e

A m echanism i s o r g a n i z e d
p o lic y d e c i s i o n s can be

econom ic c o n s e q u e n c e sum m arized i n

term s o f

fund r e v e n u e s and e x p e n d i t u r e s .

fin a l stag e,
objectiv es

a m ethod o f a n a l y z i n g v a r i a n c e s

from

is describ ed .

O rganizing th e V a ria b le s
The v a r i a b l e s
groups.

recognized

in

th is

The i n d e p e n d e n t v a r i a b l e

th esis
is

may b e c l a s s i f i e d

in to

tw o

r e p r e s e n t e d by s t u d e n t h e a d c o u n ts .

T h e s e w e r e p r o j e c t e d by m e a n s o f a s e l f - c o n t a i n e d m o d e l i l l u s t r a t e d

128

in C h a p t e r I I I .

The r e m a i n d e r o f

dependent v a r i a b l e s .
1-5.

th e p e rfo rm a n c e m easurem ents a r e

T h e s e v a r i a b l e s w e r e sh o w n i n T a b l e 47 a s i t e m s

For c o m p a ra tiv e p u rp o s e s a c t u a l r e l a t i o n s h i p s

period a t t h i s
was a r r a n g e d

in the

expenditures.
in t h i s

U n i v e r s i t y w ere l i s t e d .

for a fiv e-y ear

The e n d - p r o d u c t o f i t e m s 1-12

form o f a c o n d e n s e d s t a t e m e n t o f r e v e n u e s and

The g e n e r a l l o g i c u s e d i n t h e i r d e v e l o p m e n t i s d e s c r i b e d

ch apter.

The f i r s t

s e t of eq uations

The b a s i c p r e m i s e i s

is

restricted

to p erfo rm an ce m easurem ents.

th at

T o t a l C r e d i t H o u r s E a r n e d by S t u d e n t s
■ T o t a l C r e d i t H o u r s T a u g h t by t h e F a c u l t y

This perm iee i s expanded

to

T o t a l C r e d i t H o u r s E a r n e d by S t u d e n t s
■ (S tu d e n t Headcount E n ro llm e n ts )
H our L o a d )

(A verage S tu d e n t C r e d i t -

and t o
T o t a l C r e d i t Hours E arned
-

(C ourse E n ro llm e n ts)

(A verage C o u rse C r e d i t s )

where
T o t a l Course E n ro llm e n ts
-

(H eadcount E n ro llm e n t)

(A verage S t u d e n t C o u rse Load)

The I n s t r u c t o r s i d e o f t h e e q u a t i o n c a n be a l g e b r a i c a l l y

d e s c rib e d as

follow s:
T o t a l C r e d i t H o u r s T a u g h t by t h e F a c u l t y
-

( T e a c h i n g FTEF)
C lass Size)

(FTEF T e a c h i n g L o a d )

(W eighted A verage

129

an d a s
T o t a l C r e d i t H ours T aught
“
and a l s o

(W eighted A verage C l a s s S iz e )

(T o ta l C ourse C r e d its )

as

T o ta l C r e d it H ours Taught
„

(H eadcount E n ro llm e n t)
(S tu d en t-F a cu lty R atio)

In stru ctio n al

a ctiv ities

are c a rrie d

may n o t b e f o r m a l l y c l a s s i f i e d
reason the

term

The s i n g l e

exception

eq u iv alen t

facu lty

usage,

in stru c to r is

even though

assistan ts,

is

(FTEF T e a c h i n g L o a d ) ( W e i g h t e d
A verage C la s s S iz e )

a s members o f
shown i n

found i n

(FTEF).

on b y a n u m b e r o f a s s i s t a n t s who
the

the e q u a tio n s

the use of th e

T h is term

facu lty .

is

term

retain ed

th at

For th is
follow .

fu ll-tim e

because of i t s

common

th e number i n c l u d e d su ch c a t e g o r i e s a s g r a d u a t e

assistan t

A dditional v a ria b le s

in stru c to rs,

relatin g

f a c u l ty w ere d e v e lo p e d

in th e

to

le ctu rers,

th e number o f

etc.

fu ll-tim e

equivalent

follow ing e q u a tio n s.

T e a c h i n g FTEF
■ ( I n s t r u c t o r H e a d c o u n t ) (Z T o t a l FTEF P e r H e a d c o u n t )
(Z o f FTEF T i m e S p e n t i n T e a c h i n g )
a nd
T e a c h i n g FTEF
■ (In stru cto r

H eadcount)

(Z T e a c h i n g FTEF t o F a c u l t y H e a d c o u n t )

and a s
T e a c h i n g FTEF
m

Headcount E n ro llm en ts
S tu d e n t- I n s tr u c to r R atio

130

O ther I n s t r u c t o r v a r i a b l e s

found t o be u s e f u l w ere

Tenured F a c u lty
•

( I n s t r u c t o r H eadcount)

(% w i t h T e n u r e )

and
G raduate A s s is ta n ts
-

( I n s t r u c t o r H eadcount)

R e l a ti o n s h ip s betw een s t u d e n t s
follow ing s tu d e n t - i n a t r u c t o r

(Z G r a d u a t e A s s i s t a n t s )

and I n s t r u c t o r s w ere c l a r i f i e d

in

the

ra tio s:

T he S t u d e n t - I n s t r u c t o r R a t i o
m

This

ratio

Headcount E n ro llm e n ts
T e a c h i n g FTEF

is

a ls o e x p re ss e d as

The S t u d e n t - I n s t r u c t o r R a t i o

"

(FTEF T e a c h i n g L o a d )
( T e a c h i n g FTEF)

(W’ t d A v e r a g e C l a s s S i z e )
(FTEF T e a c h i n g L o a d )

where
The W eighted A verage C l a s s
m

S ize

(H eadcount E n r o llm e n ts ) (A verage S tu d e n t Load)
( T e a c h i n g FTEF) (CTEF T e a c h i n g L o a d )

or
The W e ig h te d A v e r a g e C l a s s S i z e
S tu d e n t C r e d i t Hours
T o ta l C ourse C re d its

Th e s e c o n d s e t

of e q u a tio n s w ere co n cern ed w ith

formance m easurem ents w ith
e q u a l i t y may b e s t a t e d

as

th e m erging of p e r ­

r e v e n u e s and e x p e n d i t u r e s .

The b a s i c

131
T o t a l G e n e r a l Fund R e v e n u e s
- T o t a l G e n e r a l F un d E x p e n d i t u r e s

Revenues w ere r e s t a t e d

as

T o t a l Revenues
■ (Fee Revenue) + ( S t a t e A p p r o p r i a t i o n s ) + (O th e r Revenues)
and a s
T o t a l Revenues
-

( F e e R e v e n u e ) (1 + S t a t e A p p r o p r i a t i o n %)
(1 + O t h e r R e v e n u e %)

where
Fee Revenue
■ (H eadcount E n ro llm e n t)

(Fees P er S tu d e n t)

or
Fee Revenue
« (T o ta l C r e d i t H ours)

(F ees P e r Hour)

and
S ta te A p p ro p riatio n s
■ (Fee Revenue)

(S ta te A p propriation

X)

and a s
O t h e r Revenue
■ (Fee Revenue)

The e x p e n d i t u r e s i d e

( O t h e r R e v e n u e %)

of th is

e q u a t i o n was e x p r e s s e d a s

T o t a l G e n e r a l Fund E x p e n d i t u r e s
•

( I n s t r u c t i o n a l E x p e n d itu res) + (O ther E x p e n d itu res)

132

or as
T o tal E xpenditures
-

(In stru ctio n al

E xpenditures)

(1 + O t h e r O v e r h e a d 2)

w here
In stru ctio n al

E x penditures

■ ( T e a c h i n g FTEF) ( I n s t r u c t i o n a l E x p e n d i t u r e s P e r
T e a c h i n g FTEF)

an d
I n s tr u c tio n a l E xp en d itu res
■ (T o ta l C r e d i t H ours)

For c o n v e n ie n c e

in p r o j e c t i n g

(In stru ctio n al

the d a ta ,

selected

E x p e n d i t u r e s P e r Hour)

e q u a tio n s w ere

com bined b e lo w .
T otal C re d it

H ours;

(H eadcount E n ro llm e n ts )
C ourse C re d it)
-

C ourse Load)

( I n s t r u c t o r H e a d c o u n t ) ( 2 T e a c h i n g FTEF)
Load) (W 'td A verage C l a s s S i z e )

T o tal G eneral

(Average

(FTEF T e a c h i n g

Fund R e v e n u e s a n d / o r E x p e n d i t u r e s :

( T o ta l C r e d it H ours)
(1 + O t h e r R ev e n u e
»

(Average S tu d e n t

(F ees P e r Hour)

(1 + S t a t e A p p r o p r i a t i o n

X)

X)

( T o ta l C r e d i t Hours)
(1 + O v e r h e a d 2)

(In stru ctio n al

E x p e n d i t u r e s P e r Hour)

133
a nd a s
(H eadcount E n ro llm e n ts) (Fees P er S tu d e n t)
A p p r o p r i a t i o n %) ( 1 + O t h e r R e v e n u e % )
■

C alculation

( T e a c h i n g FTEF) ( I n s t r u c t i o n a l
FTEF) ( 1 + O v e r h e a d X )

of

E x p e n d itu re s P e r T eaching

th e V ariab les

The f o l l o w i n g d a t a w e r e t a k e n

from t h e

of th is U n iv ersity

Illu strate

evaluation.

The d a ta w ere d e v e lo p e d s e p a r a t e l y

Lansing Cam pus,

the process

records

were used t o

the C o lle g e

M athem atics w i t h i n

of sum m arization,

sim u latio n

fo r the e n t i r e

and
and

East

o f N a t u r a l S c i e n c e and t h e D e p a rtm e n t o f

that c o lle g e .

developm ent w e r e o u t l i n e d
"F lexible

(1 + S t a t e

The p r o c e d u r e s

p rev io u sly

in

th is

follow ed

in

th is

c h ap te r under the c ap tio n

Budget Procedures".

A l i s t o f s e l e c t e d v a r i a b l e s w a s shown i n T a b l e 4 7 .
assem bled i n t o

th e eq u atio n s

s h o w n i n A p p e n d i x A.

equations w e re

reproduced in

th is ch ap ter

T hese w ere
S elected

( T a b l e 48 )

to

s um m a ry

illu stra te

the

s i m u l a t i o n p r o c e s s and a c o m p a r a t i v e s u m m a r y o f t h e p e r f o r m a n c e m e a s u r e ­
m e n t s was s h o w n i n T a b l e 4 9 .

Note t h a t n o t a l l
lev el.

e q u a tio n s can be a p p lie d

For exam ple, in T ab le

the t o t a l cam pus

(E q u a tio n 25) b u t a r e m i s l e a d i n g a t

(see E quation 25a ) .

do n o t r e p r e s e n t

the p ro p e r b a s i s

and c r e d i t h o u r s

tau g h t

in

th e c o lle g e o r departm ent

4 8 , h e a d c o u n t s o f m a j o r s may b e u s e f u l a t

lev el of d e t a i l

c o l l e g e and d e p a r t m e n t l e v e l

at

for c a lc u la tin g

t h a t departm ent.

to te a c h in g d e p a r t m e n t s was i l l u s t r a t e d

in

the

M athem atics m ajors
course en ro llm en ts

The c r o s s - o v e r by m a jo r s
C h a p t e r IV o n c o u r s e e n r o l l m e n t s .

nancw state ramism
m IELECTED VARIABLES
F isc a l Tears 1947-4* through 1971-72

Table *7

1W7-4*

m O -4 9

F isc a l Tear*
1970-71
1969-70

1971-72*

1971-72

EAST LAPSING CAfPUS
1. Averse* Student C oune Load
12.0
35.9
2. 1 T*echini FI IF to I n s tr . beadcow t
Average Court* Credit*
3.6
4. Torching F ir? Credit-Hour Loed
34.9
27.0
3. Weighted Average Cls&t S tic
t . Student Feet Per C redit Hour
13.1
337.0
7. Student Fee* Per Student
1 S tst* Approp. to Student Fee*
200,t
2.9
9. I Otb*T 1*venue to Tec* 4 S tst* Appro;,
19354.4
10. I r . t t r . E rpest. Per Tchg. FTEF
19.9
11. l o t t r . Expcna. Per C redit Hour
ICO.t
12. 2 Overhead to I n itr u c tlc n s l Expend.

12.0
36.0
3.6
34.9
27.4
13.7
392.3
207.2
5.3
19003.9
20.7
114.7

12.0
30. t
3.6
35.9
26.3
15.9
680.2
193.9
3.7
207*9.0
21.9
126.6

12.0
30.7
3.6
37.8
24.6
16.0
717.6
204.1
t.l
22632.6
24.4
122.1

ll.t
38.5
3.6
36.9
23.3
17.6
728.9
203.0
t.O
22772.1
24.4
132.0

ll.t
3 0 .t
3.6
38.0
24.5
17.9
744.7
200.0
t.3
23152.0
24.4
134.2

32.t
3.7
27.4
27.7
11.0
592.3
127.3
2.1
19069.8
25.2
1.5

9d m lo t Apply
31.6
33.7
1.7
1.7
28.0
26.0
28.1
23.3
12.7
13.3
480.2
717.4
126.1
113.1
- .7
- .1
20140.6
20922.5
29.6
26.8
1.0
1.1

13.0
3.7
28.0
26.0
13.6
728.9
116.4
-1 .0
2095*.5
28.8
1.0

33.7
3.7
29.0
25.7
13.9
744.7
112.2
-1 .0
21403.3
28.7
1.6

l^ u tlo i |
Reference
2
7
3
13

12
17

It

It
11

22
23
24

COLLEGE o r NATURAL SC IEN C E
1.
2.
3.
4.
S.
6.
7.
0.
9.
10.
11.
12.

lo t * t

Avtrss* Student Court* Load
1 Teachlni FTEF to I n e tr . Headcount
30.1
Average Course Credit*
3.7
Teach lag FT1F Credit-Hour Load
27.3
Weighted Average Class Sine
28.3
Student Fee* Per C redit Hour
10.6
Student Feu* Per Student
337.0
X S tate Approp. to Student Fees
123.3
X Other tevenue to Fees 6 S tate Approp .
2.1
10426.4
I m t r . Expend. Per Tchg, FTEF
23.7
l o s t r . Expend. Per C redit Hour
X Overhead to In s tru c tio n a l Expend.
1.5

1) l« « d e ta ile d eq u ation s in Append 1 • A.

1
7

3

13
12

17
It

It
21

22
23
24

135

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ft#

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am m
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E
2
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•

MICHIGAN STATE UNIVERSITY
COMPOSITE EQUATION OF PERFORMANCE MEASUREMENTS
F i s c a l Y e a r s 1 9 6 7 -6 8 t h r o u g h 1971 -72
T a b l e 48

EQUATION #25

(S ee A p p e ndix A)
( H e a d c o u n t E n r o l l m e n t s ) (A ve ra ge S t u d e n t C o u r s e Load) ( A v e ra g e C o u r s e C r e d i t )
* ( I n s t r u c t o r H e a d c o u n t ) (2 T e a c h i n g FTEF)(FTEF C r e d i t - H o u r L o a d ) ( W t ' d A v e r a g e C l a s s )

DATA
EAST LANSING CAMPUS
1 96 7- 19 68 ( 3 8 7 5 8 ) ( 1 1 . 9 5 5 5 4 4 7 ) ( 3 .5 6 0 4 3 1 9 ) * 1 6 4 9 8 0 8 ” ( 4 7 3 1 ) ( 3 5 . 9 4 4 4 0 9 2 X ) ( 3 4 . 9 3 7 8 5 4 7 ) ( 2 7 . 7 6 8 5 2 8 9 )
1 96 8- 19 69 ( 3 9 9 4 9 ) ( 1 2 . 0 4 6 8 5 9 7 ) ( 3 . 5 8 1 8 9 7 5 ) “ 1 7 2 3 8 2 4 * ( 4 8 8 8 ) ( 3 6 . 8 3 6 9 4 7 6 ) ( 3 4 . 9 1 1 5 4 0 0 ) ( 2 7 . 4 2 2 6 2 8 6 )
1 969-1 9 70 ( 4 0 8 2 0 ) ( 1 1 . 9 7 9 8 1 3 8 ) ( 3 . 5 7 7 5 8 0 3 ) - 1 7 4 9 4 9 4 - ( 4 7 7 3 ) ( 3 8 . 6 0 1 2 9 9 0 ) ( 3 5 . 8 8 6 1 2 9 2 ) ( 2 6 . 4 6 0 1 6 1 3 )
19 70 -1 97 1 ( 4 0 5 1 1 ) ( 1 1 . 9 7 3 2 4 1 8 ) ( 3 . 5 7 0 9 4 9 7 ) - 1 7 3 2 0 8 2 = ( 4 8 1 4 ) ( 3 8 . 7 4 3 2 4 8 9 ) ( 3 7 . 7 9 1 4 4 2 9 ) ( 2 4 . 5 7 3 8 3 0 2 )
1971-1972e ( 4 1 9 1 2 ) ( 1 1 .6 0 0 4 9 6 3 ) ( 3 .5684903)«1735000»(4822)(38.5203235 )( 3 6 .9 4 9 2 2 0 2 )(2 5 .2 8 0 0 0 0 0 )
197 1- 1972 ( 4 1 6 4 9 ) ( 1 1 . 5 8 9 5 2 2 0 ) ( 3 . 5 8 9 7 7 9 8 ) - 1 7 3 2 7 5 8 = ( 4 7 1 9 ) ( 3 8 . 6 1 8 7 7 5 2 ) ( 3 8 . 7 5 8 5 9 0 2 ) ( 2 4 . 5 3 1 3 5 1 1 )

COLLEGE OF NATURAL SCIENCE (Does Not App ly)

DEPARTMENT OF MATHEMATICS (Does Not A pp ly )

MICHIGAN STATE UNIVERSITY
COMPOSITE EQUATION OF PERFORMANCE MEASUREMENTS
Fiscal Years 1967-68 through 1971-72
T a b l e 48 ( C o n t i n u e d )

EQUATION #25a (See Appendix A)

(Course Enrollments) (Average Course C red its)
= (In s tru c to r Headcount)(X Teaching FTEF)(FTEF Credit-Hour Load)(W'td Avg. Class Size)
DATA

EAST LANSING CAMPUS
1967-1968 (463373)(3.5604319) = 1649808 =
1968-1969 (481260)(3.5818975) = 1723824 1969-1970 (489016)(3.5775803) = 1749494 1970-1971 (485048X3.5709497) * 1732082 1971-1972e (486200)(3.5684903) - 1735000 =
1971-1972 (482692)(3.5897798) - 1732758=
COLLEGE OF NATURAL SCIENCE
1967-1968 (69571)(3.6874272)
1968-1969 (69982X3.7130262)
1969-1970 (71496)(3.7003888)
1970-1971 (70055)(3.7003212)
1971-1972e (70700)(3.7057992)
1971-1972 (71305)(3.6918589)

«
=
»
=
«
=

256538
259845
264563
259226
262000
263248

DEPARTMENT OF MATHEMATICS
1967-1968 (21548)(4.4945239)
1968-1969 (21552)(4.5028768)
1969-1970 (21512)(4.5070193)
1970-1971 (20268) (4.4590981)
1971-1972e (20500)(4.4878049)
1971-1972 (20239) (4.5260141)

=
=
=
=
=
=

96848=
97046 =
96955 =
90377 =
92000=
91602 =

=
=
=
=
=
=

(4731)(35.9444092Z)(34.9378547)(27.7685289)
(4888)(36.8369476 )(34.9115400)(27.4226286)
(4773)(38.6042990 )(35.8861292)(26.4601613)
(4814) (38.7432489 ) (37.7914429) (24.5738302)
(4822)(38.5203235 )(36.9492202)(25.2800000)
(4719)(38.6187752 )(38.7585902)(24.5313511)

(1004)(30.1525114Z)(27.2959448)(28.4653130)
(1051)(32.6146527 )(27.3950168)(27.6711570)
(1048)(33.5591603 )(26.7789537)(28.0907370)
(1086)(33.7200737 )(28.0228461)(25.2608510)
(1065)(33.7652582 )(28.0225892)(26.0000000)
(1046)(33.7342256 )(28.9772288)(25.7457650)
(197)(52.2994924Z)(28.7635969)(32.6801291)
(199)(50.8844221 )(30.8293543)(31.0867476)
(219)(47.9178082 )(30.0376423)(30.7584719)
(225) (29.5022222 ) (28.7523348X28.2213374)
(220)(50.0000000 >(28.3522342)(29.5000000)
(217) (52.0460829 ) ( 2 7 .5548479X29.4346689)

MICHIGAN STATE UNIVERSITY
COMPARATIVE SUMMARY OF PERFORMANCE MEASUREMENTS
Fiscal Years 1967-68 through 1971-72
T a b l e 49

1967-68
EAST LANSING CAMPUS
1. S t u d e n t H e ad c o u n t
2. Course E n ro llm e n ts
3.
Course C r e d i t s
4.
C r e d i t Hours
5.
I n s t r u c t o r Headcount
6 . T e a c h i n g FTEF

1968-6 9

F i s c a l Years
19 69 -70 1 97 0- 71

1 9 7 1 - 7 2 6 1971-72

38758
40820
41912
39949
40511
41649
463373
489016
485048
482692
481260
486200
5 9 4 1 2 . 8 7 6 2 8 6 1 . 3 7 6 6 1 1 8 . 0 4 70 4 8 4 .8 2 6 8 6 3 1 . 3 3 7 0 6 3 4 . 4 3
1649808 1723824 1749494 1732082 1735000 1732758
4731
4814
4888
4773
4822
4719
1 7 0 0 . 5 3 1 8 0 0 .5 9 1 8 4 2 .4 4 1 8 6 5 . 1 0 1 8 5 7 . 4 5 1 8 2 2 .4 2

COLLEGE OF NATURAL SCIENCE
4954
1 . S t u d e n t H e ad c ou nt
2. Course E n r o llm e n ts
69571
3.
Course C r e d i t s
9012.30
4.
C r e d i t Hours
256538
I n s t r u c t o r Headcount
5.
1095
6 . T e a c h i n g FTEF
3 3 0 .1 7

4822
69982
9390.46
259845
1051
342.78

4941
4904
4805
4875
71496
71305
70055
70700
9 4 1 8 . 1 6 1 0 2 6 1 . 9 7 1 0 0 7 6 .9 2 1 0 2 2 4 . 9 0
264563
259226
262000
263248
1048
1086
1065
1046
351.70
366.20
3 5 2 .8 6
359.60

DEPARTMENT OF MATHEMATICS
1 . S t u d e n t H ead co un t
2 . Course E nrollm ents
3. C o u r s e C r e d i t s
4. C r e d i t Hours
I n s t r u c t o r Headcount
5.
6 . T e a c h i n g FTEF

1203
21552
3121.78
97046
199
101.26

1248
21512
3152.14
96955
217
104.94

1308
21548
2 9 6 3 .5 1
96848
197
103.03

1184
20268
3202.44
90377
225
111.38

1125
20500
3 1 1 8 .6 4
92000
220
1 1 0 .0 0

1035
20239
3 1 1 2 .0 4
91602
217
1 1 2 .9 4

139
The c o n v e r s i o n o f p e r f o r m a n c e m e a s u r e m e n t s I n t o
and e x p e n d i t u r e s was show n In T a b l e s
t u r n , was sum m arized I n co n d en sed p r o
rev en u es and e x p e n d i t u r e s

general

50 and 51.

fund re v e n u e s

T his In f o r m a tio n ,

forma s t a t e m e n t s o f g e n e r a l

In
fund

(T able 5 2 ).

S im ulations
The e q u a t i o n s
o f ways

shown i n A p p e n d ix A o f

to s im u la te

v ariab les.

p a p er can be used

th e e f f e c t o f planned changes

T h e fe w e x a m p l e s

type o f a l t e r n a t i v e s

Problem

th is

that

In a v a rie ty

In the s e l e c t e d

f o ll o w were used

to

Illu strate

the

t h a t could be s im u la te d .

01

How m a n y s t u d e n t s
fiscal

year

c o u l d have b e e n accom m odated d u r i n g

the

1971-1972 I f

(a)

t h e n u m b e r o f t e a c h i n g FTEF w e r e t o b e I n c r e a s e d
1 8 2 2 .4 2 t o 1 8 3 0 . 0 0 , and

from

(b)

t h e t e a c h i n g l o a d w as r e d u c e d f r o m t h e p r e s e n t l e v e l
3 8 . 7 5 8 5 9 t o 3 8 . 0 c r e d i t h o u r s p e r t e a c h i n g FTEF?

of

S o lu tio n :
T h is problem can be c o n v e n ie n tly
01

a n d #1 3 a n d s o l v i n g

(H eadcount E n ro llm e n ts)
-

s o l v e d by m e r g i n g e q u a t i o n s

for headcount e n ro llm e n ts .
(A verage S tu d e n t C re d it-H o u r Load)

( T e a c h i n g FT E F) (F T E F C r e d i t - H o u r L o a d ) ( W t ' d A v e r a g e
C lass S iz e )

_ ( 1 8 2 2 . « 2 .+ 7 . 5 8 )

(38.75859 - .7 5 8 5 9 )
(41.60383)

(2 4 .5 1 3 5 )

.

41 0 0 4 s t u d e n t .

MICHIGAN STATE UNIVERSITY
COMPOSITE EQUATION OF GENERAL FUND REVENUES AND EXPENDITURES
Fiscal Years 1967-68 through 1971-72

Table 50
EQUATION # 2 6 (See Appendix A)
(T otal C redit Hours)(Fees Per H our)(l + S tate A ppropriation X) ( 1 + Other Revenue X)
* (Total C redit H o u rs)(In stru c tio n a l Expenditures Per H our)(l + Overhead X)
DATA
EAST LANSING CAMPUS
1967-1968
(1649808) (13.1029853) (1 + 2.0860314) (1 + .0290550)
68,650,324 * (1649808) (19.949414)
1968-1969
(1723824) (13.7272894) (1 + 2.0717291) (1 + .0533742)
76,567,298 = (1723824) (20.685794)
1969-1970 (1749494) (15.8705208) (1 + 1.9585371) (1 + .0566837)
86,801,189 - (1749494) (21.894290)
1970-1971
(1732082) (16.7847082) (1 + 2.0412541) (1 + .0614897)
93,853,560 » (1732082) (24.392236)
1971-1972® (1735000) (17.6069164) (1 + 2.0299856) (1 + .0600043)
98.114.000 « (1735000) (24.379256)
1971-1972
(1732758) (17.8997875) (1 + 2.0000000) (1 + .0625591)
98.869.000 - (1732758) (24.350000)

1 + 1.0858306)
1 + 1.1472282)
1 + 1.2661171)
1 + 1.2214201)
1 + 1.3195890)
1 + 1.3432750)

MICHIGAN STATE UNIVERSITY
COMPOSITE EQUATION OF GENERAL FUND REVENUES AND EXPENDITURES
Fiscal Years 1967-68 through 1971-72
T a b l e 50 ( C o n t i n u e d )
COLLEGE OF NATURAL SCIENCE
1 96 7- 19 68
(25 6538) ( 1 0 . 5 5 3 3 4 8 8 )
196 8 -1 9 6 9
19 6 9 -1 9 7 0
19 7 0 -1 9 7 1

(1 + 1 . 2 3 2 9 1 4 3 ) (1 + .0 2 1 2 1 4 5 )
- 6 , 1 7 3 , 4 9 4 =» (25 6538 ) ( 2 3 . 7 1 5 2 0 0 1 )
(1 + 1 . 2 7 5 3 3 7 6 ) (1 + .0 2 1 0 6 5 0 )
= 6 , 6 3 5 , 8 7 5 - (25 9845) ( 2 5 . 1 5 6 3 3 1 7 )
(1 + 1 . 1 3 1 0 2 6 0 ) (1 + .9 9 9 2 8 0 9 )
= 7 , 1 5 6 , 8 4 9 - ( 2 6456 3) ( 2 6 . 7 7 4 0 9 5 4 )
(1 + 1 . 2 6 0 8 3 5 8 ) (1 + .9 9 3 3 7 5 2 )
- 7 , 7 4 4 , 3 5 0 - (25 92 26) ( 2 9 . 5 5 6 1 5 9 4 )
(1 + 1 . 1 6 3 5 3 3 5 ) (1 + .9 8 9 9 9 9 9 )
- 7 , 6 1 0 , 5 7 7 - (26 2000) ( 2 8 . 7 6 0 4 0 0 8 )
(1 + 1 . 1 2 2 1 2 0 2 ) (1 + .9 9 0 0 0 0 0 )
= 7 , 6 7 2 , 5 0 0 - (26 3248) ( 2 8 . 6 9 2 1 8 3 8 )

(25 9845) ( 1 0 . 9 9 2 1 9 9 2 )
(26 4563) ( 1 2 . 7 0 3 2 9 5 6 )
(25 622 6) ( 1 3 . 3 0 2 2 1 8 9 )

1971-1972e

(26 2000) ( 1 3 . 5 6 1 8 0 5 3 )

1971 -1 972

(26 324 8) ( 1 3 . 8 7 2 8 8 0 3 )

(1 + . 0 1 4 7 3 4 7 )
(1 + .0 1 5 1 6 4 7 )
(1 + . 0 1 0 3 6 4 2 )
(1 + .0 1 0 7 8 4 1 )
(1 + . 0100000)
(1 + . 0 1 5 8 0 0 0 )

DEPARTMENT OF MATHEMATICS
196 7 -1 9 6 8 (96848) ( 7 . 5 3 2 8 5 5 6 )

(1 + .6 8 7 2 3 3 9 ) (1 + .0 2 1 2 1 4 5 )
1 , 2 5 3 , 2 9 5 - (9 68 48) ( 1 2 .9 4 0 8 4 5 4 )
( 7 . 3 4 2 7 6 5 3 ) (1 + .3 4 2 7 6 5 3 ) (1 + .0 2 1 0 6 5 0 )
m 1 , 3 1 5 , 0 8 1 « (9 70 46 ) ( 1 3 . 5 5 1 1 0 9 8 )
( 8 . 7 5 5 3 8 1 4 ) (1 + .7 4 3 9 8 3 2 ) (
.9 9 9 2 8 0 9 )
- 1 , 4 6 5 , 0 5 1 - (9 6955) ( 1 5 . 1 1 0 6 2 8 6 )
.9 9 3 3 7 5 2 )
( 9 . 4 0 1 6 2 8 7 ) (1 + .9 5 1 5 5 4 2 ) (
3 1 , 6 2 4 , 6 1 6 - (9 03 77 ) ( 1 7 . 9 7 5 9 8 9 5 )
( 8 . 9 1 2 6 9 5 7 ) (1 + 1 . 0 0 2 2 4 7 6 ) {
.9 8 5 8 4 0 2 )
■ 1 , 6 1 6 , 7 7 8 = (9 2000) ( 1 7 . 5 7 3 6 7 3 9 )
( 8 . 4 1 4 2 8 1 3 ) (1 + 1 . 1 3 0 0 6 3 0 ) (
.9 7 9 9 9 9 7 )
- 1 , 6 0 8 , 9 4 2 - (9 16 02) ( 1 7 . 5 6 4 4 8 5 5 )
s

1968-1 969

(97046)

1969-1 97 0

(9695 5)

1970-1 97 1

(90377)

19 7 1 - 1 9 7 2 e (92000)
1971-19 72

(91602)

( ( ( ( ( ( -

MICHIGAN STATE UNIVERSITY
COMPOSITE EQUATION OF GENERAL FUND REVENUE AND EXPENDITURES
Fiscal Years 1967-68 through 1971-72

Table 51
EQUATION # 2 7 (See Appendix A)
(Headcount Enrollm ents)(Fees Per S tu d en t)(1 + S tate A ppropriation X)(l + Other Revenue X)
* (Teaching F T E F )(Instructional Expenditures Per Teaching FTEF)(1 + Overhead 2)
DATA
1967-1968

(3 8 7 5 8 )(5 5 7 .7 5 3 4 9 6 1 )(1 + 2.086031442)(1 + .02905499)
- 68,650,324 = (1700.53)(19354.3795170)(1
1968 -1 9 6 9 ( 3 9 9 4 9 ) ( 5 9 2 . 3 4 1 0 0 9 8 ) ( 1 + 2 . 0 7 1 7 2 9 1 1 ) ( 1 + . 0 5 3 3 7 4 2 3 )
- 76,567,298 = (1800.59)(19803.8798394)(1
1969-1 97 0
(4 0 8 2 0 )(6 8 0 .1 9 0 6 1 7 3 )(1 + 1.95853721 ) ( 1 + .05668368)
* 86,801,189 » (1842.44)(20789.7836565)(1
19 70 -1 97 1
(4 0 5 1 1 ) (7 1 7 .6 4 4 3 6 8 2 )(1 + 2.04125408 ) ( 1 + .06148973)
- 93,853,560 = (1865.10)(22652.5939628)(1
1 9 7 1 - 1 9 7 2 e ( 4 1 9 1 2 ) ( 7 2 8 . 8 6 0 4 6 9 6 ) ( 1 + 2 .0 2 9 9 8 5 5 9 ) ( 1 + .0 60 00434)
= 98,114,000 = ( 1 8 5 7 .4 5 ) (22772.0853859)(1
1971-19 72 ( 4 1 6 4 9 ) ( 7 4 4 . 6 9 9 7 5 2 7 ) ( 1 + 2 .0 0 0 0 0 0 0 0 ) ( 1 + . 0 6 2 5 5 9 1 0 )
» 98,869,000 = (1822.42) (23151.9940591X1

+ 1.0858306)
+ 1.1472282)
+ 1,2661171)
+ 1.2214201)
+ 1.3195890)
+ 1.3432750)

ZVX

EAST LANSING CAMPUS

MICHIGAN STATE UNIVERSITY
COMPOSITE EQUATION OF GENERAL FUND REVENUE AND EXPENDITURES
Fiscal Years 1967-68 through 1971-72
T a b l e 51 ( C o n t i n u e d )

COLLEGE OF NATURAL SCIENCE
196 7 -1 9 6 8 ( 4 9 5 4 ) ( 5 5 7 . 7 5 3 4 9 6 1 ) ( 1 + 1 . 2 3 2 9 1 4 2 8 Z ) (1 + . 0 2 1 2 1 4 5 )
= 6,173,494 - (3 3 0 .17)(18426.4166944)(1
1 9 6 8 -1 9 6 9
( 4 8 2 2 ) ( 5 9 2 . 3 4 1 0 0 9 8 ) ( 1 + 1 .2 7 5 3 3 7 6 0 ) ( 1 + . 0 2 1 0 6 5 0 )
- 6,635,875 “ (342.78)(19069.8027890)(1
1 9 6 9 -1 9 7 0
(4941)(6 8 0 .1 9 0 6 1 7 3 )(1 + 1.13102598 ) (
.9992809)
= 7,156,849 - (351.7 0 )(2 0 1 4 0 .5 6 0 1 3 6 5 )(1
1 9 7 0 -1 9 7 1
(4805)(7 1 7 .6 4 4 3 6 8 2 )(1 + 1.26083576 ) (
.9933752)
= 7,744,350 - (366.20)(20922.2419443)(1
1971-1972e (4 8 7 5 )(7 2 8 .8 6 0 1 0 2 6 )(1 + 1.16353347 ) (
.9899999)
= 7,610,577 - (359.60)(20954.4632925)(1
197 1-1 97 2
(49 0 4 )(7 4 4 .6 9 9 8 3 6 9 )(1 + 1.12212021 ) (
.9 9 0 0 0 0 0 )
- 7,672,500 = (352.86)(21405.5432750)(1

DEPARTMENT OF MATHEMATICS
1 9 6 7 - 1 9 6 8 ( 1 3 0 8 ) ( 5 5 7 . 7 5 3 4 9 6 1 ) ( 1 + . 6 8 7 2 3 3 9 0 ) ( 1 + .0 2 1 2 1 4 5 )
= 1,253,295 » (103.03)(12164.3696011)(
19 68 -1 96 9 ( 1 2 0 3 ) ( 5 9 2 . 3 4 1 0 0 9 8 ) ( 1 + . 8 3 6 5 8 5 3 3 ) ( 1 + .0 2 1 0 6 5 0 )
» 1,315,081 - (101.26)<12987.1716374)(
1 96 9 -1 9 7 0 ( 1 2 4 8 ) ( 6 8 0 . 1 9 0 6 1 7 3 ) ( 1 + . 7 4 3 9 8 3 2 3 ) (
.9992809)
- 1,465,051 - (1 0 4 .9 4 )(1 3 9 6 0 .8 4 4 2 9 2 0 )(
19 7 0 -1 9 7 1 ( 1 1 8 4 ) ( 7 1 7 . 6 4 4 3 6 8 2 ) ( 1 + . 9 5 1 5 5 4 1 5 ) (
.9933752)
** 1 , 6 2 4 , 6 1 6 » ( 1 1 1 . 38) ( 1 4 5 8 6 . 2 4 5 2 8 6 4 ) (
1971-1972e (1 1 2 5 ) (7 2 8 .8 6 0 4 4 4 4 )(1 + 1.0022 4 7 6 4 )(
.9858402)
= 1,616,778 - (110.00)(14697.9818182)(
19 71- 1972 ( 1 0 3 5 ) ( 7 4 4 . 7 0 0 4 8 3 1 ) ( 1 + 1 . 1 3 0 0 6 2 9 8 ) (
.9799997)
= 1,608,942 - (112.94)(14245.9890207)(

+ .0 1 4 7 3 4 7 )
+ .0151647)
+ .0103642)
+ .0107841)
+ .0100000)
+ .0158000)

-

MICHIGAN STATE UNIVERSITY
CONDENSED STATEMENT OF GENERAL FUND REVENUES AND EXPENDITURES
(In Thousands of Dollars)
F i s c a l Y e a r s 1 9 6 7 - 6 8 t h r o u g h 19 71 -7 2
T a b l e 52
F i s c a l Years
1 969-7 0 19 7 0 - 7 1

1971-72® 19 71-7 2

1967-68

1968-69

$21617
49095
66712
1938
68650

23663
49025
72688
3879
76567

27765
54380
82145
4656
86801

29072
59345
88417
5437
93854

30548
62012
92560
5554
98114

31016
62032
93048
5821
98869

32913
35737
68650

35659
40908
76567

38304
48497
86801

42249
51605
93854

42298
55816
98114

42193
56676
98869

EAST LANSING CAMPUS
REVENUES
S tu d e n t Fees
S ta te A ppropriations
T otal
O t h e r Revenues
Total
EXPENDITURES
Instructional
Other Expenditures
T otal

MICHIGAN STATE UNIVERSITY
CONDENSED STATEMENT OF GENERAL FUND REVENUES AND EXPENDITURES
(in Thousands of D ollars)
F isc a l Years 1967-68 through 1971-72
Table 52 (Continued)
F isca l Years
1969-70 1970-71

1967-68

1968-69

S2707
3338
6045
128
6173

2856
364 3
6499
137
6636

3361
3801
7162
-5
7157

3448
4348
7796
-52
7744

3553
4134
7687
-76
7611

3652
4098
7750
-77
7673

EXPENDITURES
In s tru c tio n a l
Other Expenditures
T otal

6084
89
6173

6537
99
6636

7083
74
7157

7662
82
7744

7535
76
7611

7554
119
7673

DEPARTMENT OF MATHEMATICS
REVENUES
Student Fees
S tate A ppropriations
T otal
Other Revenues
T otal

$730
501
1231
22
1253

713
596
1309
6
1315

849
631
1480
-15
1465

850
808
1658
-33
1625

820
822
1642
-25
1617

771
871
1642
-33
1609

1253

1315

1465

1625

1617

1609

COLLEGE OF NATURAL SCIENCE
REVENUES
Student Fees
S tate A ppropriation
T otal
Other Revenues
T otal

EXPENDITURES
In s tru c tio n a l
Other Expenditures
T otal

-

1253

-

1315

-

1465

-

1625

1971-72* 1971-72

-

1617

-

1609

146

P r o b l e m #2
Ass ume t h a t

the d e c re a sin g

trend

b e e n c o u r a g e d and was p r o j e c t e d
students

in stead

o f the

in th e average
In th e

25.28 a lr e a d y

1971-72 b u d g e t
in clu d ed

How many t e a c h i n g FTEF w o u l d b e r e q u i r e d
h e a d c o u n ts w ere

in creased

to say

class

if,

size

should

as 24.2

in th e e stim a te s .

in a d d itio n ,

stu d en t

41,7007

S o lu tio n :
(4 1 ,7 0 0 ) (41.60383)
( 3 8 .7 5 8 9 ) <24.2)

_
1 8 4 9 ‘ 6 3 T‘=a c h i " 8 m F

P r o b l e m #3
Assume t h a t s t u d e n t
term o f
class

e n r o llm e n ts had been 43,149 d u r in g th e F a l l

1971 I n s t e a d o f

s i z e w ould have

41,649.

resu lted

What i n c r e a s e
if

all

in

the average

o th er v a ria b le s

rem ained

fixed?

S o lu tio n :
S tu d e n ts P er C lass

(1822.42)(3875859)
Tliis i s an a v e r a g e

increase of le ss

th a n one s t u d e n t p e r c l a s s .

P r o b l e m (/4
What d e c r e a s e

in

th e t o t a l number o f s t u d e n t s w ould be r e q u i r e d

to o f f s e t an i n c r e a s e

in stu d en t

hours p e r s tu d e n t per y ear?
rem ained c o n s t a n t .

lo ad s to

an a v e r a g e o f 4 5 .0

Assu m e t h a t a l l

o th er

facto rs

147

S o lu tio n :
(41,649)

-

( 1,

-

3,143 S t u d e n t D e c re a se

P r o b l e m 05
What I n c r e a s e

in

t h e number o f s t u d e n t s w ould b e r e q u i r e d

o ffset a co st-o f-liv in g
$1 0 0 ,9 6 9 ,2 3 5 )

in crease o f

4% (4Z o f

to

1970 p a y r o l l o f

am ounting to a p p ro x im a te ly $ 4 ,1 0 0 ,0 0 0 to a l l

members o f t h e U n i v e r s i t y ?
be ab so rb ed by s t u d e n t

Assume

th at

the e n t i r e

fe e s and w i t h o u t s t a t e

Increase

is

to

assistan ce.

S o lu tio n :
D ata f o r th e

fisc al year

1971-72 w e re as f o l l o w s :

A v e r a g e I n s t r u c t i o n a l C o s t P e r FTEF ( I t e m 1 0 ,
A v e ra g e F e e s P e r S t u d e n t (I te m 7, T a b l e 47)
R eq u ired B reak-Even S t u d e n t - I n s t r u c t o r
R a tio (E q u a tio n 08)
A c tu a l 1971-72 S t u d e n t - I n s t r u c t o r R a tio

Therefore,

p r e s e n t r a t i o s w ould have

the c o s t- o f - llv l n g

in crease

could be

An e x a m i n a t i o n o f E q u a t i o n 0 2 7
variab les

to

T able
47)
$744.70

$23152

31.1
22.9

$23152

altered

before

be s u b s t a n t i a l l y

financed

through

stu d en t

fees.

( A p p e n d i x A33) w o u l d s h o w t h e b a s i c

In v olved.

G e n e r a l Fund V a r i a n c e A n a l y s e s
A d etailed

ex p lan atio n

of

am ounts can be o b t a i n e d
listed

t h e d i f f e r e n c e s betw een p la n n e d and a c t u a l

from an e x a m i n a t io n o f th e

i n T a b l e s 47 and 4 8 .

variances

is

shown i n

l o g i c was

first

th e

o u tlin ed

v ariab les

A m o re s y s t e m a t i c m e t h o d o f a n a l y z i n g

latter
in

selected

part of

flow c h a r t s .

th is

ch ap ter.

These w ere

The g e n e r a l

f o l l o w e d by

the

148

calcu latio n s

for

the

The l e v e l o f d e t a i l

fiscal

in th ese

o rg an izatio n al le v e l
exam ined s e p a r a t e l y
o r by s e p a r a t i n g
m ents.

y e a r 1971-1972.

a n a ly s e s d ep en d s t o some e x t e n t on th e

Inv o lv ed .
at

the

Fo r e x a m p l e , s t u d e n t

class

the a c t i v i t i e s

lev el

(freshm en,

d a t a may b e

sophom ores,

o f r e s i d e n t and n o n - r e s i d e n t

F a c u l t y d a t a may b e a n a l y z e d b y c l a s s i f i c a t i o n

asso ciate p ro fesso rs,

e tc .)

e tc .)
en ro ll­

(professors,

o r by s u c h g r o u p s a s t e n u r e d a n d n o n ­

tenured p e rs o n n e l.

The v a r i a b l e s
c h a p te r were

used in
taken

the

t a b l e s a nd f i g u r e s i l l u s t r a t e d

from t h e e q u a t i o n s

shown in d e t a i l

in t h i s

i n A p p e n d i x A.

S tu d e n t Fee V a r ia n c e s
V ariatio n s

in s tu d e n t

hours as o u tlin e d

in the

F igures

9 and 10.

stu d en t

fees v a ria n ce s

In stru c tio n al

an aly sis

second,

F ig u re 8 and

stu d en t c r e d it
the a n a ly se s

in

fo llo w e d by an e x p an d ed v e r s i o n o f

i n T a b l e 53.

a l s o b e g i n w i t h an a n a l y s i s o f c r e d i t h o u r s

l o g i c was o u t l i n e d
12.

in th e

In stru ctio n al

flow c h a rt i n

an aly sis,

was o u t l i n e d

The t h i r d m e th o d d e s c r i b e d

15 a n d T a b l e 5 5 ) .

F igure

tau g h t.

11 a n d t h e

e x p e n d i t u r e s w ere d e s c r i b e d

T h e f i r s t w a s a tw o - w a y a n a l y s i s

a three-w ay

in T a b le 54.
Figure

T h is was

in F ig u re

three p a r ts .

flow c h a r t in

of

E xpenditure V ariances

These v a r i a t i o n s
Th e g e n e r a l

fe e s b e g in w ith an a n a ly s is

(F ig u re

in F ig u r e

v ariatio n s

13).

in

The

14 a n d i l l u s t r a t e d
in four p a r t s

(see

149

P ro jected
H eadcounts
0
P ro jected
Student
Loads

A ctual
H eadcounts
0
P ro jected
S tudent
Loads

-

S tudent
Headcount
V ariance

-

LESS

A ctual
Headcount

0
A ctual
S tudent
Loads

EQUALS

S tudent
Load
V ariance
SUMMARY
P ro jected
H eadcounts
0
Projec ted
S tudent
Loads

A ctual
H eadcounts
0
A ctual
Student
Loads

R e-stated
as

R e-stated
as

Total
P rojected
C redit
Hours

-

Total
A ctual
C redit
H o u rs

-

T otal
C red itHour
V ariance

-

S tudent
Headcount
V ariance

+

S tudent
Load
V ariance

MICHIGAN STATE UNIVERSITY
FLOW CHART OF GENERAL FUND STUDENT FEE REVENUE VARIANCES
V arian ce In S tu d e n t C r e d i t H ours Earned
Figure 8

-10,887
TOTAL
STUDENT
HEADCOUNT
8,645

FORMULAE
( P r o je c t e d H e a d c o u n ts ) ( P r o je c te d L o a d s )-(A c tu a l H e a d c o u n ts ) ( P r o je c te d Loads)»Headcount V ariance
( A c t u a l H e a d c o u n t s ) ( P r o j e c t e d L o a d s ) - A c t u a l H e a d c o u n t s ) ( A c t u a l L o a d s ) a Load V a r i a n c e

CALCULATION
(41912)(41.3962588)
(41649)(41.3962588)

(41649)(41.3962588)
(41649)(41.6038320)

-10,887
8.645
2,242

Note: p “ p r o j e c t e d
a ■ actual
MICHIGAN STATE UNIVERSITY
GENERAL FUND STUDENT FEE REVENUE VARIANCES
V a r i a n c e I n S t u d e n t C r e d i t Hours E a r n e d
F i s c a l Y e a r 1971-19 72
Figure 9

150

41.60a
AVERAGE STUDENT CREDIT-HOUR LOAD

1735000p
TOTAL

1732758a

CREDIT
$ 5 0 7 ,4 7 5

HOURS

17.61p

17.90a

FORMULAE
( P r o j e c t e d C r e d i t Hours @ P r o j e c t e d Fee R a t e ) ( A c t u a l C r e d i t Hours @ P r o j e c t e d F e e R a t e ) -

( A c t u a l C r e d i t Ho urs @ P r o j e c t e d F e e R a t e )
* C red it-H o u r V ariance
( A c t u a l C r e d i t Ho urs @ A c t u a l Fe e R a t e )
» Fee R a t e V a r i a n c e

CALCULATION
(1735000 @ $ 1 7 . 6 0 6 9 1 6 4 ) - (1 732 75 8 @ $ 1 7 .6 0 6 9 1 6 4 ) (1732758 @ 1 7 . 6 0 6 9 1 6 4 ) - (1 732758 @ 1 7 . 8 9 9 7 8 7 5 ) T o t a l S t u d e n t Fee Revenue V a r i a n c e

$ -39,475
507,475
$ 468,000

MICHIGAN STATE UNIVERSITY
GENERAL FUND STUDENT FEE REVENUE VARIANCES
V a ria n c e s in S tu d e n t Fees
F i s c a l Y e a r 197 1-1972
Figure 10

151

AVERAGE STUDENT FEES PER HOUR

MICHIGAN STATE UNIVERSITY
GENERAL FUND STUDENT FEE REVENUE VARIANCES
Expanded V a r i a n c e i n S t u d e n t F e e s
F i s c a l Y ear 1971 -1 972
T a b l e 53

Item

Headc oun t
Enrollm ents

Student
Load

S tu d e n t Fees
P e r Hour

S t u d e n t Fee
Revenue

FORMULAE
1
2
3
4
5

Projected
A ctual-Projected
A ctual
A ctual
A ctual

P rojected
P rojected
A ctual-Projected
A ctual
A ctual

Projected
P rojected
P rojected
Ac t u a l - P r o j e c t e d
A ctual

41912
-263
41649
41649
41649

41.3962588
41.3962588
.20 75 73 2
41.6038320
41.6038320

$17.6069164
17.6 0 6 9 1 6 4
17.6069164
.2 9 2 8 7 1 1
17.8997875

T otal Projected
Headcount V ariance
Load V a r i a n c e
Fee R a t e V a r i a n c e
T o ta l A ctual

CALCULATIONS
1
2
3
4
5

$30,548,000
-191,690
1 5 2 ,2 1 5
507,475
31,016,000

SUMMARY
2
3
4
1-5

S tu d e n t Headcount V a ria n c e
S t u d e n t Load V a r i a n c e
S t u d e n t Fe e R a t e V a r i a n c e
T o t a l S t u d e n t Fee Revenue V a r i a n c e

$-191,690
152,215
507,475
$ 468,000

153

P rojected
FTEF

A ctual
FTEF
0
P ro jected
T eaching
Loads

0
P ro jected
T eaching
Loads

FTEF
V ariance

LESS

A ctual
FTEF
0
A ctual
T eaching
Loads

EQUALS

FTEF
Load
V ariance
SUMMARY
P ro jected
FTEF
0
P ro jected
Teaching
LoadB

A ctual
FTEF

R estated
as

R estated
as

T otal
P ro jected
C redit
Hours
Taught

T otal
A ctual
C red it
H ours
Taught

0
A ctual
T eaching
Loads

T otal
C red itHour
V ariance

FTEF
V ariance

+

FTEF
Load
V ariance

MICHIGAN STATE UNIVERSITY
FLOWCHART OF GENERAL FUND INSTRUCTIONAL EXPENDITURES VARIANCES
V a r ia n c e s i n C r e d i t H ours T aug h t
Figure 11

1857.45p
32,721 ho urs
TEACHING
1822.42a
FULL-TIME
EQUATED

[ 30,479
hours

FACULTY

934p

950a

AVERAGE FTEF CREDIT-HOUR LOAD

FORMULAE
( P r o j e c t e d FTEF @ P r o j e c t e d L o a d ) - ( A c t u a l FTEF @ P r o j e c t e d L oa ds ) * FTEF V a r i a n c e
( A c t u a l FTEF @ P r o j e c t e d L o a d ) - ( A c t u a l FTEF @ A c t u a l Load) ** Load V a r i a n c e

CALCULATION
(1857.45)1(36.9492202)(25.2800000)]
(1857.45)
(934)
(1822.42)1(36.9492202)(25.2800000)]
(1822.42)
(934)
T o ta l C redit-H our V ariance

(1822.42)[(36.9492202)(25.2800000)]
(1822.42)
(934)
(1822.42)[(38.7585902)(24.5313511)]
(1822.42)
(934)

MICHIGAN STATE UNIVERSITY
GENERAL FUND INSTRUCTIONAL EXPENDITURES VARIANCES
V a r i a n c e i n C r e d i t Hours T a u g h t
F i s c a l Y e a r 197 1-1 972
Figure 12

-32,721
30,479
-2,242

1735000p
-$54,658

TOTAL

1732758a.
CREDIT
HOURS

-$50,695
________________________ I______________ _________________

24.35a

2 4 .38p

AVERAGE INSTRUCTIONAL EXPENDITURES PER HOUR

FORMULAE
( P r o j e c t e d C r e d i t Hours @ P r o j e c t e d R a t e ) - ( A c t u a l C r e d i t Ho urs @ P r o j e c t e d R a t e )
= C r e d i t Hour V a r i a n c e
( A c t u a l C r e d i t Hours @ P r o j e c t e d R a t e ) - ( A c t u a l C r e d i t Hours @ A c t u a l R a t e )
* E xpenditure Rate V ariance

CALCULATION
(1735,000 <? $24.3792565) - (1732758 @ $24.3792565) » $-54,658
(1732,758 <? 24.3792565) - (1732758 @ 24,3500000) - -50,695
T o ta l I n s t r u c t i o n a l E xpenditure V ariance
-105,353
MICHIGAN STATE UNIVERSITY
GENERAL FUND INSTRUCTIONAL EXPENDITURES VARIANCES
Variance in In s tru c tio n a l Expenditures
F isca l Year 1971-1972
Figure 13

156

A ctual
Course C r e d i t s
X
P ro jected
C lass S ize
X
P ro jected
C ost P e r Hour

A ctual
C ourse C r e d i t s
X
A ctual
C lass S ize
X
P ro jected
C ost P e r Hour

A ctual
Course C r e d i t s
X
A ctual
C lass S ize
X
P rojected
C o st P e r Hour

V ariance
in the
Number o f
C ourse
C redits

+

■

C lass
S ize
V ariance

+

Cost
P e r Hour
V ariance

+

P ro jected
C ourse C re d its
X
P ro jected
C lass S ize
X
P ro jected
C o s t P e r Hour

A ctual
C ourse C re d its
X
P ro jected
C la ss S ize
X
P ro jected
C o s t P e r Hour

-

A ctual
C ourse C re d its
X
A ctual
C la ss Size
X
A ctual
C o s t P e r Hour

-

SUMMARY
V ariance
I n The
N um be r o f
C ourse
C red its

+

C lass
Size
V ariance

+

Cost
P e r Hour
V ariance

-

T otal
V arian ce

MICHIGAN STATE UNIVERSITY
FLOW CHART OF GENERAL FUND INSTRUCTIONAL EXPENDITURES VARIANCES
Expanded V a ria n c e s i n I n s t r u c t i o n a l E x p e n d itu r e s
Figure 14

MICHIGAN STATE UNIVERSITY
GENERAL FUND INSTRUCTIONAL EXPENDITURE VARIANCES
Expanded V a r i a n c e i n I n s t r u c t i o n a l E x p e n d i t u r e s
F i s c a l Y e a r 197 1-1972
T a b l e 54
Total
Course
C redits

A v e ra g e
C lass
Size

P rojected
A c tu al-P ro j ected
Actual
A ctual
Actual

Projected
Projected
A ctual-Projected
A ctual
A ctual

Item

Cost
Per
Hour

Total
Instructional
Expenditures

FORMULAE
1

2
3
4
5

P rojected
Projected
Projected
Ac t u a l - P r o j e c t e d
Actual

Total P rojected
Course C r e d i t V a rian ce
C lass Size V ariance
Cost Rate V a ria n c e
T o tal A ctual

CALCULATIONS
1
2
3
4
5

6 8 6 3 1 .3 2 9 1 1 3 9
2 0 0 3 .1 0 0 8 0 1 4
7 0 6 3 4 .4 2 9 9 1 5 3
7 0 6 3 4 .4 2 9 9 1 5 3
7 0 6 3 4 .4 2 9 9 1 5 3

25.2800000
25.2800000
-.7486489
24.5313511
24.5313511

$24.3792565
24.3792565
24 .3 7 9 2 5 6 5
-.0292565
24.3500000

$42,298,010
1,234,526
-1,289,184
-50,694
42,192,657

SUMMARY
2
3
4
1-5

V a r i a n c e i n T o t a l Number o f C o u r s e C r e d i t s
Class S ize V ariance
Cost Rate V arian ce
T o ta l I n s t r u c t i o n a l E xpenditure V ariance

$ 1,234,526
-1,289,184
-50,695
$ -105.353

158

A ctual F a c u lty
X
P r o j e c t e d F a c u l t y Load
X
+
P r o je c te d C la ss Size
X
P r o j e c t e d C o st P e r Hour

A ctual F a c u lty
X
A c t u a l F a c u l t y Load
X
+
P r o je c te d C la ss S ize
X
P r o j e c t e d C o s t P e r Hour

A ctual F a c u lty
X
A c t u a l F a c u l t y Load
X
+
A ctual C la ss S ize
X
P r o j e c t e d C o s t P e r Hour

A ctual F a c u lty
X
A c t u a l F a c u l t y L oa d
X
C
la ss S ize
A ctual
X
A c t u a l C o s t P e r H ou r

P ro jected
X
P ro jected
X
P ro jected
X
P ro jected

V a ria n c e In
T h e N um be r
0£ F a c u l t y

F aculty
F a c u l t y Load
C lass S ize
C o s t P e r Hour

A ctual F a c u lty

x
F aculty
L oa d
V ariance

V ariance
In
C lass S ize

P r o j e c t e d F a c u l t y Load
X
P ro je c te d C lass Size
X
P r o j e c t e d C o s t P e r Hour

A ctual F a c u lty
X
A c t u a l F a c u l t y Load
X
P ro je c te d C la ss S ize
X
P r o j e c t e d C o s t P e r Hour

-

A ctual

+

V ariance
In C ost
P e r Hour

F aculty
X
A c t u a l F a c u l t y Load
X
A ctual C lass S ize
X
P r o j e c t e d C o s t P e r Hour

-

SUMMARY
V a ria n c e In
The Number
Of F a c u l t y

+

Faculty
Load
V ariance

+

V ariance
In C lass
Size

+

V ariance
In Cost
P e r Hour

-

T otal
V ariance

MICHIGAN STATE UNIVERSITY
FLOW CHART OF CENTRAL FUND INSTRUCTIONAL EXPENDITURE VARIANCES
F u r t h e r Expanded V a ria n c e in I n s t r u c t i o n a l E x p e n d itu r e s
Figure 15

MICHIGAN STATE UNIVERSITY
GENERAL FUND INSTRUCTIONAL EXPENDITURE VARIANCES
F u r t h e r Expanded V a r i a n c e i n I n s t r u c t i o n a l E x p e n d i t u r e s
F i s c a l Y e a r 1971-1972
T a b l e 55
Teaching
FTEF

Item

FTEF
T e a c h i n g Load

A v e ra g e
C lass Size

C o st
P e r Hour

Instructional
E xpenditures

ORMULAE
Projected
P rojected
P rojected
P rojected
P rojected
P rojected
A ctual-P roj ected P ro je c te d
P rojected
P rojected
A ctual
A ctual-Projected
P rojected
A ctual-Projected
A ctual
Actual
A ctual
A ctual-Proj ected
A ctual
Actual
Actual
Actual
A ctual
A ctual

T otal P rojected
FTEF V a r i a n c e
Load V a r i a n c e
Class S ize V ariance
Cost Rate V ariance
T o ta l Actual

CALCULATIONS
1
2
3
4
5
6

1 8 5 7 .4 5
-35.03
1 8 2 2 .4 2
1 8 2 2 .4 2
1822.42
1822.42

36.9492202
36.9492202
1.8093700
38.7585902
38.7585902
38.7585902

25.2800000
25.2800000
25.2800000
-.7486489
24.5313511
24.5313511

$2 4 .3 7 9 2 5 6 5
24.3792565
24.3792565
24.3792565
-.0292565
24.3500000

$42,29B,010
-797,706
2,032,232
-1,289,185
-50,694
42,192,657

SUMMARY
2
3
4
5
1-6

T e a c h i n g FTEF V a r i a n c e
T e a c h i n g Load V a r i a n c e
C lass Size V ariance
Cost R ate V a ria n c e
T o tal I n s t r u c t i o n a l E xpenditure V ariance

$ -797,706
2,032,232
-1,289,184
-50,695
$ -105,353

CHAPTER V I I
SUMMARY AND RECOMMENDATIONS

I n t h i s s t u d y a n a t t e m p t w a s made t o r e c o g n i z e

th e e s s e n t i a l elem ents

r e q u i r e d t o p r o j e c t and sum m arize i n f o r m a t i o n t h a t s h o u ld be u s e f u l in
managing u n i v e r s i t y

resources.

The c o n s t i t u e n t p a r t s

w ere d e s c r i b e d a s s u b s e t s o f a c o n tin u o u s d a t a
headcount enro llm en ts

to

Th e d a t a f l o w b e g a n w i t h

in to

the c o n c e p tu a liz a tio n
H eadcounts

th ree c a te g o rie s se le c te d

tim e and t r a n s f e r ) ,

targ ets

set

o f a model f o r p r o j e c t i n g

fo r each c o lle g e were

according to source:

new ( f i r s t ­

r e c e i v e d by t h e R e g i s t r a r .

to th e number o f a p p l i c a t i o n s

f o r th e A dm issions D ep artm en t.

s t u d e n t s w e r e b a s e d on h i s t o r i c a l

on t h e b a s i s

re la te d stu d en t

r e a d m i t t e d and r e t u r n i n g .

The new s t u d e n t e l e m e n t w a s r e l a t e d
re c e iv e d and to

flow t h a t

fin an cial acco u n tab ility .

stud ent headcount en ro llm e n ts.
divided

o f th e system

t r e n d s and t h e number o f a p p l i c a t i o n s

R etu rn in g s tu d e n t e n ro llm e n ts were p ro je c te d

of in tra-cam p u s m ig ra tio n s tu d ie s .

w e r e a s s e m b l e d by c l a s s

R eadm itted

le v e l w ith in each c o lle g e

f o r c a l c u l a t i n g h ead co u n t grow th r a t e s .
f l o w i n t h e m o d e l was o u t l i n e d

These th r e e elem en ts
and u sed as a b a s i s

The g e n e r a l

in th e flow c h a r t

lo g ic of th e data

sh o w n i n F i g u r e s

16 a n d

17.

In a seco n d m o d e l,
v ariab le

th at

h e a d c o u n t grow th r a t e s w ere merged w i t h a s e c o n d

recognized

t h e s i z e o f t h e c o u r s e l o a d s c a r r i e d by t h e

d i f f e r e n t m a j o r s and t h e s h i f t
in each c o lle g e
co lleg es.

i n c o u r s e r e q u i r e m e n t s t h a t was a n t i c i p a t e d

th a t o p e ra te d as a s e r v i c e a g e n t f o r m ajors

from o t h e r

C r e d i t h o u r s w e r e c a l c u l a t e d by a s s i g n i n g t h e c o u r s e c r e d i t
160

New Student
A pplications

■First

I-Choice 4—7JStudent
College
u

New Choice

,3

*

.Student > o'*
.C ollege S o ' "

o

flu

'

Continuing
Student
A pplications

f

*

JZ

Continuing
Student
A pplications

ul

t

•New Choice
.Student > 3
.College uu o
Bu SZ

U

cu jz
u

.New Choice
*a
Student J £
College £ j

r T r- r-r
Student
College ^
>

*New Choice

rrr

• V

- C » " Student <u W

"College £ .e

TiinL
-Li 1 1 1

FLOWCHART OF HEADCOUNT ENROLLMENT MODEL
Figure 16

■ Student
i_ r T n
College h
>

u

j

161

Readmission
A pplications

Students

i 1- /

Choice
5

Students
R etu rn in g

_;

■ Q}

.Student V
> -H
ui
College u q

ttttJ
Student
College

C o n tin u in g

oo

i ill I

New Choice

C /
/

•AOJd
ai

Student
^College |

S t u de
‘Co l l e

a

,

.New C h o i c e
i-i

- Choice

New
Student
Input

Projected
Term

Freshmen
New:First time
T ransfer
Readmitted
Returning
T otal
Sophomores
e tc .

New

Student
Targets
F ir s t
time
In te rn a l
A nalysis

16 2

New
Student
T argets

H is to ric a l
Data

]

J

Growth \
Rates J

P ro je ctio n s

FLOWCHART OF HEADCOUNT GROWTH RATE CALCULATIONS
Figure 17

In te rn a l
A nalysis

In te rn a l
M igration
Studies

163

v alue

to

th e number e n r o l l e d

Course re q u ire m e n ts
in to
of

reflectin g

te a c h in g assignm ents

fu ll-tim e

recognized

in th e

equated

th ese

student

and u s e d a s a b a s i s

in stru cto rs.

for c alc u la tin g

course.

facu lty

sectio n .

facu lty ,

The d a t a

the average

for p ro je c tin g

t h e number

T h e minimum n u m b e r o f v a r i a b l e s
re q u ire m e n ts was:

teaching assig n m en ts, the p ro p o rtio n
c a r r i e d by th e

demands w e re t h e n r e d e f i n e d

t h e number of

of t e a c h in g tim e
teach in g

to the

to tal

load

load and th e a v e r a g e - s i z e d

f l o w f o r t h i s m o d e l w as i l l u s t r a t e d

The p e r f o r m a n c e m e a s u r e m e n t s w e r e a s s e m b l e d i n t o

the

in F igure

18.

follow ing eq u atio n :

T h e n u m b e r o f c r e d i t h o u r s e a r n e d by s t u d e n t s was e q u a l t o t h e
number o f c r e d i t h o u r s t a u g h t by I n s t r u c t o r s .
C red it hours earned
w e r e r e p r e s e n t e d by t h e p r o d u c t o f h e a d c o u n t e n r o l l m e n t s t i m e s
a v e r a g e s t u d e n t c o u r s e lo a d s t im e s th e a v e r a g e c o u r s e c r e d i t va .'u e .
C r e d i t h o u r s t a u g h t w ere e q u a l t o th e number o f i n s t r u c t o r s tim e s
th e a v e ra g e p e r c e n ta g e of tim e sp en t In te a c h in g tim e s t h e a v erag e
c r e d i t - h o u r l o a d c a r r i e d b y a f a c u l t y member t i m e s t h e a v e r a g e
s iz e of each c la s s .

In t h e n e x t p h a s e , p e r f o r m a n c e m e a s u r e m e n t s w e r e r e l a t e d
i n s t r u c t i o n a l c o s t s and s t u d e n t

fees.

to g e n e r a l

fund

O th e r g r o u p s o f g e n e r a l fund

a c c o u n ts w ere added and t h e e le m e n ts w ere a s s e m b le d i n t o e q u a t i o n s .
The f o l l o w i n g l o g i c was u s e d a s t h e b a s i B .
G e n e ra l fund r e v e n u e s were e q u a l to g e n e r a l fund e x p e n d i t u r e s .
T herefore,
c r e d i t h o u r s e a r n e d by s t u d e n t s m u l t i p l i e d by t h e a v e r a g e t u i t i o n
p e r h o u r tiroes 1 p l u s S t a t e a p p r o p r i a t i o n p e r c e n t tim e s 1 p lu s
o t h e r r e v e n u e p e r c e n t was e q u a l t o t h e p r o d u c t o f c r e d i t h o u r s
ta u g h t tim e s i n s t r u c t i o n a l e x p e n d i t u r e s p e r hour tim e s 1 p lu s an
overhead p er c e n t.

These e q u a t i o n s w ere th e n e x p r e s s e d

in over t h i r t y

v ariatio n s.

p u r p o s e o f t h e s e e x p a n s i o n s was t o p r o v i d e q u a n t i t a t i v e c o n t r o l s
f u r t h e r u s e i n s e e k i n g optimum a l l o c a t i o n s o f u n i v e r s i t y

Th e
for

resources.

f

Headcount
Enrollm ent
P rojections

sT

_
. \
Course A

Weighted Average
C lass Sizes

Course E n ro llm en ts
d i v i d e d by
C lass C redits
»— f

Student
Student
— Cours e s - '
0) v

i i i i
.S tu d en t
.C ollege

f

VI u

C o u rs e A 3 ( 2 - 2 )
Teaching
Assignments

Class
C redits

Lecture
Labs 1

Student C o u rse\
Load V a r i a b l e I

C r e d i t Hours
FLOWCHART OF THE COURSE ENROLLMENT MODEL
Figure 18

Course
Enr o i l m e n t s
times
C lass C re d its

Teaching
Load
V ariable
In Class
C redits,.

165

The e n d p r o d u c t w a s t h e c r e a t i o n

of a stru c tu re d

In stitu tio n a l

fo rm atio n flow com prised o f a c o o rd in a te d s e r i e s
m aintained in

sep arate

o p e ra tin g d epartm ents.

a system

e f f o r t a t the p re s e n t

th at

u n its

can become o p e r a t i o n a l

tim e a t

th is

The d a t a f l o w t h a t w a s d e s c r i b e d
those a t th is

o f frag m en ted system s

I t was a f lo w t h r o u g h

w hich budget d i f f e r e n c e s b e tw ee n o r g a n i z a t i o n a l
and a p p r a i s e d ;

In­

c o u ld be compared

through

a team

U n iv ersity .

should

co n trib u te

to th e e f f o r t s

of

U n i v e r s i t y who h a v e s h o w n a c o n c e r n

1.

for in s u rin g the
le v els,

use of c o o rd in a te d d a ta

at a ll

o rg an izatio n al

2.

for re co g n izin g c o lle g e
acco u n tab ility ,

3.

f o r s t i m u l a t i n g c o n t i n u o u s in v o lv e m e n t from t h e e a r l y
p la n n in g s ta g e s a t the d e p a rtm e n ta l l e v e l ,

4.

fo r sum m arizing q u a n t i t a t i v e a p p r a i s a l te c h n iq u e s t h a t
can b e u s e d , u n d e r s to o d and a p p l i e d a t a l l l e v e l s , and

5.

fo r e n c o u r a g in g m u tu a l e f f o r t s tow ard a s o l u t i o n o f th e
p r o b l e m s o f m e e t i n g i n c r e a s i n g demands w i t h l i m i t e d
resources.

and d e p a r t m e n t a l autonom y and

Recomm en da t i o n s
The d e f i n i t i o n s ,
m eaningful to

d a t a s o u r c e s and e q u a ti o n s s e t

t h e p l a n n i n g and management p r o c e s s

U n iv e r s ity and s h o u ld be u t i l i z e d

It

is

stro n g ly

system ,

th is

fo rth

recommended t h a t

U niv ersity

for

paper are

a t M ichigan S t a t e

these purposes.

for a co o rd in ated d ata

among t h e v a r i o u s o p e r a t i o n a l u n i t s .

T his

d ir e c te d tow ard an e lim in a tio n

ty p e o f

d ata

th is

to a c h ie v e a w o rk a b le I n s t i t u t i o n a l

sh ould p ro v id e

p l a c e d on a n i n s t i t u t i o n a l

in

of th e

type o f a c ti o n
lim itatio n s

flow

is p rim arily
th a t are

f lo w by f r a g m e n t e d s u b s y s t e m s .

166

During t h e p r o c e s s o f d e p a r t m e n t a l i z a t i o n ,
becomes somewhat " w a l l e d o f f " .
le v e l o f management t h a t
ments o f e q u a l r a n k .
records

it

solves

is

I t becomes p r i m a r i l y

im m ediately above i t ,

resp o n sib le

When t h i s

to the

and t o o t h e r d e p a r t ­

When a d e p a r t m e n t h a s d i f f i c u l t y w i t h

th e problem in

i t s own o p e r a t i o n s .

a s e c t i o n o f an i n s t i t u t i o n

its

own

t h e way t h a t i s m o s t s a t i s f a c t o r y

restrictiv e

c a n b e a c c o m p l i s h e d by s y s t e m s p e r s o n n e l i s

view p r e v a i l s ,

to

th e b est th at

a local re v isio n

t o an

e x i s t i n g m ethod.

At M i c h i g a n S t a t e U n i v e r s i t y

tech n o lo g ical

re fin e m e n ts in d a t a banks

have been m a in ly a s s o c i a t e d w ith a s p o n s o r i n g o p e r a t i o n a l u n i t .
p ro g re s s has been a c h ie v e d tow ard an

in s titu tio n a l h o rizo n tal

teg ratio n of a ll

For exam ple,

o p eratio n al u n its .

payment o f a b i l l i n g ,

in­

a d a t a e l e m e n t may b e

in d e p en d e n tly g e n e ra te d as a r e s u l t o f a t r a n s a c t i o n such as
a s s e s s m e n t o f f e e s and t u i t i o n ,

the

the r e g i s t e r i n g of a s tu d e n t,

t h e a p p o i n t m e n t o f a s t a f f member, e t c .

re s u lt of the tr a n s a c tio n

is

L ittle

the
Th e

r e c o r d e d by t h e o p e r a t i o n a l u n i t c o n c e r n e d ,

and s t o r e d

in m achine r e t r i e v a b l e

departm ent.

I n many I n s t a n c e s ,

f o r m by a c e n t r a l

little

a tten tio n

data p ro c e ssin g

i s given

to t h e need

f o r e s t a b l i s h i n g common l i n k a g e s b e t w e e n t h e o p e r a t i o n a l b a n k s o f
d ifferen t o rg an izatio n al u n its.
given to w ard th e
o rien ted

files

is suggested

t h a t a t t e n t i o n sh o u ld be

im provem ent o f c r o s s - r e f e r e n c e s betw een t h e v e r t i c a l l y -

of departm ents o r o p e r a tio n a l u n i t s .

I f an i n s t i t u t i o n
analyze i t s

It

is

to m axim ize i t s

e n t i r e system .

p e r f o r m a n c e i t must c o n t i n u a l l y

U nrelated s o lu tio n s

t o i s o l a t e d u n i t s may b e h e l p f u l ,

but a rad ical

resu ltin g

in adjustm ents

reappraisal of

the

167

e n tire

s y s t e m may b e r e q u i r e d .

should p r e v a i l

At t h e p r e s e n t t i m e ,
creates a f i l e

the s i n g l e

in th is

recommended t h a t o n l y one s y s te m

A ll of

for

fin an cial assistan ce

to

requests a re ,

co n seq u en tly ,

p rim arily ,

not w holly,

the R e g is tr a r .

f i n a n c e s a r e m a i n t a i n e d by t h e

Th e d a t a u s e d t o f i l l

tak en

from th e

R equests

to th e O ffic e of

I n f o r m a t i o n on t h e f a c u l t y

of the O f f ic e of th e P ro v o st.

own d a t a .

i n f o r m a t i o n on s t u d e n t

are d irected

Data b anks o f U n i v e r s i t y

B usiness O ffic e .

if

each o f f i c e o r departm ent th a t

f o r exam ple, a re d i r e c t e d

F in a n c ia l A ids.

are

system .

fo r the m aintenance of i t s

type of arrangem ent re q u e s ts

f o r d a t a on s t u d e n t

the o p e ra tio n a l u n its

in stitu tio n al

U n iv ersity ,

becomes r e s p o n s i b l e

reg istratio n s,

U niversity

is

In t h i s U n i v e r s i t y .

subsystem s w orking w i t h i n

Under t h i s

It

files

is

th e p roperty

in stitu tio n al

th a t are designed

f o r m e e t i n g t h e demands o f d a y - t o - d a y

o p eratio n s.

W it h i n c r e a s e d

frequency,

across o rg a n iz a tio n a l
scope,

This

for

in stitu tio n al

resu lts

v in c ia l approach.

data a re

a nd i n t h e h a z a r d s o f i n t e r p r e t a t i o n
M oreover, c e n t r a l i z i n g

f o r the u n i v e r s i t y has not broadened

In an e f f o r t

to

cu ttin g

in problem s of a c c e s s i b i l i t y ,

from th e m e rg in g o f u n l i k e d a t a .

the d a ta s to r a g e are a

staff

lin es.

and a r r a n g e m e n t o f th e d a t a ,

th at re s u lts

un its,

requests

im prove i t s

serv ice

th is pro­

to o p e r a t i o n a l

th e A d m i n i s t r a t i v e D ata P r o c e s s i n g D epartm ent has a s s i g n e d i t s
on t h e b a s i s o f t h e i r e x p e r t i s e o f t h e o p e r a t i o n s o f a n o r g a n i ­

zatio n al u n it.

This r e s u l t i n g s p e c i a l i z a t i o n w ith in th e ran k s of d a ta

s t o r a g e and r e t r i e v a l p e r s o n n e l
is already

in e x iste n c e .

Increases

the o p e ra tio n a l d u a lity

that

168
The f u n d a m e n t a l p u r p o s e o f a n I n s t i t u t i o n a l
aid

in

th e d ecisio n -m ak in g throughout

are in p o s itio n s

of au th o rity

p la n must be d e l i b e r a t e d

Inform ation

th e U n iv e rsity .

should be in v o lv e d

and m ust be s t r o n g l y

in

system i s

to

A l l o f t h o s e who

its

creatio n .

supported

The

from th e t o p

do w n.

Secondly,
its

co llectio n

o rig in .

o f th e d a t a should

T his e lim in a te s

should r e s u l t

in

concerns

r e t r i e v a l o f the d a ta .

the e f f i c i e n t

The a b i l i t y

of th e d ata

A number o f s i t u a t i o n s
o r more e x e c u t i v e s

have s u f f i c i e n t

records fo r
au th o rity

to

o f e f f o r t and

a ctiv ities.

has the

the e n t i r e
fu lfill

is,

in I n d u s t r y ,

should d i r e c t
However,

resp o n sib lity
company.

h is

it

some d i r e c t i o n

t o e n a b l e h im t o

th e adequacy and a c c u ra c y o f p l a n t

and

t h a t a datum

r e f e r e n c e and t o
therefore,

essen tial.

is d e s ir a b le
over the

f o r two

activ ities

of

a p la n t manager should

fu lfill
a ll

h is

resp o n sib ility

o f t h o s e who a f f e c t t h e

th e c h i e f a c c o u n ta n t a t the

fo r m a in ta in in g th e accounting

He, t o o ,

fu n ctio n .

sto rag e,

requ ires

cross

th e system

For exam ple,

as m anager and c o n s e q u e n t l y

cen tral o ffic e

to

a r e e n c o u n te r e d when

au th o rity

re su lts of p lan t

in

to e x e r c is e

a s i n g l e em ployee.

p rocessing,

A c e n tra liz e d system

be m a in ta in e d once o n l y .
a ll

t h e need f o r d u p l i c a t i o n

I n c r e a s e d a c c u r a c y a nd e a r l i e r a v a i l a b i l i t y .

A th ird c r ite r io n

in te rre la te

ta k e place a t a p o in t c lo se t o

s h o u ld have s u f f i c i e n t

He c a n n o t b e h e l d
records

if

resp o n sib le fo r

he h a s n o a u t h o r i t y o v e r

th o se re c o rd s .

Th e f u n c t i o n a l a u t h o r i t y

( t h e c h i e f a c c o u n t a n t ) w ould p r e s c r i b e p o l i c i e s

and m eth o d s and w o u ld a l s o d e t e r m i n e

the

t i m i n g and p e r f o r m a n c e o f

th e

169

a c c o u n t i n g and r e p o r t i n g a c t i v i t i e s

under h is ju r i s d ic tio n .

issu e

to h is

the n e c e s s a r y o r d e r s

relatin g

e c u t i v e w ho, i n t u r n , w o u l d b e r e s p o n s i b l e

T his is

function

study fo r th e I n s t i t u t i o n a l

to the l i n e

stru ctu re

th at

I n f o r m a t i o n System .

m e n t s w o u l d h a v e d i r e c t a u t h o r i t y o v e r t h e i r own o p e r a t i o n s .
fu n c tio n a l a u th o rity over the c o lle c tio n ,
dissem ination

of I n s t i t u t i o n a l

a u t h o r i t y who i s

resp o n sib le

ev alu atio n ,

storage,

for

( 1 ) when f u n c t i o n a l c o n t r o l

does not p o s se ss the n e c e s sa ry

is

( 3 ) when a c o n s i s t e n c y

in

However,
and

is confined

ty p e of

to a m inor a sp e c t

( 2 ) when t h e o p e r a t i o n a l e x e c u t i v e

technical s k ill

in th e

term s, d e f i n i t i o n s ,

req u ired

function;

and tr e n d c o n t i n u i t y

im portant.

A b a s ic concern of th is

recom m endation i s

to

f o s t e r t h e view t h a t

system i s com prised of a number of u s e r d e p o s i t o r i e s ,
d i r e c t c o n tro l of a departm ent,
the I n s t i t u t i o n a l

also responsible

en tire

and a l l

a

each u n d e r th e

are under the ju r i s d ic tio n

of

I n f o r m a t i o n System .

Each d e p a r t m e n t i s
is

D epart­

the e n t i r e d a t a sy stem .

of t o t a l d e p a rtm e n ta l a c t i v i t i e s ;

and

is pro­

d a ta would be v e s t e d i n a c e n t r a l

O p t i m a l I n s t i t u t i o n a l p e r f o r m a n c e i s m ore p r o b a b l e u n d e r t h i s
org an izatio n

ex­

fo r t h e i r perform ance.

the type of c o o rd in a te d o rg a n iz a tio n a l

posed in t h i s

He s h o u l d

in stitu tio n .

responsible

for i t s

own o p e r a t i o n s .

However,

each

f o r g a t h e r i n g and m a i n t a i n i n g d a t a f o r u s e by th e
T h e se d a t a w ould be s t o r e d by t h e d e p a r t m e n t s

c e n tra l in s titu tio n a l sto rag e

in a

u n i t and would b e s u p p le m e n te d by r e p o r t s

held in d e c e n tra liz e d u ser d e p o s ito r ie s .

170

The o r g a n i z a t i o n a l s t r u c t u r e o f t h e

In stitu tio n al

I n f o r m a t i o n System

w ould a p p e a r as a c l u s t e r o f o p e r a t i o n a l d e p a r t m e n t s g ro u p e d a ro u n d a
c e n tra l sto rag e
responsible

and r e t r i e v a l d e p a r t m e n t .

fo r th e perform ance of i t s

Each d e p a r t m e n t i s d i r e c t l y

own f u n c t i o n .

O perational

d e p a rtm e n ts , how ever, w i l l a ls o be r e s p o n s ib le t o th e I n s t i t u t i o n a l
Inform ation C enter fo r d a ta

they have g a t h e r e d .

is

(F igure

in d icated

in

the diagram

19)

th at

This du al r e l a t i o n s h i p

follow s:

In stitu tio n al
Inform ation
C enter

O p e r a t io n a l U nit

O perations

O p e r a t io n a l U nit

S tatistical
&
F in an cial
D ata

C entral
Storage

S ta tistic a l
&
F in an cial
D ata

O perations

MICHIGAN STATE UNIVERSITY
CHART OF PROPOSED DATA FLOW
Figure

19

Personnel O rganization
System s e x p e r t s

and a u d i t o r s s h o u l d be i n a p o s i t i o n

sw eeping c h an g es w here n e c e s s a r y .
a sin g le

sh o rt,

rec om mend

T h e ir view s sh o u ld n o t be c o n f in e d to

t r o u b l e a re a w ith in a subsystem .

sp ecialized

to

T he y m u s t a l s o

be s u f f i c i e n t l y

to s o lv e th e problem s t h a t a re p e c u l i a r to a f u n c ti o n .

some s y s t e m s a n a l y s t s s h o u l d b e a t t a c h e d

t o an o p e r a t i o n a l

In

171

d e p a r t m e n t and b e t r a i n e d
problem s.

in depth

T heir g r e a te r e f f o r t s ,

e n t i r e system ,

how ever, should be to r e b u ild th e

fu sin g o v erlap p in g departm ents,

d epartm ental d u p lic a tio n s
the i n t e r e s t

t o s o l v e u n iq u e and s p e c i a l i z e d

o f e f f o r t a n d c r e a t i n g new d e p a r t m e n t s i n

of in c re a s in g e ffic ie n c y .

a resp o n sib ility

C o n siste n t w ith

to

In teg rate

th is

elim in atin g in te r ­

T h eir o b je c t iv e s should in c lu d e

the p a r t s

concept of a s in g le

i n t o one harm onious w hole.

system t h a t

Is strengthened

by f u n c t i o n a l a u t h o r i t y , d e p a r t m e n t s y s t e m s p e r s o n n e l w e r e l o c a t e d i n
operatio n al u n its
In s titu tio n 's

(F igure 20),

cen tral

but under the fu n c tio n a l c o n tro l

system s s t a f f .

an i n c r e a s e d d e p t h o f e x p e r i e n c e
stu d en t

fin a n c ia l aid s)

T h i s a rra n g e m e n t would r e s u l t

in a s p e c ia liz e d

in a d d itio n

of the

to the s k i l l s

function
related

(e.g .
to in ­

s titu tio n a l d ata

r e p o r t i n g and th e p r e s e n t a t i o n o f f i n a n c i a l re v ie w s

deans,

and l e g i s l a t o r s .

tru stees,

In stitu tio n al
Inform ation
System
P ersonnel:
R eporting
System s
A uditing
P ersonnel:
R eporting
System s
A uditing

Personnel
System s

P ersonnel:
R eporting
System s
A uditing

O perational
U nit

C entral
Storage

O perational
U nit

MICHIGAN STATE UNIVERSITY
FLOW CHART OF PROPOSED PERSONNEL ORGANIZATION
Figure 20

in

for

172

The A d m i s s i o n s a n d R e g i s t r a t i o n s u b g r o u p o f t h e C o m m i t t e e on I n s t i t u t i o n a l
C ooperation"^ re p o rte d th e
C h i c a g o on O c t o b e r 2 ,

f o l l o w i n g i n a C o n f e r e n c e on C o m p u t e r s h e l d

1967:

"The p r o b le m o f d e t e r m i n i n g w h e t h e r s y s t e m s

p e r s o n n e l s h o u ld be l o c a t e d in t h e u n i v e r s i t y
processing area or d isp erse d
key p ro b le m .

in

throughout

o rg an izatio n c e n tra l

th e u s e r a r e a s seemed to be a

E f f e c t i v e developm ent of d a t a p r o c e s s in g sy stem s w i l l be

b e s t o b t a i n e d w i t h i n an e n v iro n m e n t p r o v i d i n g c o - d e v e lo p m e n t b e tw e e n th e
u s e r and t h e

te c h n ica l data processing s t a f f ,

w i t h i n a fram e w o rk o f an

o v e r a l l management i n f o r m a t i o n s y s t e m , and w i t h p o l i c y g u i d e l i n e s
estab lish ed

by t o p m a n a g e m e n t .

sp ecify h is needs

(problem d e f i n i t i o n )

t e c h n i c a l know ledge

It

is subm itted

T his arrangem ent w i l l allo w th e u s e r to

th at

and d a t a p r o c e s s i n g t o c o n t r i b u t e

fo r th e s o lu tio n o f the p ro b lem ."

t h e "key p ro b lem " r e g a r d i n g th e a l l o c a t i o n o f

s y s t e m s p e r s o n n e l w o u l d b e b e t t e r s o l v e d by t h e d e v e l o p m e n t o f a n
in fo rm a tio n system such as th a t

recommended i n

th is

chapter.

It

is

also

su b m itte d t h a t a co-developm ent betw een u s e r d e p artm en ts and t e c h n i c a l
d ata p ro cessin g s t a f f s
co n sisten t

w o u l d be a m ov e m e nt i n t h e d i r e c t i o n

In s titu tio n a l rep o rtin g .

Such an o r g a n i z a t i o n w o u ld i n c r e a s e

com m unication h a z a r d s and be ex p o se d t o th e
resources

th at is

autonomous u n i t s
to a s l t u t i o n

of in ­

type of I n e f f i c i e n t use of

a s s o c ia te d w ith a s w e llin g group of d e c e n tr a liz e d
l o c a t e d on a s i n g l e

where i t

campus.

C o -d e v e lo p m e n t w ould l e a d

w ould be I n c r e a s i n g l y d i f f i c u l t

t o w o r k w i t h i n an

K i n g , H o r a c e C. a n d M a r t i n , F r a n k B.
A t t a i n i n g Management G o a ls
Through C o-D evelopm ent, 13th A nnual C o lle g e and U n i v e r s i t y
M achine R ec o rd s C o n f e r e n c e , A p r i l , 1968, p . 4.

173

in stitu tio n a l

fram ew ork.

a large u n iv e rs ity

R o b e r t M. H u t c h i n ' s q u o t a t i o n

could be a p p r o p r i a t e l y

co-developed in fo rm a tio n system s:
to g eth er,

and so m eth in g t h a t

fa ll ap art"

. ^

T his i s n o t th e

applied

reg ard in g

t o a group o f

"There i s n o th in g to h old i t

is not held to g e th e r

is

lik ely

to

C o-developm ent a t b e s t c o u ld r e s u l t

in c o - e x i s t e n c e .

co o rd in ated intra-cam pus u n ity

is e ss e n tia l

th at

to i n s t i t u t i o n a l p la n n in g .

P r o p e r ly em ployed,

i t could

represent

a means f o r a c o n t i n u o u s

of b o th t h e d a t a and t h e p r o c e d u r e s u s e d f o r
sy ste m a tic review of p ro g re s s
d e c i s i o n s and e f f o r t s w ith

accum ulation.

toward p la n n ed o b j e c t i v e s

effo rt,

A

could r e l a t e

the c e n t r a l p h ilo so p h y o f the

The e l i m i n a t i o n o f d u p l i c a t e d
sity

its

ap p raisal

in stitu tio n .

and t h e r e d u c t i o n o f

the neces­

f o r h a s t y a n d e x p e n s i v e " c r a s h " p r o g r a m s b a s e d on p o t e n t i a l l y

u n r e l i a b l e d a t a , w ould r e p r e s e n t
of u n iv e r s ity

f u r th e r econom ies.

B ut t h i s

ty p e

i n f o r m a t i o n s y s te m w ould be m ost e c o n o m ic a l n o t b e c a u s e

of reduced c o s t s ,

but because

i t w ould a i d

making d e c i s i o n s ;

b e c a u s e i t would p r o v i d e a r e c o r d o f p a s t ,

and p r o j e c t e d p e r f o r m a n c e ; and b e c a u s e

in s o l v i n g p ro b le m s and

i t w ould do a l l

present

of th ese

w i t h more a c c u r a c y an d when th e y a r e m ost n e e d e d .

57

H u t c h i n s , R o b e r t M.
The N ext F i f t y Y e a r s , A m e ric an P l a n n e r ' s
I n s t i t u t e , O c t o b e r , 1967, p. 12.

things

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Benson, C h a r le s S.
The Economics o f P u b l i c E d u c a t i o n .
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F o o t e , C a l i b and H e n r y M a y e r and A s s o c i a t e s .
The C u l t u r e o f t h e
U n i v e r s i t y . San F r a n c i s c o : J o s s e y - B a s a , I n c . P u b l i s h e r s , 1 9 6 8 .
G a n i , K. " F o r m u l a e f o r P r o j e c t i n g E n r o l l m e n t s a n d D e g r e e s A w a r d e d i n
U n iv ersities".
Royal S t a t i s t i c a l S ociety J o u r n a l.
S e r i e s A,
Vo lu m e 1 2 6 , 1 9 6 3 .
Goodman, P a u l .
C om pulsory M is-E d u c a tlo n and
New Y o r k : V i n t a g e , 1 9 6 6 .

t h e Community o f S c h o l a r s .

Hammel, E u g e n e . " G r a d u a t e S t u d e n t A t t e n d a n c e a n d E n r o l l m e n t P a t t e r n s —
A n a ly s is of Cohort D a ta " . U n iv e rs ity of C a l i f o r n i a , B e rk e le y : R esearch
P r o g r e s s R eport 6 9 - 2 , M arch, 1969.
H i l l , D a v i d S. a n d F r e d J .
p .v .
M ilw aukee J o u r n a l ,

K elley.
June 24,
174

Economy i n H i g h e r E d u c a t i o n .
1965.

1933,

175

H u l l , L . E . , D.A. M c W h l r t e r , a n d M.C. S h e r e r .
" P r e d i c t i n g Course
E nrollm ents".
C o l l e g e a n d U n i v e r s i t y . S p r i n g 1 9 6 3 , Volume 3 8 , No.

3.

H u n g a t e , T h a d L.
M a n a g e m e n t i n H i g h e r E d u c a t i o n . New Y o r k : C o l u m b i a
U n i v e r s i t y , 1964,
H u t c h i n s , R o b e r t M.
O c to b e r , 1967.

The N e x t F i f t y Y e a r s .

J o h n s o n , E l d r e d A.
A c c o u n tin g System s
Book Co mp an y, I n c . , New Y o r k , 1 9 5 9 .

A m erican P l a n n e r ' s

In stitu te,

I n Modern B u s i n e s s . M c G r a w - H i l l

J u d y , R i c h a r d W.
S y ste m s A n a l y s i s f o r E f f i c i e n t R e s o u r c e A l l o c a t i o n In
H i g h e r E d u c a t i o n . S e m in a r s p o n s o r e d by th e W e s t e r n I n t e r s t a t e Commission
f o r H i g h e r E d u c a t i o n a n d A m e r i c a n C o u n c i l on E d u c a t i o n , B o u l d e r C o l o r a d o :
O c to b e r , 1969.
____________________ .
A R e s e a r c h P r o g r e s s R e p o r t on S y s t e m s A n a l y s i s f o r
E f f i c i e n t R esource A l l o c a t i o n in H ig h e r E d u c a tio n . U n iv e r s ity o f
T o r o n t o , J a n u a r y , 1970.
J u d y , R i c h a r d W. a n d J a c k B. L e v i n e . "A New T o o l f o r E d u c a t i o n a l
A d m i n i s t r a t o r s " . A R e p o r t t o t h e C o m m i s s i o n on F i n a n c i n g o f H i g h e r
E ducation.
U n i v e r s i t y o f T o r o n t o P r e s s , 1965.
K e r b e r , A u g u s t a n d W i l f r e d R. S m i t h .
E ducational
S ociety.
D e t r o i t : Wayne S t a t e U n i v e r s i t y P r e s s ,

I ssucb

in a Changing

1964.

K i n g , H o r a c e C. a n d F r a n k B. M a r t i n ,
A t t a i n i n g Management G o a ls Through
C o-D evelopm ent.
13th A nnual C o lle g e and U n i v e r s i t y Records C o n fe re n c e ,
A p r i l , 1968.
K o e n i g , H . D . , M.G. K e e n e y , R. A. Z e m a c h .
A System s Model f o r M anagement.
P la n n in g and R eso u rce A l l o c a t i o n In I n s t i t u t i o n s f o r H igher E d u c a t i o n .
E a s t L a n s i n g , M i c h i g a n : M ic h ig a n S t a t e U n i v e r s i t y , 1968.
K o r n f e l d , Leo L,
A dvanced A p p lie d Management I n f o r m a t i o n S y s te m s In
H ig h e r E d u c a t i o n : T h ree Case S t u d i e s .
Seminar s p o n s o r e d by t h e
W este rn I n t e r s t a t e C ommission f o r H i g h e r E d u c a tio n and A m erican C o u n c il
on E d u c a t i o n , B o u l d e r , C o l o r a d o : O c t o b e r , 19 69 .
L o v e l l , C . C . S t u d e n t Flo w M o d e l s , A R e v i e w and C o n c e p t u a l i z a t i o n .
N ational
C e n t e r f o r H i g h e r E d u c a t i o n Management Systems a t W e s te rn I n t e r s t a t e
Commission f o r H ig h e r E d u c a t i o n . B o u l d e r , C o l o r a d o : A u g u st, 1971
(P relim inary E d itio n ).
M a r s h a l l , K . T . "A C o n s t a n t Work Model f o r S t u d e n t A t t e n d a n c e a n d
E nrollm ents".
U n iv e r s ity of C a l i f o r n i a , B erkeley: Research R eport
No. 6 9 - 1 , F e b r u a r y , 1 9 6 9 .

176

M a r s h a l l , K . T . , R.M. O l v e r , S . S . S u s l o w , " U n d e r g r a d u a t e E n r o l l m e n t s
a nd A t t e n d a n c e P a t t e r n s " .
U n iv e rs ity of C a l i f o r n i a , B erkeley:
R e p o r t No. 4 , M a rc h , 1970.
M ille r , James L . , J r .
S t a t e B u d g e t i n g f o r H i g h e r E d u c a t i o n - Th e U se
o f F o r m u l a s a n d C o s t A n a l y s i s . Ann A r b o r :
The U n i v e r s i t y o f
M ichigan P r e s s , 1964.
M i l l e t t , J o h n D.
T h e A c a d e m i c C o m m u n i t y : An E s s a y on O r g a n i z a t i o n .
New Y o r k : M c G r a w - H i l l Book Company, I n c . , 1 9 6 2 .
_______________________ F i n a n c i n g H i g h e r E d u c a t i o n
Columbia U n i v e r s i t y P r e s s : 1952.

in th e U nited S t a t e s .

N e l s o n , C h a r l e s A.
"Management P l a n n i n g i n H ig h e r E d u c a t i o n - C o n c e p t s ,
T e r m i n o l o g y a nd T e c h n i q u e s " .
M a n a g e m e n t C o n t r o l s . J a n u a r y , 19 71.
O l i v e r , R . M . , U . S . P . H o p k i n s , R. A r m a c o s t .
"An A c a d e m i c P r o d u c t i v i t y
and P l a n n i n g M o d e l f o r a U n i v e r s i t y C a m p u s " .
U niversity of
C a l i f o r n i a , B e r k e l e y : R e p o r t No. 3 , F e b r u a r y , 1 9 7 0 .
P l a t t , Wm. J . , " T h e E c o n o m i c V a l u e o f E d u c a t i o n " ,
J o n a t h o n C. M cL en n o n ,
ed.
S o c i a l F o u n d a t i o n s o f E d u c a t i o n . New Y o r k : M a c m i l l a n , New
York, 1966.
The P r o j e c t t o D e v i s e a nd T e s t S i m p l i f i e d A d e q u a t e S y s t e m s
and R e p o r t i n g F i n a n c i a l , Manpower, F a c i l i t i e s , R e s e a r c h ,
A c t i v i t i e s i n C o l l e g e s a n d U n i v e r s i t i e s , s p o n s o r e d by t h e
S c ie n c e F o u n d a tio n and th e N a t i o n a l I n s t i t u t e o f H e a l t h ,
R e p o rt, J u n e , 1965.

of M easuring
and O t h e r
N atio n al
F inal

R i v l i n , A l i c e M.
" R e s e a r c h i n t h e Economies o f H ig h e r E d u c a t i o n :
P r o g r e s s and P ro b le m s" .
Economics o f H ig h e r E d u c a t i o n .
U nited S t a te s
D e p a r t m e n t o f H e a l t h , E d u c a t i o n and W e l f a r e , O f f i c e o f E d u c a t i o n ,
1963, No. 5.
R o b i n s o n , D a n i e l D.
"Some O b s e r v a t i o n s on t h e New M a n a g e m e n t — f o r
C ollege and U n i v e r s i t y " .
Management C o n t r o l s .
P u b lish er:
P eat,
M a r w i c k , M i t c h e l l & C o . , O c t o b e r , 1 9 7 0 , V o l . X V I I , No. 1 0 ,
Ruml, B e a r d s l e y , a n d D o n a l d H. M o r r i s o n .
Memo t o a C o l l e g e T r u s t e e .
New Y o r k : M c G r a w - H i l l Book C ompany, I n c . , 1 9 5 9 .
R u s s e ll, John D ale.
Y a r d s t i c k s and Form ulas in U n i v e r s i t y B u d g e tin g .
B o u ld e r : W e s te rn I n t e r s t a t e Commission f o r H ig h e r E d u c a t i o n , 1959.
S a n d e r s o n , R .D .
"The E x p a n s io n o f U n i v e r s i t y F a c i l i t i e s t o A ccomodate
In c re a sin g E nrollm ents",
U n iv e rs ity of C a l i f o r n i a , B erk eley : Research
R e p o r t No. 6 9 - 8 , J u l y , 1 9 6 8 .

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S m i t h , Wayn e.
"A S t u d e n t F l o w M o d e l " M i m e o g r a p h .
Los A n g e l e s ,
C alifo rn ia:
O f f i c e of Advanced P l a n n i n g , U n i v e r s i t y o f C a l i f o r n i a
a t Los A n g e l e s , 1970.
T i c k t o n , S y d n e y G.
"The S m e ll C o l l e g e s - C lo u d e d F u t u r e " .
o f U n i v e r s i t y J o u r n a l . Summer 1 9 6 3 , Volume # 3 .
T i d w e l l , Sam B.
P u b l i c S c h o o l F und A c c o u n t i n g .
B ro th e rs P u b l i s h e r s , 1960.

C ollege

New Y o r k : H a r p e r &

T y n d a l l , G o r d o n a n d G r a n t A. B a r n e s .
"U nit C osts of I n s t r u c t i o n in
E d u catio n ", J o u rn a l of E xperim ental E d u c a tio n .
Vo lume XXXI, N o. 2 ,
W in te r 1962.
U n ited S t a t e s D epartm ent o f H e a l t h , E d u c a tio n and W e lf a r e , O f f i c e o f
E ducation.
A P r o c e d u r a l a n d CoBt A n a l y s i s S t u d y o f M e d i a i n
I n s t r u c t i o n a l S y s t e m s D e v e l o p m e n t , P a r t B.
W ashington, D .C .: 1964.
U n iv e rs ity of C olorado.
G uide
C olorado:
A p r i l , 1967.

to Academic P l a n n i n g .

W este rn I n t e r s t a t e Commission f o r H ig h e r E d u c a t i o n .
December, 19 7 0 , M imeograph.

U niversity

of

WICHE PMS Summary

if

1

W este rn I n t e r s t a t e Commission f o r H i g h e r E d u c a t i o n .
M i n t e r , John and
Ben L a w r e n c e , E d s .
Management I n f o r m a t i o n S y s te m s :
T h e i r D evelopm ent
a nd Use i n H i g h e r E d u c a t i o n .
B o u ld e r, C o lo ra d o : 1969.
W h ea tle y , Edward.
" P u t t i n g M a n a g e m e n t T e c h n i q u e s t o Work f o r E d u c a t i o n " .
C o lle g e and U n i v e r s i t y B u s i n e s s , A p r i l , 1970.
W illiam s, H arry.
P lanning f o r E f f e c tiv e R esource A llo c a tio n in
U n iv ersities.
C o m m i s s i o n on A d m i n i s t r a t i v e A f f a i r s o f t h e A m e r i c a n
C o u n c i l on E d u c a t i o n , W a s h i n g t o n , D . C . , 1 9 6 6 .
W oodbume, Lloyd S.
P r i n c i p l e s o f C o lle g e and U n i v e r s i t y A d m i n i s t r a t i o n .
S tanford, C a lifo rn ia :
S t a n f o r d U n i v e r s i t y P r e s s , 1958.

APPENDIX A

MICHIGAN STATE UNIVERSITY
SIMULATION EQUATIONS
F i s c a l Y e a r s 1 96 7-6 8 t h r o u g h 1 971 -7 2

EQUATION #1
(Headcount E n r o llm e n ts )

EAST LANSING CAMPUS
1 96 7- 19 68
(38758)
196&-1969 (39949)
1969-1 970
(40820)
1970-1 97 1
(40511)
1 9 7 1 - 1 9 7 2 e (4191 2)
19 71 -1 97 2
(4164 9)

( A v e ra g e S t u d e n t C r e d i t - H o u r Load)

(42.5669023)
(43.1506170)
(42.8587457)
(42.7558441)
(41.3962588)
( 4 1 .6 0 3 8 3 2 0 )

1,649,808
1,723,824
1,749,494
1,732,082
1,735,000
1,732,758

COLLEGE OF NATURAL SCIENCE (Does Not App ly)
DEPARTMENT OF MATHEMATICS (Does Not Apply)

»

T o t a l C r e d i t Hours

EQUATION

n

(Headcount Enrollments)

EAST LANSING CAMPUS
(3875 8)
1 967-1 9 68
1968-1 969
(39949)
1969-1 970 (4082 0)
1970-1 971
(4051 1)
(4191 2)
1971-1972
1971-1 972
(41649)

(Average Student Course Load)

(11.9555447)
463,373
(12.0468597)
481,260
( 1 1 .9 7 9 8 1 3 8 ) ■ 4 8 9 , 0 1 6
485,048
( 1 1 .9 7 3 2 4 1 8 )
( 1 1 .6 0 0 4 9 6 3 ) = 4 8 6 , 2 0 0
482,692
( 1 1 .5 8 9 5 2 2 0 )
S

9

S

COLLEGE OF NATURAL SCIENCE (Does Not Apply)

DEPARTMENT OF MATHEMATICS (Does Not Apply)

** Course Enrollments

EQUATION #3
(Course Enrollments)

EAST LANSING CAMPUS
1967-1968 (463373)
1968-1969 (481260)
1969-1970 (489016)
1970-1971 (485048)
1971-1972e (486200)
1971-1972 (482692)

(Average Course Credits)

=
=
=
=
*
-

(3.5604319)
(3.5818975)
(3.5775803)
(3.5709497)
(3.5694903)
(3.5897798)

1,649,808
1,723,824
1,749,494
1,732,082
1,735,000
1,732,758

COLLEGE OF
1967-1968
1968-1969
1969-1970
1970-1971
1971-1972e
1971-1972

NATURAL SCIENCE
(69571) (3.6874272) - 256,538
(69982) (3.7130262)
259,845
(71496) (3.7003888) = 264,563
(70055) (3.7003212)
259,226
«
(70700) (3.7057992)
262,000
(71305) (3.6918589)
263,248

DEPARTMENT
1967-1968
1968-1969
1969-1970
1970-1971
1971-1972e
1:71-1972

OF MATHEMATICS
(21548) (4.4945239)
96,848
(21552) (4.5028768)
97,046
(21512) (4.5070193) * 96,955
(20268) (4.4590981)
90,377
(20500) (4.4878049)
92,000
91,602
(20239) (4.5260141)

s

3

3

0

3

9

3

T otal C redit Hours

EQUATION

H

(Instructor Headcount)

{% with

EAST LANSING CAMPUS
196 7-1 96 8
(23.7793278)
(4731)
(4888 )
1968-1 96 9
(24.5908347)
1 969 -19 70
(4773)
(26.4613451)
1 970 -19 71 (4 8 14 )
(27.6485251)
1 9 7 1 -1 9 7 2 e (4822)
(28.6188300)
19 71- 1972
(29.5401568)
(4719)

COLLEGE OF
196 7-1 968
19 68- 1969
19 69- 1970
197 0-1 97 1
1971-1972e
1 971 -19 72

NATURAL
(1004)
(105 1)
(104 8)
(1086)
(1065)
(10 46 )

Tenure) * Tenured Faculty

=
*
a
a
=

1,125
1 ,2 0 2
1,263
1,331
1,380
1 ,3 9 4

SCIENCE
( 2 6 .7 9 2 8 2 8 7 ) s 269
( 2 7 . 9 7 3 3 5 8 7 ) s 294
( 2 8 . 0 5 3 4 3 5 1 ) 3 294
( 2 8 .2 6 8 8 7 6 6 ) = 307
( 3 0 .0 4 6 9 4 8 0 ) 3 320
( 2 9 . 8 2 7 9 1 5 9 ) = 312

DEPARTMENT OF MATHEMATICS

(Data Not Available)

EQUATION #5
(Instructor Headcount) (Z Graduate Assistants)

EAST LANSING CAMPUS
1967 -1 9 6 8
(4731) ( 4 2 . 7 8 1 6 5 2 9 )
1968-1 96 9
(4888 ) ( 4 3 . 6 9 8 8 5 4 3 )
19 6 9 -1 9 7 0
(4773 ) ( 4 5 . 9 6 6 8 9 7 1 )
1970 -1 971
(4814 ) ( 4 7 . 7 9 8 0 8 8 9 )
1 9 7 1 - 1 9 7 2 e (48 22) ( 4 6 . 2 2 5 6 3 2 5 )
1971 -1 972
(47 19) ( 4 5 . 9 4 1 9 3 6 9 )

2,024
2,136
2,194
2,301
2,229
2,168

COLLEGE OF
19 67-1 96 8
1968-1 96 9
19 69-1 97 0
197 0 -1 9 7 1
1971-1972e
1971 -1 972

602
575
598
612
602
593

NATURALSCIENCE
(100 4) ( 5 9 . 9 6 0 1 5 9 4 )
(1051) ( 5 4 . 7 0 9 8 0 0 2 )
(1048) ( 5 7 , 0 6 1 0 6 8 7 )
(1086 ) ( 5 6 . 3 5 3 5 9 1 2 )
(10 65 ) ( 5 6 . 5 2 5 8 2 1 6 )
(104 6) ( 5 6 . 6 9 2 1 6 0 6 )

DEPARTMENT OF MATHEMATICS

(Data Not Available)

Graduate A s s is ta n ts

EQUATION #6
( I n s t r u c t o r Headcount)
= T e a c h i n g FTEF

(Z T o t a l FTEF t o H e a d c o u n t )

EAST LANSING CAMPUS
1 96 7- 19 68
(4 9 . 5 8 4 2 3 1 7 )
(473 1)
(4888)
(50.3510638)
19 68- 1969
(477 3)
(52.5208464)
1 969 -19 70
(4814)
1 970 -19 71
( 5 3 .1 9 4 4 3 2 9 )
1 9 7 1 - 1 9 7 2 e (4822)
( 5 3 .0 0 3 9 4 0 3 )
1971-1 97 2
(4719 )
(52.8270820)

8 2345.83
M 2461.16
8 2506.82
8 2560.78
s 2555.85
= 24 9 4 .9 1

(Z T e a c h i n g FTEF t o T o t a l FTEF)

8
3
S
3
3
■

(72.4916128)
(73.1602171)
(73.4970999)
(72.8332774)
(72.6744527)
(73.1041233)

1700.53
1 8 0 0 .5 9
1 8 4 2 .4 4
18 6 5 .1 0
1 8 5 7 .4 5
1 8 2 2 .4 2
oo
w

COLLEGE OF
19 67 -1 96 8
196 8-1 969
196 9-1 970
1 97 0- 19 71
1971-1972®
1 971 -19 72

NATURAL
(109 5)
(1051)
(1048 )
(1086)
(106 5)
(1046)

SCIENCE
(40.2337900)
( 4 4 .2 6 5 4 6 1 5 )
( 4 5 .3 4 6 3 7 4 0 )
(44.6574586)
(45.0206573)
(45.2868069)

DEPARTMENT
19 6 7 -1 9 6 8
1968-19 69
1 969-1 9 70
1 97 0 -1 9 7 1
1971-1972®
19 71 -1 97 2

OF MATHEMATICS
(19 7)
(63.3248731)
(19 9)
(63.3216080)
(2 17 )
(60.5253456)
(22 5)
(61.2133333)
(22 0)
(60.9772727)
(217)
(61.8387097)

3

8
8
8
8
8

»
=
=
=
=

440.56
465.23
475.23
484.98
479.47
473.70

124.75
126.01
H i . 34
137.73
134.15
134.19

(74.9432540)
(73.6796853)
(74,0062706)
(75.5082684)
( 7 4 .9 9 9 4 7 8 6 )
( 7 4 .4 9 0 1 8 3 7 )

(82.5891784)
(80.3587017)
(79.8994975)
(80.8683656)
(81.9977637)
(84.1642447)

8 3 3 0 .1 7
8 3 4 2 .7 8
=
351.70
- 366.20
m 3 5 9 .6 0
s
3 5 2 .8 6

=
»

103.03
101.26
104.94
111.38
110.00
112.94

EQUATION #7
(Instructor Headcount)

(2 Teaching FTEF to Headcount) = Teaching FTEF

EAST LANSING CAMPUS
1967-1 96 8
( 3 5 .9 4 4 4 0 9 2 ) ■ 1 7 0 0 . 5 3
(4731 )
(4888 )
1968-1 969
(36.8369476)
1 8 0 0 .5 9
1969-19 70 (47 73)
(38.6012990)
1 8 4 2 .4 4
«
*
(4814)
1 970 -19 71
(38.7432489)
1 8 6 5 .1 0
1 9 7 1 - 1 9 7 2 e (4822)
( 3 8 . 5 2 0 3 2 3 5 ) - 1 8 5 7 .4 5
1971-1972
(38.6187752)
(47 1 9)
1 8 2 2 .4 2
a

a

V8 I

a

SCIENCE
(3 0 . 1 5 2 5 1 1 4 ) > 3 3 0 . 1 7
(3 2 . 0 1 4 6 5 2 7 ) ■ 3 4 2 . 7 8
(33.5591603) a 351.70
( 3 3 .7 2 0 0 7 3 7 ) a 3 6 6 . 2 0
(3 3 . 7 6 5 2 5 8 2 ) - 3 5 9 . 6 0
( 3 3 .7 3 4 2 2 5 6 ) - 3 5 2 . 8 6

COLLEGE OF
1967-1 96 8
1968-1969
1 96 9- 19 70
1 97 0- 19 71
197 1 -1 9 7 2 e
1971-1 97 2

NATURAL
(109 5)
(1051 )
(104 8)
(1086)
(1065)
(1046 )

DEPARTMENT
1967-1 96 8
1968-19 69
1969 -1 970
1970-19 71
197 1 -1 9 7 2 e
1971-1972

OF MATHEMATICS
(5 2 . 2 9 9 4 9 2 4 ) - 1 0 3 . 0 3
(1 97)
101.26
(199)
(50.8844221)
104.94
(
4
7
.
9
1
7
8
0
8
2
)
(219)
(49.5022222)
111.38
(225)
■
(50.0000000)
1 1 0 .0 0
( 22 0 )
(2 17)
112.94
(52.0460829)
-

-

a

EQUATION # 8
Headcount Enrollments
Teaching FTEF

= Student-Instructor Ratio

EAST LANSING CAMPUS
196 7 -1 9 6 8
19 6 8 -1 9 6 9
196 9 -1 9 7 0
1970 -1 971
1971-19728
1971-19 72

(3875 8)
(39949)
(40820)
(40511)
(4 191 2)
(4 1649)

(1700.53)
(1800.59)
(1842.44)
(1865.10)
(1857.45)
(1822.42)

22 .7 9 1 7 1 7 9
22.1866166
22.1554026
2 1 .7 2 0 5 5 1 2
22.5642682
22.8536781

COLLEGE OF NATURAL SCIENCE (Does Not Apply)

DEPARTMENT OF MATHEMATICS (Does Not Apply)

00
Ln

EQUATION # 8
Course Enrollments
Teaching FTEF

EAST LANSING CAMPUS
19 6 7 -1 9 6 8 (46337 3)
19 68 -1 96 9
(48 1260)
19 69 -1 97 0
(48 9016)
1 97 0 -1 9 7 1
(48 5048)
1 9 7 1 - 1 9 7 2 e (48 62 00 )
197 1-1 972
(48 2692)

= Course E n ro llm en t-In stru cto r Ratio

(1700.53)
(1800.59)
(1842.44)
(1865.10)
(1857.45)
(1822.42)

COLLEGE OF
1 9 6 7 -1 9 6 8
19 68 -1 96 9
1 96 9 -1 9 7 0
197 0- 1971
1971-1972e
1 971 -19 72

NATURAL SCIENCE
(6957 1)
/
(330.17)
(6998 2)
/
(342.78)
(7149 6)
/
(351.70)
(70055)
/
(366.20)
( 7 070 0)
/
(359.60)
( 7 130 5)
/
(352.86)

DEPARTMENT
196 7-1 968
19 68 -1 96 9
1 969-1 9 70
1970-1 97 1
1971—1972 e
1971 -1 972

OF MATHEMATICS
(2 154 8)
/
(103.03)
/
(101.26)
(21552)
(2151 2)
/
(104.94)
(2026 8)
/
(111.38)
(2050 0)
/
( 110. 00)
/
(112.94)
(202 39)

2 7 2 .4 8 7 4 0 0 0
267.2790585
265.4175984
260.0654120
261.7567095
2 6 4 .8 6 3 2 0 3 9

=

a

a

s

e

s

=
s

=
a

a

a

210.7126632
204.1601027
2 0 3 .2 8 6 8 9 2 2
191.3025669
196.6073415
2 0 2 .0 7 7 3 1 1 1

209.1429681
212.8382382
204.9933295
1 8 1 .9 7 1 6 2 8 7
186.3636364
179.2013458

EQUATION #9

(FTEF C r e d it- H o u r L oad) (W 'td A v erag e C l a s s S iz e )
(A v erag e S tu d e n t C r e d it- H o u r Load)

EAST LANSING CAMPUS
1967-1968 (34.9378547)
1968-1969 (34.9115400)
1969-1970 (35.8861292)
1970-1971 (37.7914429)
1971-1972e (36.9492202)
1971-1972 (38 .7585902)

(27.7685289)
(27.4226286)
(26.4601613)
(24.5738302)
(25.2800000)
(24.5313511)

(4 2.5669023)
(43.15 06 17 0)
(42.8587457)
(42.7558441)
(41.396 25 88 )
(41.603 83 20 )

COLLEGE OF NATURAL SCIENCE (D oes N ot A pply)

DEPARTMENT OF MATHEMATICS (Does Not Apply)

.

S tu d e t> t. I n s t r u c t o r t o t l 0

22.7917179
22.1866166
22,1554026
21.7205512
22.5642582
22.8536781

EQUATION #9a
FTEF C r e d it- H o u r L oad) (W 'td A v e ra g e C la s s S iz e )
,,
n
- T k
n ^
------------------ —-------------— - — —— - a --------------------- ' » C o u rse E n r o l l m e n t - I n s t r u c t o r R a tio
(A v e ra g e C o u rs e C r e d i t s )

EAST LANSING CAMPUS
1967-1968 (3 4.9378547)
1968-1969 (3 4 .9 11 54 00 )
1969-1970 (35.8861292)
1970-1971 (37.7914429)
1971-1972e (3 6 .9492202)
1971-1972 (38.7585902)

(27.7685289)
(27,4226286)
(26.46 01 61 3)
(24.5738302)
(25.28 00 00 0)
(2 4.5313511)

(3.5604319)
(3.5818975)
(3.5775803)
(3.5709497)
(3.5684903)
(3.5897798)

272.4874000
267.2790585
265.4175984
260.0654120
261.7567095
264.8632039

COLLEGE OF
1967-1968
1968-1969
1969-1970
1970-1971
1971-1972e
1971-1972

NATURAL SCIENCE
(27.2959448)
(28 .4653130)
(27.39 50 16 8)
(27 .6711570)
(26.7789537)
(28 .0907370)
(28.02 28 46 1)
(25 .2608510)
(28.022 58 92 )
(26 . 0000000)
(28.9772288)
(25 .7457650)

(3.6874272)
(3.7130262)
(3 .7 00 38 88 )
(3.7003212)
(3.7057992)
(3.6918589)

210.7126632
204.1601027
203.2868922
191.3025669
196.6073415
202.0773111

DEPARTMENT
1967-1968
1968-1969
1969-1970
1970-1971
1971-19726
1971-1972

OF MATHEMATICS
(32.6801291)
(28.7635969)
(30.829 35 43 )
(31.0867476)
(30.0386423)
(30.7584719)
(28.2213374)
(28.7523348)
(29.5000000)
(28.3513097)
(27.55 48 47 9)
(29.4346689)

(4.4 94 52 39 )
(4.5 02 87 68 )
(4.5 07 01 93 )
(4.4 59 09 81 )
(4.4878049)
(4 .5 26 01 4 1)

209.1429681
212.8382382
204.9933295
181.9715287
186.3636364
179.2013458

EQUATION # 1 0
Headcount Enrollments
Student-Instructor Ratio

EAST LANSING CAMPUS
19 6 7 -1 9 6 8 (3 8 7 5 8 )
(39949)
1 9 6 8-1969
1 9 6 9 -1 9 7 0
(4 0 8 2 0 )
1 970-1971
(4 0 5 1 1 )
1971—1972e (4 1 9 1 2 )
1971-1 9 7 2
(41649)

/
/
/
/
/
/

„
-

,.
____
eac n®

(2 2 .7 9 1 7 1 7 9 )
(2 2 .1 8 6 6 1 6 6 )
(2 2 .1 5 5 4 0 2 6 )
(2 1 .7 2 0 5 5 1 2 )
(2 2 .5 6 4 2 6 8 2 )
(2 2 .8 5 3 6 7 8 1 )

=

A

s

s

a

1 7 0 0 .5 3
1 8 0 0 .5 9
1 8 4 2 .4 4
1 8 6 5 .1 0
1 8 5 7 .4 5
1 8 2 2 .4 2

COLLEGE OF NATURAL SCIENCE (D oes N ot A p p ly )

DEPARTMENT OF MATHEMATICS

(Does Not Apply)

00
vO

EQUATION # 1 0 a
Course Enrollments
Course Enrollment-Instruction Ratio

(272.4874010)
(267.2790585)
(265.4175984)
(260.0654120)
(261.7567095)
(264.8632039)

=
=
=
=
=

1700.53
1800.59
1842.44
1865.10
1857.45
1822.42

COLLEGE OF NATURAL SCIENCE
1967-1968
(69571) /
(210.7126632)
1968-1969
(69982) /
(204.1601027)
1969-1970
(71496) /
(203.28 68 92 2)
1970-1971
(70055) /
(191.3025669)
1971-1972e (70700) /
(196.6073415)
1971-1972
(71305) /
(202.0773111)

330.17
342.78
351.70
366.20
3 59.60
3 52.86

DEPARTMENT
1967-1968
1968-1969
1969-1970
1970-1971
1971-1972®
1971-1972

103.03
1 01.26
104.94
111 .3 8
110.00
112.94

OF MATHEMATICS
(21548)
(209.1429681)
(21552)
(212.8382382)
(21512)
(204.9933295)
(20268)
(181.9 71 62 87 )
(20500)
(186.3636364)
(20239)
(179.2 01 34 58 )

190

EAST LANSING CAMPUS
1967-1968 (463373)
1968-1969 (481260)
1969-1970 (489016)
1970-1971 (485048)
1971-1972® (486200)
1971-1972 (482692)

T e a c h in g FTEF

EQUATION #11
(H eadcount E n r o llm e n ts ) (A v e ra g e S tu d e n t C r e d it- H o u r L oad)
, , ,
(T e a c h in g FTEF)
(FTEF C r e d it- H o u r Load)
" W eig h ted A v erag e C la s s S iz e

EAST LANSING CAMPUS
19 6 7 -1 9 6 8
(38758)
1968-1969
(3 9 9 4 9 )
1969-1970
(4 0 8 2 0 )
1970-1971
(4 0 5 1 1 )
1971-1972
(4 1 9 1 2 )
1971-1972
(4 1 6 4 9 )
A

(4 2 .5 6 6 9 0 2 3 )
(4 3 .1 5 0 6 1 7 0 )
(4 2 .8 5 8 7 4 5 7 )
(4 2 .7 5 5 8 4 4 1 )
(4 1 .3 9 6 2 5 8 8 )
(4 1 .6 0 3 8 3 2 0 )

/
/
/
/
/
/

(1 7 0 0 .5 3 )
(1 8 0 0 .5 9 )
(1 8 4 2 .4 4 )
(1 8 6 5 .1 0 )
(1 8 5 7 .4 5 )
(1 8 2 2 .4 2 )

COLLEGE OF NATURAL SCIENCE (D oes N ot A p p ly )

DEPARTMENT OF MATHEMATICS

(Does Not Apply)

(3 4 .9 3 7 8 5 4 7 )
(3 4 .9 1 1 5 4 0 0 )
(3 5 .8 8 6 1 2 9 2 )
(3 7 .7 9 1 4 4 2 9 )
(3 6 .9 4 9 2 2 0 2 )
(3 8 .7 5 8 5 9 0 2 )

9

a
M

2 7 .7 6 8 5 2 8 9
2 7 .4 2 2 6 2 8 6
2 6 .4 6 0 1 6 1 3
2 4 .5 7 3 8 3 0 2
2 5 .2 8 0 0 0 0 0
2 4 .5 3 1 3 5 1 1

EQUATION #11a
(C o u rs e E n r o llm e n ts ) (A v e ra s e C o u rse C r e d i t s )
(Teaching FTEF) (FTEF Credit-Hour Load)

EAST LANSING CAMPUS
1967-1968 (463373)
1968-1969 (481260)
1969-1970 (489016)
1970-1971 (485048)
1971-1972® (486200)
1971-1972 (482692)

(3 .5 6 0 4 3 1 9 )
(3 .5 8 1 8 9 7 5 )
(3 .57 75 80 3)
(3 .57 09 49 7)
(3 .5 68 49 03 )
(3 .5 89 77 98 )

/
/
/
/
'
/

. . . .
' Weighted Avera*e Class Si2e

(1 7 0 0 .5 3 )
(1 8 0 0 .5 9 )
(1 8 4 2 .4 4 )
(1 8 6 5 .1 0 )
(1 8 5 7 .4 5 )
(1 8 2 2 .4 2 )

(34 .9 37 85 47 )
(34.91 15 40 0)
(35.88 61 29 2)
(37.79 14 42 9)
(3 6.9492202)
(3 8.7585902)

COLLEGE OF
1967-1968
1968-1969
1969-1970
1970-1971
1971-1972e
1971-1972

NATURAL
(69571)
(69982)
(71496)
(70055)
(70700)
(71305)

SCIENCE
(3 .6 8 7 4 2 7 2 )
(3 .71 30 26 2)
(3 .7 0 0 3 8 8 8 )
(3 .7 00 32 1 2)
(3 .70 57 9 92 )
(3 .6 9 1 8 5 8 9 )

(3 3 0 .1 7 )
(3 4 2 .7 8 )
(3 5 1 .7 0 )
(3 6 6 .2 0 )
(3 5 9 .6 0 )
(3 5 2 .8 6 )

(27 .2 95 94 48 )
(27 .3 95 01 68 )
(26 .7 7 8 9 5 3 7 )
(2 8.0228461)
(28 .02 25 89 2 )
(28 .9 77 22 88 )

DEPARTMENT
1967-1968
1968-1969
1969-1970
1970-1971
1971-1972e
1971-1972

OF MATHEMATICS
(21548) (4 .4 94 52 39 )
(21552) (4 .5 02 87 68 )
(21512) (4 .5 07 01 93 )
(20268) (4 .45 90 98 1)
(20500) (4 .4 8 7 8 0 4 9 )
(20239) (4.5 26 01 41 )

(1 0 3 .0 3 )
(1 0 1 .2 6 )
(1 0 4 .9 4 )
(1 1 1 .3 8 )
(1 1 0 .0 0 )
(1 1 2 .9 4 )

(28 .76 33 96 9 )
(3 0.8293543)
(3 0 .03 76 42 3)
(28 .7 52 33 48 )
(28 .3 51 30 97 )
(27.55 48 47 9)

27.7685289
27.4226286
26.4601613
24.5738302
25.2800000
24.5313511

28.4653130
27.6711570
28.0907370
25.2608510
26.0000000
25.7457650

8

■
8

»
8

-

32.6801291
31.0867476
30.7584719
28.2213374
29.5000000
29.4346689

EQUATION #12
Total Credit Hours
Total Course Credits

EAST LANSING CAMPUS
1967-1968 (1649808)
1968-1969 (1723824)
1969-1970 (1749494)
1970-1971 (1732082)
1971-1972® (1735000)
1971-1972 (1732758)

W eig h ted A v erag e C la s s S iz e

(59412.8700855)
(62861.3698980)
(66118.0398776)
(70484.8200668)
(68631.3291139)
(70634.4299153)

COLLEGE OF NATURAL SCIENCE
1967-1968
(256538) / (9012.3020955)
1968-1969
(259845) / (9390.4638682)
1969-1970
(264563) / (9418.1580213)
1970-1971
(259226) / (10261.9662338)
1971-1972® (262000) / (10076.9230769)
1971-1972
(263248) / (10224.9049504)

DEPARTMENT
1967-1968
1968-1969
1969-1970
1970-1971
1971-1972®
1971-1972

OF MATHEMATICS
(96848)
(2963.5133834)
(97046)
(3121.7804207)
(3152.1396874)
(96955)
(90377)
(3202.4350483)
(92000)
(3118.6440678)
(3112.0445184)
(91602)

=
=
=
=
=
*

27.7685289
27.4226286
26.4601613
24.5738302
25.2800000
24.5313511

28.4653130
27.6711570
28.0907370
25.2608510
26.0000000
25.7457650

«
=
»

32.6801291
31.0867476
30.7584719
28.2213374
29.5000000
29.4346689

EQUATION # 1 3
(T e a c h in g FTEF)(FTEF C r e d it- H o u r L o a d )(W e ig h te d A v erag e C la s s S i z e ) = T o t a l C r e d i t H ours

EAST LANSING CAMPUS
1 9 6 7 -1 9 6 8
(1 7 0 0 .5 3 )
1 9 6 8-1969
(1 8 0 0 .5 9 )
1 9 6 9 -1 9 7 0 (1 8 4 2 .4 4 )
19 7 0 -1 9 7 1
(1 8 6 5 .1 0 )
1 9 7 1 -1 9 7 2 6 (1 8 5 7 .4 5 )
1 9 7 1 -1 9 7 2
(1 8 2 2 .4 2 )

(3 4 .9 3 7 8 5 4 7 )
(3 4 .9 1 1 5 4 0 0 )
(3 5 .8 8 6 1 2 9 2 )
(3 7 .7 9 1 4 4 2 9 )
(3 6 .9 4 9 2 2 0 2 )
(3 8 .7 5 8 5 9 0 2 )

1 ,6 4 9 ,8 0 8
1 ,7 2 3 ,8 2 4
1 ,7 4 9 ,4 9 4
1 ,7 3 2 ,0 8 2
1 ,7 3 5 ,0 0 0
1 ,7 3 2 ,7 5 8

(2 7 .7 6 8 5 2 8 9 )
(2 7 .4 2 2 6 2 8 6 )
(2 6 .4 6 0 1 6 1 3 )
(2 4 .5 7 3 8 3 0 2 )
(2 5 .2 8 0 0 0 0 0 )
(2 4 .5 3 1 3 5 1 1 )

COLLEGE OF
1 9 6 7 -1 9 6 8
1 9 6 8 -1 9 6 9
19 6 9 -1 9 7 0
19 7 0-1971
1971—1972e
1971-1 9 7 2

NATURAL !SCIENCE
(3 3 0 .1 7 )
(2 7 .2 9 5 9 4 4 8 )
(3 4 2 .7 8 )
(2 7 .3 9 5 0 1 6 8 )
(3 5 1 .7 0 )
(2 6 .7 7 8 9 5 3 7 )
(3 6 6 .2 0 )
(2 8 .0 2 2 8 4 6 1 )
(3 5 9 .6 0 )
(2 8 .0 2 2 5 8 9 2 )
(3 5 2 .8 6 )
(2 8 .9 7 7 2 2 8 8 )

(2 8 .4 6 5 3 1 3 0 )
(2 7 .6 7 1 1 5 7 0 )
(2 8 .0 9 0 7 3 7 0 )
(2 5 .2 6 0 8 5 1 0 )
(2 6 .0 0 0 0 0 0 0 )
(2 5 .7 4 5 7 6 5 0 )

DEPARTMENT
1 9 6 7 -1 9 6 8
1 9 6 8 -1 9 6 9
19 6 9 -1 9 7 0
19 7 0 -1 9 7 1
1 9 7 1 -1 9 7 2 e
19 7 1-1972

OF MATHEMATICS
(1 0 3 .0 3 )
(2 8 .7 6 3 5 9 6 9 )
(1 0 1 .2 6 )
(3 0 .8 2 9 3 5 4 3 )
(1 0 4 .9 4 )
(3 1 .0 3 7 6 4 2 3 )
(1 1 1 .3 8 )
(2 8 .7 5 2 3 3 4 8 )
(2 8 .3 5 1 3 0 9 7 )
( 110. 00)
(1 1 2 .9 4 )
(2 7 .5 5 4 8 4 7 9 )

(3 2 .6 8 0 1 2 9 1 )
(3 1 .0 8 6 7 4 7 6 )
(3 0 .7 5 8 4 7 1 9 )
(2 8 .2 2 1 3 3 7 4 )
(2 9 .5 0 0 0 0 0 0 )
(2 9 .4 3 4 6 6 8 9 )

=
=
a
a
a

a

a

=
a
3
a

-

2 5 6 ,5 3 8
2 5 9 ,8 4 5
2 6 4 ,5 6 3
2 5 9 ,2 2 6
2 6 2 ,0 0 0
2 6 3 ,2 4 8

9 6 ,8 4 8
9 7 ,0 4 6
9 6 ,9 5 5
3 0 ,3 7 7
9 2 ,0 0 0
9 1 ,6 0 2

EQUATION #1 4
(Weighted Average Class Size)(Total Course Credits)

EAST LANSING CAMPUS
1 9 6 7 -1 9 6 8
(2 7 .7 6 8 5 2 8 9 )
(2 7 .4 2 2 6 2 8 6 )
1 968-1969
19 6 9 -1 9 7 0
(2 6 .4 6 0 1 6 1 3 )
(2
4 .5 7 3 8 3 0 2 )
19 7 0 -1 9 7 1
1 9 7 1 -1 9 7 2 e (2 5 .2 8 0 0 0 0 0 )
1971-1972
(2 4 .5 3 1 3 5 1 1 )

(5 9 4 1 2 .8 7 0 0 8 5 5 )
(6 2 8 6 1 .3 6 9 8 9 8 0 )
(6 6 1 1 8 .0 3 9 8 7 7 6 )
(7 0 4 8 4 .8 2 0 0 6 6 8 )
(6 8 6 3 1 .3 2 9 1 1 3 9 )
(7 0 6 3 4 .4 2 9 9 1 5 3 )

a

»
B

B

=
"

= Total Credit Hours

1 ,6 4 9 ,8 0 8
1 ,7 2 3 ,8 2 4
1 ,7 4 9 ,4 9 4
1 ,7 3 2 ,0 8 2
1 ,7 3 5 ,0 0 0
1 ,7 3 2 ,7 5 8
195

COLLEGE OF
19 6 7 -1 9 6 8
19 6 8-1969
19 6 9 -1 9 7 0
1970-1971
1 9 7 1 -1 9 7 2 e
1971-1972

NATURAL SCIENCE
(2 8 .4 6 5 3 1 3 0 )
(9 0 1 2 .3 0 2 0 9 5 5 )
(2 7 .6 7 1 1 5 7 0 )
(9 3 9 0 .4 6 3 8 6 8 2 )
(2 8 .0 9 0 7 3 7 0 )
(9 4 1 8 .1 5 8 0 2 1 3 )
(2 5 .2 6 0 8 5 1 0 )
(1 0 2 6 1 .9 6 6 2 3 3 8 )
(2 6 .0 0 0 0 0 0 0 )
(1 0 0 7 6 .9 2 3 0 7 6 9 )
(2 5 .7 4 5 7 6 5 0 )
(1 0 2 2 8 .7 8 9 0 8 4 3 )

DEPARTMENT
1 9 6 7 -1 9 6 8
1968-1969
1 9 6 9 -1 9 7 0
1970-1971
1 9 7 1 -1 9 7 2 e
19 7 1-1972

OF MATHEMATICS
(2 9 6 3 .5 1 3 8 8 3 4 )
(3 2 .6 8 0 1 2 9 1 )
(3 1 .0 8 6 7 4 7 6 )
(3 1 2 1 .7 8 0 4 2 0 7 )
(3 1 5 2 .1 3 9 6 8 7 4 )
(3 0 .7 5 8 4 7 1 9 )
(2 8 .2 2 1 3 3 7 4 )
(3 2 0 2 .4 3 5 0 4 8 3 )
(3 1 1 8 .6 4 4 0 6 7 8 )
(2 9 .5 0 0 0 0 0 0 )
(3 1 1 2 .0 4 4 5 1 8 4 )
(2 9 .4 3 4 6 6 8 9 )

a

a

s

=
-

«
B

=
S

s

2 5 6 ,5 3 8
2 5 9 ,8 4 5
2 6 4 ,5 6 3
2 5 9 ,2 2 6
2 6 2 ,0 0 0
2 6 3 ,3 4 8

9 6 ,8 4 8
9 7 ,0 4 6
9 6 ,9 5 5
9 0 ,3 7 7
9 2 ,0 0 0
9 1 ,6 0 2

EQUATION # 1 5
Headcount Enrollments
Student-Instrue tor Ratio

EAST LANSING CAMPUS
1 9 6 7 -1 9 6 8 (3 8 7 5 8 )
1968-1969
(3 9 9 4 9 )
(4 0 8 2 0 )
1 9 6 9 -1 9 7 0
1970-1971
(40511)
1 9 7 1 -1 9 7 2 e (4 1 9 1 2 )
1971-1972
(41649)

(FTEF C r e d it- H o u r L o a d )(W e ig h te d A v erag e C la s s S iz e )
. Total Credu Hours

(2 2 .7 9 1 7 1 7 9 )
(2 2 .1 8 6 6 1 6 6 )
(2 2 .1 5 5 4 0 2 6 )
(2 1 .7 2 0 5 5 1 2 )
(2 2 .5 6 4 2 6 8 2 )
(2 2 .8 5 3 6 7 8 1 )

m
n

m
s

a

a

1 7 0 0 .5 3
1 8 0 0 .5 9
1 8 4 2 .4 4
1 8 6 5 .1 0
1 8 5 7 .4 5
1 8 2 2 .4 2

COLLEGE OF NATURAL SCIENCE (D oes N ot A p p ly )

DEPARTMENT OF MATHEMATICS

(D oes N ot A p p ly )

(3 4 .9 3 7 8 5 4 7 )(2 7 .7 6 8 5 2 8 9 ) m 1 ,6 4 9 ,8 0 8
1 ,7 2 3 ,8 2 4
(3 4 .9 1 1 5 4 0 0 )(2 7 .4 2 2 6 2 8 6 )
1 ,7 4 9 ,4 9 4
(3 5 .8 8 6 1 2 9 2 )(2 6 .4 6 0 1 6 1 3 )
(3 7 .7 9 1 4 4 2 9 )(2 4 .5 7 3 8 3 0 2 ) m 1 ,7 3 2 ,0 8 2
(3 6 .9 4 9 2 2 0 2 )(2 5 .8 0 0 0 0 0 0 ) - 1 ,7 3 5 ,0 0 0
1 ,7 3 2 ,7 5 8
(3 8 .7 5 8 5 9 0 2 ) (2 4 .5 3 1 3 5 1 1 )
a

a

a

EQUATION # 1 5 a
Course Enrollments
(FTEF C r e d it- H o u r L oad) (W 'td A v erag e C la s s S iz e )
Course Enrollment-Instructor Ratio
= T o t a l C r e d i t H ours

EAST LANSING CAMPUS
1967-1968
(463373)
1968-1969
(481260)
1969-1970
(489016)
1970-1971
(485048)
1971-1972e (486200)
1971-1972
(482692)

/
/
/
/
/
/

(272.4874010) - 1700.53 (34.9378547) (27.7685289) 9
(267.2790585) 9 1800.59 (34.9115400) (27.4226286) (265.4175984)
1842.44 (35.8861292) (26.4601613) ■
(260.0654120) a 1865.10 (37.7914429) (2 4.5738302) 9
(261.7567095)
1857.45 (36.9492202) (2 5.2800000)
(264.8632039) s 1822.42 (38.7585902) (24.5313511) »
S

COLLEGE OF NATURAL SCIENCE
1967-1968
(69571) / (210.7126632)
1968-1969
(69982) / (204.1601027)
1969-1970
(71496) / (203.2868922)
1970-1971
(70055) / (191.3025669)
1971-1972e (70700) / (196.6073415)
1971-1972
(71305) / (202.0773111)

DEPARTMENT
1967-1968
1968-1969
1969-1970
1970-1971
1971-1972e
1971-1972

OF MATHEMATICS
(21548) / (209.1429681)
(21552) / (212,8382382)
(21512) / (204.9933295)
(20268) / (181.9716287)
(20500) / (186.3636364)
(20239) / (179.2013458)

9

9

(27.2959448)
(27.3950168)
(26.7789537)
(28.0228461)
(28.0225892)
(28.9772288)

(28.4653130)
(27.6711570)
(28.0907370)
(25.2608510)
(26.0000000)
(25.7457650)

- 256,538
a 259,845
- 264,563
- 259,226
- 262,000
- 263,248

(28.7635969)
(3 0.8293543)
(30.0376423)
(28.7523348)
111.00 (28.3513097)
112.94 (27 .5548479)

(32.6801291)
(31.0867476)
(3 0.7584719)
(2 8 . Z13374)
(29.5000000)
(29.4346689)

■
-

330.17
342.78
351.70
366.20
359.60
352.86

=

1 ,6 4 9 ,8 0 8
1 ,7 2 3 ,8 2 4
1 ,7 4 9 ,4 9 4
1 ,7 3 2 ,0 8 2
1 ,7 3 5 ,0 0 0
1 ,7 3 2 ,7 5 8

103.03
101.26
104.94
111.38

9 6,8 4 8
97,046
96,95 5
96,377
9
92,00 0
- 91 ,6 02

EQUATION #1 6
(Headcount Enrollments) (Fees Per Student) * Fee Revenue

EAST LANSING CAMPUS
1 9 6 7 -1 9 6 8 (3 8 7 5 8 )
196B -1969 (3 9 9 4 9 )
1 9 6 9 -1 9 7 0 (4 0 8 2 0 )
1 9 7 0 -1 9 7 1
(40511)
1 9 7 1 -1 9 7 2 e (4 1 9 1 2 )
1971-1972
(4 1 6 4 9 )

(5 5 7 .7 5 3 4 9 6 1 )
(5 9 2 .3 4 1 0 0 9 8 )
(6 8 0 .1 9 0 6 1 7 3 )
(7 1 7 .6 4 4 3 6 8 2 )
(7 2 8 .8 6 0 4 6 9 6 )
(7 4 4 .6 9 9 7 5 2 7 )

2 1 ,6 1 7 ,4 1 0
2 3 ,6 6 3 ,4 3 1
2 7 ,7 6 5 ,3 8 1
2 9 ,0 7 2 ,4 9 1
3 0 .5 4 8 .0 0 0
3 1 .0 1 6 .0 0 0

198

COLLEGE OF
1 9 6 7 -1 9 6 8
1968-1969
1 9 6 9 -1 9 7 0
1 9 7 0-1971
1971-1972®
1971-1972

NATURAL
(4 9 5 4 )
(4822)
(4 9 4 1 )
(4 8 0 5 )
(4 8 7 5 )
(4904)

DEPARTMENT
1 9 6 7 -1 9 6 8
1968-1969
1 9 6 9-1970
1970-1971
1 9 7 1 -1 9 7 2 6
1971-1972

OF MATHEMATICS
(1 3 0 8 )
(5 5 7 .7 5 3 4 9 6 1 )
(1 2 0 3 )
(5 9 2 .3 4 1 0 0 9 8 )
(1 2 4 8 )
(6 8 0 .1 9 0 6 1 7 3 )
(1 1 8 4 )
(7 1 7 .6 4 4 3 6 8 2 )
(7 2 8 .8 6 0 4 4 4 4 )
(1 1 2 5 )
(1 0 3 5 )
(7 4 4 .7 0 0 4 8 3 1 )

SCIENCE
(5 5 7 .7 5 3 4 9 6 1 )
(5 9 2 .3 4 1 0 0 9 8 )
(6 8 0 .1 9 0 6 1 7 3 )
(7 1 7 .6 4 4 3 6 8 2 )
(7 2 8 .8 6 0 1 0 2 6 )
(7 4 4 .6 9 9 8 3 6 9 )

» 2 ,7 0 7 ,3 3 5
2 ,8 5 6 ,2 6 8
- 3 ,3 6 0 ,8 2 2
s 3 ,4 4 8 ,2 8 1
= 3 ,5 5 3 ,1 9 3
3 ,6 5 2 ,0 0 8

s

m
a
*

=

7 2 9 ,5 4 2
7 1 2 ,5 8 6
8 4 8 ,8 7 8
8 4 9 ,6 9 1
8 1 9 ,9 6 8
7 7 0 ,7 6 5

EQUATION #17
( T o t a l C r e d i t H o u rs) (F e e s P e r H our)

EAST LANSING CAMPUS
1 9 6 7 -1 9 6 8 (1 6 4 9 8 0 8 )
1 9 6 8 -1 9 6 9
(1 7 2 3 8 2 4 )
1 9 6 9 -1 9 7 0
(1749494)
1 9 7 0 -1 9 7 1
(1732082)
1 9 7 1 -1 9 7 2 e (1735000)
1 9 7 1-1972
(1 7 3 2 7 5 8 )

(1 3 .1 0 2 9 8 5 3 )
(1 3 .7 2 7 2 8 9 4 )
(1 5 .8 7 0 5 2 0 8 )
(1 6 .7 8 4 7 0 8 2 )
(1 7 .6 0 6 9 1 6 4 )
(1 7 .8 9 9 7 8 7 5 )

COLLEGE OF NATURAL SCIENCE
1 9 6 7 -1 9 6 8
(2 5 6 5 3 8 )
(1 0 .5 5 3 3 4 8 8 )
1 9 6 8 -1 9 6 9
(259845)
(1 0 .9 9 2 1 9 9 2 )
1 9 6 9 -1 9 7 0
(2 6 4 5 6 3 )
(1 2 .7 0 3 2 9 5 6 )
19 7 0 -1 9 7 1
(2 5 9 2 2 6 )
(1 3 .3 0 2 2 1 8 9 )
1 9 7 1 -1 9 7 2 6 (2 6 2 0 0 0 )
(1 3 .5 6 1 8 0 5 3 )
19 7 1 -1 9 7 2
(2 6 3 2 4 8 )
(1 3 .8 7 2 8 8 0 3 )

DEPARTMENT
1 9 6 7 -1 9 6 8
1968-1969
1 9 6 9-1970
19 7 0 -1 9 7 1
1 9 7 1 -1 9 7 2 e
1 9 7 1 -1 9 7 2

=

OF MATHEMATICS
(96848)
(7 .5 3 2 8 5 5 6 )
(9 7 0 4 6 )
(7 .3 4 2 7 6 5 3 )
(8 .7 5 5 3 8 1 4 )
(9 6 9 5 5 )
(9 0 3 7 7 )
(9 .4 0 1 6 2 8 7 )
(9 2 0 0 0 )
(8 .9 1 2 6 9 5 7 )
(9 1 6 0 2 )
(8 .4 1 4 2 8 1 3 )

=
=
s
3
3

F ee R evenue

2 1 ,6 1 7 ,4 1 0
2 3 ,6 6 3 ,4 3 1
2 7 ,7 6 5 ,3 8 1
2 9 ,0 7 2 ,4 9 1
3 0 .5 4 8 .0 0 0
3 1 .0 1 6 .0 0 0

=
=
=
=
=
=

2 ,7 0 7 ,3 3 5
2 ,8 5 6 ,2 6 8
3 ,3 6 0 ,8 2 2
3 ,4 4 8 ,2 8 1
3 ,5 5 3 ,1 9 3
3 .6 5 2 ,0 0 8

7 2 9 ,5 4 2
7 1 2 ,8 5 6
8 4 8 ,8 7 8
8 4 9 ,6 9 1
8 1 9 ,9 6 8
7 7 0 ,7 6 5

EQUATION # 1 8
(Fee Revenue)

(State Appropriation

EAST LANSING CAMPUS
1 9 6 7 -1 9 6 8 (2 1 6 1 7 4 1 0 )
(2 3 6 6 3 4 3 1 )
1968-1 9 6 9
(2 7765381 )
1 9 6 9 -1 9 7 0
1 9 7 0 -1 9 7 1
(2 9072491 )
1971-1972* (3 0 5 4 8 0 0 0 )
1971-1972
(3 1 0 1 6 0 0 0 )

X)

(2 0 8 .6 0 3 1 4 4 :)
(2 0 7 .1 7 2 9 1 1 )
(1 9 5 .8 5 3 7 2 1 )
(2 0 4 .1 2 5 4 0 8 )
(2 0 2 .9 9 8 5 5 9 )

* State Appropriation

4 5 ,0 9 4 ,5 9 7
4 9 ,0 2 4 ,2 1 9
5 4 ,3 7 9 ,5 3 2
5 9 ,3 4 4 ,3 4 1
6 2 ,0 1 2 ,0 0 0
6 2 ,0 3 2 ,0 0 0

( 200.000000 )

200

COLLEGE OF
1 9 6 7 -1 9 6 8
1 9 6 8 -1 9 6 9
1 9 6 9 -1 9 7 0
1 9 7 0-1971
1 9 7 1 -1 9 7 2 e
1971-1 9 7 2

NATURAL SCIENCE
(1 2 3 .2 9 1 4 2 8 Z )
(270 7 3 3 5 )
(1 2 7 .5 3 3 7 6 0 )
(285 6 2 6 8 )
(3 3 6 0 8 2 2 )
(1 1 3 .1 0 2 5 9 8 )
(344 8 2 8 1 )
(1 2 6 .0 8 3 5 7 6 )
(1 1 6 .3 5 3 3 4 7 )
(3 5 5 3 1 9 3 )
( 1 1 2 .2 1 2 0 2 1 )
(3652008)

DEPARTMENT
19 6 7 -1 9 6 8
1 9 6 8 -1 9 6 9
1 9 6 9 -1 9 7 0
1970-1971
1 9 7 1 -1 9 7 2 6
1 9 7 1 -1 9 7 2

OF MATHEMATICS
(7 2 9 5 4 2 )
(6 8 .7 2 3 3 9 0 Z )
(7 1 2 5 8 6 )
(8 3 .6 5 8 5 3 3 )
(8 4 8 8 7 8 )
(7 4 .3 9 8 3 2 3 )
(8 49691)
(9 5 .1 5 5 4 1 5 )
(8 1 9 9 6 8 ) (1 0 0 .2 2 4 7 6 4 ) (7 7 0 7 6 5 ) (1 1 3 .0 0 6 2 9 8 ) =

Q
■
8
8
8

6045247
6498974
7161999
7795997
7687452
7750000

1230908
1308725
1480429
1658218
1641778
1641778

-

2707335
2856268
3360822
3448281
3553193
3652008

729542
712586
848878
849691
770765
819968

« 3 ,3 3 7 ,9 1 2
3 ,6 4 2 ,7 0 6
» 3 ,8 0 1 ,1 7 7
a 4 ,3 4 7 ,7 1 6
4 ,1 3 4 ,2 5 9
- 4 ,0 9 7 ,9 9 2

5 0 1 ,3 6 6
5 9 6 ,1 3 9
6 3 1 ,5 5 1
8 0 8 ,5 2 7
8 2 1 ,8 1 1
8 7 1 ,0 1 3

EQUATION # 1 9
(Fee Revenue) (Other Revenue %) = Other Revenue

EAST LANSING CAMPUS
1 9 6 7 -1 9 6 8 ( 2 1 ,6 1 7 ,4 1 0 )
1 9 6 8-1969 ( 2 3 ,6 6 3 ,4 3 1 )
1 9 6 9-1970 ( 2 7 ,7 6 5 ,3 8 1 )
1 9 7 0-1971 (2 9 ,0 7 2 ,4 9 1 )
1 9 7 1 -1 9 7 2 6 (3 0 ,5 4 8 ,0 0 0 )
19 7 1-1972 ( 3 1 ,0 1 6 ,0 0 0 )

( 8.966462% )
(1 6 .3 9 5 1 2 0 )
(1 6 .7 7 0 0 7 7 )
(1 8 .7 0 0 5 9 2 )
(1 8 .1 8 1 2 2 2 )
(1 8 .7 6 7 7 3 2 )

»
=
=
=
=

1 ,9 3 8 ,3 1 7
3 ,8 7 9 ,6 4 8
4 ,6 5 6 ,2 7 6
5 ,4 3 6 ,7 2 8
5 ,5 5 4 ,0 0 0
5 ,8 2 1 ,0 0 0

-

1 2 8 ,2 4 7
1 3 6 ,9 0 1
( 5 ,1 5 0 )
( 5 1 ,6 4 7 )
(7 6 ,8 7 5 )
(7 7 ,5 0 0 )

COLLEGE OF NATURAL SCIENCE
1967-1968
1968-1969
1 9 6 9 -1 9 7 0
1 9 7 0-1971
1971-1972
1971-1972

( 2 ,7 0 7 ,3 3 5 )
( 2 ,8 5 6 ,2 6 8 )
( 3 ,3 6 0 ,8 2 2 )
( 3 ,4 4 8 ,2 8 1 )
( 3 ,5 5 3 ,1 9 3 )
( 3 ,6 5 2 ,0 0 8 )

( 4.737019% )
( 4 .7 9 3 0 0 2 )
( - .1 5 3 2 3 6 )
(- 1 .4 9 7 7 6 0 )
(- 2 .1 6 3 5 4 6 )
( - 2 .1 2 2 1 2 0 )

m
-

3
E
E

DEPARTMENT OF MATHEMATICS
1 9 6 7 -1 9 6 8
1968-1969
1 9 6 9-1970
1 9 7 0 -1 9 7 1
1971—1972e
1971-1972

(7 2 9 ,5 4 2 )
(7 1 2 ,5 8 6 )
(8 4 8 ,8 7 8 )
(8 4 9 ,6 9 1 )
(8 1 9 ,9 6 8 )
(7 7 0 ,7 6 5 )

(3.068637% )
( .8 9 1 9 6 2 )
(1 .0 1 1 5 6 7 )
(3 .9 5 4 6 1 4 )
(3 .0 4 8 8 9 9 )
(4 .2 6 0 1 8 3 )

m
m
s

s

s

s

2 2 ,3 8 7
6 ,3 5 6
(1 5 ,3 7 8 )
(3 3 ,6 0 2 )
(2 5 ,0 0 0 )
(3 2 ,8 3 6 )

EQUATION #20

(Fee Revenue) + [(Fee Revenue)(State A ppropriation X) ]
+ [(Fee Revenue)(Other Revenue Z )] = T otal Revenue

EAST LANSING CAMPUS
[ ( 2 1 6 1 7 4 1 ) ( 2 .0 8 6 0 3 1 4 )]
[(2 3 6 6 3 4 3 )< 2 .0 7 1 7 2 9 1 )]
[ ( 2 7 7 6 5 3 8 ) ( 1 .9 5 8 5 3 7 2 ) ]
[ ( 2 9 0 7 2 4 9 ) ( 2 .0 4 1 2 5 4 1 ) J
[( 3 0 5 4 8 0 0 ) ( 2 .2 0 9 9 8 5 6 ) ]
[( 3 1 0 1 6 0 0 ) ( 2 .0 0 0 0 0 0 0 ) ]

+ [( 2 1 6 1 7 4 1 0 ) ( .0 8 9 6 6 4 6 ) ]
- 6 8 ,6 5 0 ,3 2 4
+ [ ( 2 3 6 6 3 4 3 1 ) ( .1 6 3 9 5 1 2 ) ]
- 7 6 ,5 6 7 ,2 9 8
+ [( 2 7 7 6 5 3 8 1 ) ( .1 6 7 7 0 0 8 ) ]
- 8 6 ,8 0 1 ,1 8 9
+ [( 2 9 0 7 2 4 9 1 ) ( .1 8 7 0 0 5 9 ) ]
- 9 3 ,8 5 3 ,5 6 0
+ [( 3 0 5 4 8 0 0 0 ) ( .1 8 1 8 1 2 2 ) ] - 9 8 ,1 1 4 ,0 0 0
+ [( 3 1 0 1 6 0 0 0 ) ( .1 8 7 6 7 7 3 ) ] - 9 8 ,8 6 9 ,0 0 0

COLLEGE OF NATURAL SCIENCE
19 6 7 -1 9 6 8 (2 7 0 7 3 3 5 ) + [( 2 7 0 7 3 3 5 X 1 .2 3 2 9 1 4 3 ) ]
19 6 8 -1 9 6 9 (2 8 5 6 2 6 8 ) + [ ( 2 8 5 6 2 6 8 ) ( 1 .2 7 5 3 3 7 6 ) ]
1 9 6 9 -1 9 7 0 (3 3 6 0 8 2 2 ) + [( 3 3 6 0 8 2 2 ) ( 1 .1 3 1 0 2 6 0 ) ]
1 9 7 0 -1 9 7 1 (3 4 4 8 2 8 1 ) + [ ( 3 4 4 8 2 8 1 ) ( 1 .2 6 0 8 3 5 8 ) ]
1 9 7 1 -1 9 7 2 e (3 5 5 3 1 9 3 ) + [ ( 3 5 5 3 1 9 3 ) ( 1 .1 6 3 5 3 3 5 ) ]
1 9 7 1 -1 9 7 2 (3 6 5 2 0 0 8 ) + [ ( 3 6 5 2 0 0 8 ) ( 1 .1 2 2 1 2 0 2 ) ]

+
+
+
+
+
+

[(2 7 0 7 3 3 5 ) ( .0 4 7 3 7 0 2 )]
[( 2 8 5 6 2 6 8 X .0 4 7 9 3 0 0 )]
[ ( 3 3 6 0 8 2 2 ) ( - .0 0 1 5 3 2 4 ) ]
[ ( 3 4 4 8 2 8 1 ) ( - .0 1 4 9 7 7 6 ) ]
[ ( 3 5 5 3 1 9 3 ) ( - .0 2 1 6 3 5 5 ) ]
[ ( 3 6 5 2 0 0 8 ) ( - .0 2 1 2 2 1 2 ) ]

»
*
»

6 ,1 7 3 ,4 9 4
6 ,6 3 5 ,8 7 5
7 ,1 5 6 ,8 4 9
7 ,7 4 4 ,3 5 0
7 ,6 1 0 ,5 7 7
7 ,6 7 2 ,5 0 0

DEPARTMENT OF MATHEMATICS
1967-1968 (729542)
1968-1969 (712586)
1969-1970 (848878)
1970-1971 (849691)
1971-1972e (819968)
1971-1972 (770765)

+
+
+
+
+
+

(7 2 9 5 4 2 )( .6 8 7 2 3 3 9 )]
(7 1 2 5 8 6 )( .8 3 6 5 8 5 3 )]
(8 4 8 8 7 8 )( .7 4 3 9 8 3 2 )]
(8 4 9 6 9 1 )( .9 5 1 5 5 4 2 )]
(8 1 9 9 6 8 )(1 .0 0 2 2 4 7 6 )]
( 7 7 0 7 6 5 )(1 .1 3 0 0 6 3 0 )]

+

+
+
+
+
+

(7 2 9 5 4 2 )(
(7 1 2 5 8 6 )(
(8 4 8 8 7 8 )(
(8 4 9 6 9 1 )(
(8 1 9 9 6 8 )(
(7 7 0 7 6 5 )(

.0306864)1
.0 0 8 9 1 9 6 )]
.0 1 8 1 1 5 7 )]
.0 3 9 5 4 6 1 )]
.0 3 0 4 8 9 0 )]
.0 4 2 6 0 1 8 )]

1 ,2 5 3 ,2 9 5
1 ,3 1 5 ,0 8 1
1 ,4 6 5 ,0 5 1
1 ,6 2 4 ,6 1 6
1 ,6 1 6 ,7 7 8
1 ,6 0 8 ,9 4 2

202

1 9 6 7 -1 9 6 8
(2 1 6 1 7 4 1 0 ) +
19 6 8 -1 9 6 9
(2 3 6 6 3 4 3 1 ) +
19 6 9 -1 9 7 0
(2 7 7 6 5 3 8 1 ) +
19 7 0 -1 9 7 1
(2 9 0 7 2 4 9 1 ) +
1 9 7 1 -1 9 7 2 6 (3 0 5 4 8 0 0 0 ) +
1 9 7 1 -1 9 7 2 (3 1 0 1 6 0 0 0 ) +

EQUATION #21

(Fee Revenue)(1 + S tate A ppropriation Z) (1 + Other Revenue Z) = T otal Revenue

EAST LANSING CAMPUS
19 6 7-1968
1968-1 9 6 9
1 9 6 9 -1 9 7 0
1 9 7 0 -1 9 7 1
1971-1972®
1971-1972

(2 1 6 1 7 4 1 0 )
(2 3 6 6 3 4 3 1 )
(27 7 6 5 3 8 1 )
(29 0 7 2 4 9 1 )
(3 0 5 4 8 0 0 0 )
(3 1 0 1 6 0 0 0 )

(1
(1
(1
(1
(1
(1

2 .0 8 6 0 3 1 4 )
2 .0 7 1 7 2 9 1 )
1 .9 5 8 5 3 7 2 )
2 .0 4 1 2 5 4 1 )
2 .0 2 9 9 8 5 6 )
2 .0 0 0 0 0 0 0 )

+
+
+
+
+
+

=
=
=

6 6 ,7 1 2 ,0 0 7
7 2 ,6 8 7 ,6 5 0
8 2 ,1 4 4 ,9 1 3
8 8 ,4 1 6 ,8 3 2
9 2 ,5 6 0 ,0 0 0
9 3 ,0 4 8 ,0 0 0

(1
(1
(1
(1
(1
(1

+
+
+
+
+
+

.0 2 9 0 5 4 9 9 ) - 6 8 ,6 5 0 ,3 2 4
.0 5 3 3 7 4 2 3 ) = 7 6 ,5 6 7 ,2 9 8
.0 5 6 6 8 3 6 8 ) a 8 6 ,8 0 1 ,1 8 9
.0 6 1 4 8 9 7 3 ) a 9 3 ,8 5 3 ,5 6 0
.0 6 0 0 0 4 3 2 ) a 9 8 ,1 1 4 ,0 0 0
.0 6 2 5 5 9 1 0 ) 3 9 8 ,8 6 9 ,0 0 0
203

COLLEGE OF NATURAL SCIENCE
1 9 6 7 -1 9 6 8
1968-1969
1 9 6 9 -1 9 7 0
1 9 7 0 -1 9 7 1
1971-1972®
1971-1972

(2 7 0 7 3 3 5 )
(2 8 5 6 2 6 8 )
(3 3 6 0 8 2 2 )
(3448281 )
(3553193 )
(365 2 0 0 8 )

(1
(1
(1
(1
(1
(1

+
+
+
+
+
+

1 .2 3 2 9 1 4 3 )
1 .2 7 5 3 3 7 6 )
1 .1 3 1 0 2 6 0 )
1 .2 6 0 8 3 5 8 )
1 .1 6 3 5 3 3 5 )
1 . 1221 2 0 2 )

=
a
3
a
a
a

6 ,0 4 5 ,2 4 7
6 ,4 9 8 ,9 7 4
7 ,1 6 1 ,9 9 9
7 ,7 9 5 ,9 9 7
7 ,6 8 7 ,4 5 2
7 ,7 5 0 ,0 0 0

(1 + .0 2 1 2 1 4 5 ) = 6 ,1 7 3 ,4 9 4
(1 + .0 2 1 0 6 5 0 ) a 6 ,6 3 5 ,8 7 5
(
.9 9 9 2 8 0 9 ) a 7 ,1 5 6 ,8 4 9
(
.9 9 3 3 7 5 2 ) - 7 ,7 4 4 ,3 5 0
(
.9 8 9 9 9 9 9 ) s 7 ,6 1 0 ,5 7 7
(
.9 9 0 0 0 0 0 ) 3 7 ,6 7 2 ,5 0 0

DEPARTMENT OF MATHEMATICS
1 9 6 7 -1 9 6 8
1968-1 9 6 9
1 9 6 9-1970
1 9 7 0 -1 9 7 1
1 9 7 1 -1 9 7 2 e
1971-1 9 7 2

(7 2 9 5 4 2 )(1 +
.6 8 7 2 3 3 9 )(7 1 2 5 8 6 )(1 +
.8 3 6 5 8 5 3 ) »
(8 4 8 8 7 8 )(1 +
.7 4 3 9 8 3 2 )(8 4 9 6 9 1 )(1 + .9 5 1 5 5 4 2 ) (8 1 9 9 6 8 )(1 + 1 .0 0 2 2 4 7 6 ) =
(7 7 0 7 6 5 )(1 + 1 .1 3 0 0 6 3 0 ) =

1 ,2 3 0 ,9 0 8
1 ,3 0 8 ,7 2 5
1 ,4 8 0 ,4 2 9
1 ,6 5 8 ,2 1 8
1 ,6 4 0 ,0 0 0
1 ,6 4 1 ,7 7 8

(1
(1
(
(
(
{

+ .0 2 1 2 1 4 5 )
+ .0 2 1 0 6 5 0 )
.9 9 9 2 8 0 9 )
.9 9 3 3 7 5 2 )
.9 8 5 8 4 0 2 )
.9 7 9 9 9 9 7 )

» 1 ,2 5 3 ,2 9 5
- 1 ,3 1 5 ,0 8 1
- 1 ,4 6 5 ,0 5 1
= 1 ,6 2 4 ,6 1 6
- 1 ,6 1 6 ,7 7 8
- 1 ,6 0 8 ,9 4 2

EQUATION # 2 2
(Teaching FTEF) (Instructional Expend. Per Teaching FTEF) * In s tru c tio n a l Expenditures

EAST LANSING CAMPUS
1 9 6 7 -1 9 6 8
1 9 6 8 -1 9 6 9
1 9 6 9 -1 9 7 0
1970-1 9 7 1
1 9 7 1 -1972e

(1 7 0 0 .5 3 ) (1 9 3 5 4 .3 7 9 5 1 7 0 )
(1 8 0 0 .5 9 ) (1 9 8 0 3 .8 7 9 8 3 9 4 )
(1 8 4 2 .4 4 ) (2 0 7 8 9 .7 8 3 6 5 6 5 )
(1 8 6 5 .1 0 ) (2 2 6 5 2 .5 9 3 9 6 2 8 )
(1 8 5 7 .4 5 ) (2 2 7 7 2 .0 8 5 3 8 5 9 )

3 2 ,9 1 2 ,7 0 3
3 5 ,6 5 8 ,6 6 8
3 8 ,3 0 3 ,9 2 9
4 2 ,2 4 9 ,3 5 3
4 2 ,1 9 2 ,6 5 7
204

COLLEGE OF NATURAL SCIENCE
1 9 6 7 -1 9 6 8
19 6 8 -1 9 6 9
19 6 9 -1 9 7 0
19 7 0-1971
1 9 7 1 -1 9 7 2 e
1971-1972

(3 3 0 .1 7 )
( 3 4 2 .7 8 )
( 3 5 1 .7 0 )
( 3 6 6 .2 0 )
(3 5 9 .6 0 )
(3 5 2 .8 6 )

4166944)
8027890)
5601365)
2419443)
4632925)
5432750)

6 ,0 8 3 ,8 5 0
6 ,5 3 6 ,7 4 7
7 ,0 8 3 ,4 3 5
7 ,6 6 1 ,7 2 5
7 ,5 3 5 ,2 2 5
7 ,5 5 3 ,1 6 0

(1 2164 .3 6 9 6 0 1 1 )
(12987 .1 7 1 6 3 7 4 )
(1 3 9 6 0 .8 4 4 2 9 2 0 )
(1 4586 .2 4 5 2 8 6 4 )
(1 4 6 9 7 .9 8 1 8 1 8 2 )
(14245 .9 8 9 0 2 0 7 )

1 ,2 5 3 ,2 9 5
1 ,3 1 5 ,0 8 1
1 ,4 6 5 ,0 5 1
1 ,6 2 4 ,6 1 6
1 ,6 1 6 ,7 7 8
1 ,6 0 8 ,9 4 2

(1 8 4 2 6 .
(1 9 0 6 9 .
(2 0 1 4 0 .
(2 0 9 2 2 .
(2 0 9 5 4 .
(2 1 4 0 5 .

DEPARTMENT OF MATHEMATICS
1 9 6 7 -1 9 6 8
19 6 8-1969
19 6 9 -1 9 7 0
1 9 7 0 -1 9 7 1
1 9 7 1 -1 9 7 2 e
1 9 7 1-1972

(1 0 3 .0 3 )
(1 0 1 .2 6 )
(1 0 4 .9 4 )
( 1 1 1 .3 8 )

( 110 . 00 )
(1 1 2 .9 4 )

EQUATION #23

(Total C redit Hours) (In s tru c tio n a l Expend. Per Hour)

EAST LANSING CAMPUS
1967-1968 (1649808)
1968-1969 (1723824)
1969-1970 (1749494)
1970-1971 (1732082)
1971-1972e (1735000)
1971-1972 (1732758)

($19.9494141)
( 20.6857939
( 21.8942900)
( 24.3922360)
( 24.3792565)
( 24.3499998)

COLLEGE OF
1967-1968
1968-1969
1969-1970
1970-1971
1971-1972e
1971-1972

NATURAL !SCIENCE
(256538) (23.7152001)
(259845) (25.1563317)
(264563) (26.7740954)
(259226) (29.5561594)
(262000) (28.7604008)
(263248) (28.6921838)

DEPARTMENT
1967-1968
1968-1969
1969-1970
1970-1971
1971-1972e
1971-1972

OF MATHEMATICS
(96848) (12.9408454)
(97046) (13.5511098)
(96955) (15.1106286)
(90377) (17.9759895)
(92000) (17.5736739)
(91602) (17.5644855)

S
a
a
a
a
a

8
a
a
a
a
a

$32,912,703
35,658,668
38,303,929
42,249,353
42,298,101
42,192,657

6,083,850
6,536,747
7,083,435
7,661,725
7,535,225
7,553,160

1,253,295
- 1,315,081
■ 1,465,051
s
1,624,616
a
1,616,778
B
1,608,942
a

Instructional Expenditures

EQUATION #24

(In s tru c tio n a l Expenditures) ( 1 + Overhead Z) - T otal Expenditures

EAST LANSING CAMPUS
1967-1968
1968-1969
1969-1970
1970-1971
1 97 1-1972e
1971-1972

(32912703)
(35658668)
(38303929)
(42249353)
(42298010)
(42192657)

(1 + 1.0858306)
(1 + 1.1472282)
(1 + 1.2661171)
(1 + 1.2214201)
(1 + 1.3195890)
(1 + 1 .3 4 3 2 7 5 0 )

6 8 ,6 5 0 ,3 2 4
7 6 ,5 6 7 ,2 9 8
8 6 ,8 0 1 ,1 8 9
9 3 ,8 5 3 ,5 6 0
9 8 .1 1 4 .0 0 0
9 8 .8 6 9 .0 0 0
206

COLLEGE OF NATURAL SCIENCE
1967-1968
1968-1969
1969-1970
1970-1971
1971—1972e
1971-1972

(6083850)
(6536747)
(7083435)
(7661725)
(7535225)
(7553160)

(1
(1
(1
(1
(1
(1

+
+
+
+
+
+

.0147347) - 6 ,1 7 3 ,4 9 4
.0151647) a 6 ,6 3 5 ,8 7 5
.1013642) s 7 ,1 5 6 ,8 4 9
.0107841) a 7 ,7 4 4 ,3 5 0
.0100000) ■ 7 ,6 1 0 ,5 5 7
.0158000) 3 7 ,6 7 2 ,5 0 0

DEPARTMENT OF MATHEMATICS
1967-1968
1968-1969
1969-1970
1970-1971
1971-1972e
1971-1972

(1253295)
(1315081)
(1465051)
(1624616)
(1616778)
(1608942)

1 ,2 5 3 ,2 9 5
1 ,3 1 5 ,0 8 1
1 ,4 6 5 ,0 5 1
1 ,6 2 4 ,6 1 6
1 ,6 1 6 ,7 7 8
1 ,6 0 8 ,9 4 2

EQUATION #25

(Headcount Enrollments) (Average Student Course Load) (Average Course C redit)
■ (In s tru c to r Headcount)(Z Teaching FTEF)(FTEF Credit-Hour Load)(Wt'd Average C lass)

EAST LANSING CAMPUS

COLLEGE OF NATURAL SCIENCE (Does Not Apply)

DEPARTMENT OF MATHEMATICS (Does Not Apply)

2 07

1967-1968 ( 3 8 7 5 8 ) ( 1 1 .9 5 5 5 4 4 7 ) ( 3 .5 6 0 4 3 1 9 )= 1 6 4 9 8 0 8 -(4 7 3 1 )( 3 5 . 9444092Z)(3 4 .9 3 7 8 5 4 7 )(2 7 .7 6 8 5 2 8 9 )
1968-1969 ( 3 9 9 4 9 ) ( 1 2 .0 4 6 8 5 9 7 ) ( 3 .5 81 89 7 5)»1 7 23 82 4» (4 88 8)(3 6 .83 69 47 6 ) ( 3 4 .9 1 1 5 4 0 0 )( 2 7 .4 2 2 6 2 8 6 )
1969-1970 ( 4 0 8 2 0 ) ( 1 1 .9 7 9 8 1 3 8 ) ( 3 .5775803)«1749494»(4 7 7 3 )(3 8 .6 0 1 2 9 9 0 )(3 5 .8 8 6 1 2 9 2 )( 2 6 .4 6 0 1 6 1 3 )
1970-1971 ( 4 0 5 1 1 ) ( 1 1 .9 7 3 2 4 1 8 ) ( 3 .5 7 0 9 4 9 7 ) - 1 7 3 2 0 8 2 - ( 4 8 1 4 ) (38.7432489 ) ( 3 7 .7 9 1 4 4 2 9 )( 2 4 .5 7 3 8 3 0 2 )
1971-1972e ( 4 1 9 1 2 ) ( 1 1 .6 0 0 4 9 6 3 ) ( 3 .5 6 8 4 9 0 3 ) - 1 7 3 5 0 0 0 - ( 4 8 2 2 ) (38.5203235 ) ( 3 6 .9 4 9 2 2 0 2 )( 2 5 .2 8 0 0 0 0 0 )
1971-1972 ( 4 1 6 4 9 ) ( 1 1 .5 8 9 5 2 2 0 ) ( 3 .5897 79 8)= 17 3 27 58 »(47 19 )(38.6187752 )(3 8 .7 5 8 5 9 0 2 )( 2 4 .5 3 1 3 5 1 1 )

EQUATION #25a
(C o u rs e E n r o llm e n ts ) (A v e ra g e C o u rse C r e d i t s )
* ( I n s t r u c t o r H e a d c o u n t) (X T e a c h in g FTEF)(FTEF C r e d it- H o u r L o a d )(W 'td Avg. C la s s S iz e )

COLLEGE OF NATURAL SCIENCE
1967-1968 (6 9 5 7 1 )(3 .6 8 7 4 2 7 2 )
1968-1969 (6 9 9 8 2 )(3 .7 1 3 0 2 6 2 )
1969-1970 (7 1 4 9 6 )(3 .7 0 0 3 8 8 8 )
1970-1971 (7 0 0 5 5 )(3 .7 0 0 3 2 1 2 )
1971-1972e ( 7 0 7 0 0 )(3 .7 0 5 7 9 9 2 )
1971-1972 (7 1 3 0 5 )(3 .6 9 1 8 5 8 9 )

1649808 1723824 1749494 1732082 1735000 *
1732758=

=256538
=259845
=264563
=259226
=262000
=263248

(4 7 3 1 )(3 5 .9 4 4 4 0 9 2 % )(3 4 .9 3 7 8 5 4 7 )(2 7 .7 6 8 5 2 8 9 )
(4 8 8 8 ) (3 6 .8 3 6 9 4 7 6 )( 3 4 .9 1 1 5 4 0 0 ) ( 2 7 .4 2 2 6 2 8 6 )
(4 7 7 3 ) (3 8 .6 0 4 2 9 9 0 )( 3 5 .8 8 6 1 2 9 2 ) ( 2 6 .4 6 0 1 6 1 3 )
(4 8 1 4 X 3 8 .7 4 3 2 4 8 9 ) (3 7 .7 9 1 4 4 2 9 ) (2 4 .5 7 3 8 3 0 2 )
(4 8 2 2 )(3 8 .5 2 0 3 2 3 5 ) ( 3 6 .9 4 9 2 2 0 2 ) ( 2 5 .2 8 0 0 0 0 0 )
(4 7 1 9 )(3 8 .6 1 8 7 7 5 2 ) ( 3 8 .7 5 8 5 9 0 2 ) ( 2 4 .5 3 1 3 5 1 1 )

» (1 00 4 )(3 0 .1 5 2 5 1 1 4 % )(2 7 .2 9 5 9 4 4 8 )(2 8 .4 6 5 3 1 3 0 )
» (1 0 5 1 )(3 2 .6 1 4 6 5 2 7 ) (2 7 .3 9 5 0 1 6 8 )( 2 7 .6 7 1 1 5 7 0 )
= (1 0 4 8 )(3 3 .5 5 9 1 6 0 3 )(2 6 .7 7 8 9 5 3 7 )(2 8 .0 9 0 7 3 7 0 )
= (1 0 8 6 )(3 3 .7 2 0 0 7 3 7 ) (2 8 .0 2 2 8 4 6 1 )( 2 5 .2 6 0 8 5 1 0 )
= (1 0 6 5 )(3 3 .7 6 5 2 5 8 2 ) (2 8 .0 2 2 5 8 9 2 )( 2 6 .0 0 0 0 0 0 0 )
= (1 0 4 6 )(3 3 .7 3 4 2 2 5 6 ) (2 8 .9 7 7 2 2 8 8 )( 2 5 .7 4 5 7 6 5 0 )

DEPARTMENT OF MATHEMATICS
1967-1968 (2 1 5 4 8 )(4 .4 9 4 5 2 3 9 ) = 9 6 8 4 8 =
1968-1969 (2 1 5 5 2 )(4 .5 0 2 8 7 6 8 ) = 97046 =
1969-1970 (2 1 5 1 2 )(4 .5 0 7 0 1 9 3 ) = 96955 =
1970-1971 (2 0 2 6 8 )(4 .4 5 9 0 9 8 1 ) = 90377 =
1971-1972 (2 0 5 0 0 )(4 .4 8 7 8 0 4 9 ) = 9 2 0 0 0 =
1971-1972 (2 0 2 3 9 )(4 .5 2 6 0 1 4 1 ) = 91602 =

(1 9 7 )(5 2 .2 9 9 4 9 2 4 % )(2 8 .7 6 3 5 9 6 9 )(3 2 .6 8 0 1 2 9 1 )
(1 9 9 )(5 0 .8 8 4 4 2 2 1 ) (3 0 .8 2 9 3 5 4 3 )( 3 1 .0 8 6 7 4 7 6 )
(2 1 9 )(4 7 .9 1 7 8 0 8 2 ) (3 0 .0 3 7 6 4 2 3 )( 3 0 .7 5 8 4 7 1 9 )
(2 2 5 )(2 9 .5 0 2 2 2 2 2 )(2 8 .7 5 2 3 3 4 8 )(2 8 .2 2 1 3 3 7 4 )
(2 2 0 )(5 0 .0 0 0 0 0 0 0 )(2 8 .3 5 2 2 3 4 2 )(2 9 .5 0 0 0 0 0 0 )
(2 1 7 )(5 2 .0 4 6 0 8 2 9 )(2 7 .5 5 4 8 4 7 9 )( 2 9 .4 3 4 6 6 8 9 )

208

EAST CAUSING CAMPUS
1967-1 9 6 8 (4 6 3 3 7 3 )(3 .5 6 0 4 3 1 9 ) 19 6 8 -1 9 6 9 (4 8 1 2 6 0 )(3 .5 8 1 8 9 7 5 ) 19 6 9 -1 9 7 0 (4 8 9 0 1 6 )(3 .5 7 7 5 8 0 3 ) 19 7 0 -1 9 7 1 (4 8 5 0 4 8 ) (3 .5 7 0 9 4 9 7 ) =
1 9 7 1 -1 9 7 2 e ( 4 8 6 2 0 0 ) (3 .5 6 8 4 9 0 3 ) 19 7 1-1972 (4 8 2 6 9 2 )(3 .5 8 9 7 7 9 8 ) -

EQUATION #26

(Total C redit Hours)(Fees Per H our)(l + S tate A ppropriation X) ( 1 + Other Revenue %)
■ (Total C redit H o u rs)(In stru c tio n a l Expenditures Per H our)(l + Overhead X)

EAST UNSING CAMPUS
(1 6 4 9 8 0 8 ) (1 3 .1 0 2 9 8 5 3 )

1 9 6 8 -1 9 6 9

(1 7 2 3 8 2 4 ) (1 3 .7 2 7 2 8 9 4 )

1 9 6 9 -1 9 7 0

(1 7 4 9 4 9 4 ) (1 5 .8 7 0 5 2 0 8 )

19 7 0 -1 9 7 1

(1 7 3 2 0 8 2 ) (1 6 .7 8 4 7 0 8 2 )

1 9 7 1 -1 9 7 2 *

(1 7 3 5 0 0 0 ) (1 7 .6 0 6 9 1 6 4 )

1 9 7 1 -1 9 7 2

(1 7 3 2 7 5 8 ) (1 7 .8 9 9 7 8 7 5 )

(1 + 2 .0 8 6 0 3 1 4 ) (1 + .0 2 9 0 5 5 0 )
6 8 ,6 5 0 ,3 2 4 - (1 6 4 9 8 0 8 ) (1 9 .9 4 9 4 1 4 ) (1 + 1 .0 8 5 8 3 0 6 )
(1 + 2 .0 7 1 7 2 9 1 ) (1 + .0 5 3 3 7 4 2 )
7 6 ,5 6 7 ,2 9 8 - (1 7 2 3 8 2 4 ) (2 0 .6 8 5 7 9 4 ) (1 + 1 .1 4 7 2 2 8 2 )
(1 + 1 .9 5 8 5 3 7 1 ) (1 + .0 5 6 6 8 3 7 )
• 8 6 ,8 0 1 ,1 8 9 - (1 7 4 9 4 9 4 ) (2 1 .8 9 4 2 9 0 ) (1 + 1 .2 6 6 1 1 7 1 )
(1 + 2 .0 4 1 2 5 4 1 ) (1 + .0 6 1 4 8 9 7 )
9 3 ,8 5 3 ,5 6 0 - (1 7 3 2 0 8 2 ) (2 4 .3 9 2 2 3 6 ) (1 + 1 .2 2 1 4 2 0 1 )
(1 + 2 .0 2 9 9 8 5 6 ) (1 + .0 6 0 0 0 4 3 )
■ 9 8 ,1 1 4 ,0 0 0 = (1 7 3 5 0 0 0 ) (2 4 .3 7 9 2 5 6 ) (1 + 1 .3 1 9 5 8 9 0 )
(1 + 2 .0 0 0 0 0 0 0 ) (1 + .0 6 2 5 5 9 1 )
’ 9 8 ,8 6 9 ,0 0 0 - (1 7 3 2 7 5 8 ) (2 4 .3 5 0 0 0 0 ) (1 + 1 .3 4 3 2 7 5 0 )

209

1 9 6 7 -1 9 6 8

EQUATION # 2 6 ( C o n t ' d )
COLLEGE OF NATURAL SCIENCE
1 9 6 7 -1 9 6 8 (2 5 6 5 3 8 ) (1 0 .5 5 3 3 4 8 8 ) (1 + 1 .2 3 2 9 1 4 3 ) (1 + .0 2 1 2 1 4 5 )
- 6 ,1 7 3 ,4 9 4 - (2 5 6 5 3 8 ) (2 3 .7 1 5 2 0 0 1 ) (1 + .0 1 4 7 3 4 7 )
19 6 8-1969 (2 5 9 8 4 5 ) (1 0 .9 9 2 1 9 9 2 ) (1 + 1 .2 7 5 3 3 7 6 ) (1 + .0 2 1 0 6 5 0 )
* 6 ,6 3 5 ,8 7 5 « (2 5 9 8 4 5 ) (2 5 .1 5 6 3 3 1 7 ) (1 + .0 1 5 1 6 4 7 )
19 6 9 -1 9 7 0 (2 6 4 5 6 3 ) (1 2 .7 0 3 2 9 5 6 ) (1 + 1 .1 3 1 0 2 6 0 ) (1 + .9 9 9 2 8 0 9 )
- 7 ,1 5 6 ,8 4 9 - (2 6 4 5 6 3 ) (2 6 .7 7 4 0 9 5 4 ) (1 + .0 1 0 3 6 4 2 )
1 9 7 0 -1 9 7 1
(2 5 6 2 2 6 ) (1 3 .3 0 2 2 1 8 9 ) (1 + 1 .2 6 0 8 3 5 8 ) (1 + .9 9 3 3 7 5 2 )
- 7 ,7 4 4 ,3 5 0 - (2 5 9 2 2 6 ) (2 9 .5 5 6 1 5 9 4 ) (1 + .0 1 0 7 8 4 1 )
1 9 7 1 -1 9 7 2 e
(2 6 2 0 0 0 ) (1 3 .5 6 1 8 0 5 3 ) (1 + 1 .1 6 3 5 3 3 5 ) (1 + .9 8 9 9 9 9 9 )
« 7 ,6 1 0 ,5 7 7 - (2 6 2 0 0 0 ) (2 8 .7 6 0 4 0 0 8 ) (1 + . 0100000)
1 9 7 1 -1 9 7 2
(2 6 3 2 4 8 ) (1 3 .8 7 2 8 8 0 3 ) (1 + 1 .1 2 2 1 2 0 2 ) (1 + .9 9 0 0 0 0 0 )
- 7 ,6 7 2 ,5 0 0 » (2 6 3 2 4 8 ) (2 8 .6 9 2 1 8 3 8 ) (1 + .0 1 5 8 0 0 0 )

DEPARTMENT OF MATHEMATICS
1 9 6 7 -1 9 6 8 (9 6 8 4 8 ) (7 .5 3 2 8 5 5 6 )
1968-1969

(9 7 0 4 6 ) (7 .3 4 2 7 6 5 3 )

1 9 6 9-1970

(9 6 9 5 5 )

1970-1971

(9 0 3 7 7 ) (9 .4 0 1 6 2 8 7 )

1971-1972® (9 2 0 0 0 )
1971-1972

(8 .7 5 5 3 8 1 4 )

(8 .9 1 2 6 9 5 7 )

(9 1 6 0 2 ( (8 .4 1 4 2 8 1 3 )

(1 + .6 8 7 2 3 3 9 ) (1 + .0 2 1 2 1 4 5 )
1 ,2 5 3 ,2 9 5 = (9 6 8 4 8 ) (1 2 .9 4 0 8 4 5 4 )
(1 + .3 4 2 7 6 5 3 ) (1 + .0 2 1 0 6 5 0 )
=■ 1 ,3 1 5 ,0 8 1 - (9 7 0 4 6 ) (1 3 .5 5 1 1 0 9 8 )
.9 9 9 2 8 0 9 )
(1 + .7 4 3 9 8 3 2 ) (
m 1 ,4 6 5 ,0 5 1 - (9 6 9 5 5 ) (1 5 .1 1 0 6 2 8 6 )
.9 9 3 3 7 5 2 )
( l + .9 5 1 5 5 4 2 ) (
- 1 ,6 2 4 ,6 1 6 - (9 0 3 7 7 ) (1 7 .9 7 5 9 8 9 5 )
.9 8 5 8 4 0 2 )
( l + 1 .0 0 2 2 4 7 6 )(
- 1 ,6 1 6 ,7 7 8 - (9 2 0 0 0 ) (1 7 .5 7 3 6 7 3 9 )
.9 7 9 9 9 9 7 )
( l + 1 .1 3 0 0 6 3 0 )(
1
,6
0
8
,9
4
2
»
(9 1 6 0 2 ) (1 7 .5 6 4 4 8 5 5 )

EQUATION #27

(Headcount Enrollm ents)(Fees Per S tu d en t)(1 + S tate A ppropriation 2)(1 + Other Revenue ?)
= (Teaching F T E F )(Instructional Expenditures Per Teaching FTEF)(1 + Overhead X)

+ 1 .0 8 5 8 3 0 6 )
+ 1 .1 4 7 2 2 8 2 )
+ 1 .2 6 6 1 1 7 1 )
+ 1 .2 2 1 4 2 0 1 )
+ 1 .3 1 9 5 8 9 0 )
+ 1 .3 4 3 2 7 5 0 )

211

EAST LANSING CAMPUS
19 6 7 -1 9 6 8 ( 3 8 7 5 8 ) (5 5 7 .7 5 3 4 9 6 1 )(1 + 2 .0 8 6 0 3 1 4 4 Z )(1 + .0 2 9 0 5 4 9 9 )
= 6 8 ,6 5 0 ,3 2 4 - (1 7 0 0 .5 3 X 1 9 3 5 4 .3 7 9 5 1 7 0 ) (1
19 6 8 -1 9 6 9
(3 9 9 4 9 ) (5 9 2 .3 4 1 0 0 9 8 )(1 + 2 .0 7 1 7 2 9 1 1 ) ( 1 + .0 5 3 3 7 4 2 3 )
= 7 6 ,5 6 7 ,2 9 8 = ( 1 8 0 0 .5 9 ) ( 1 9 8 0 3 .8 7 9 8 3 9 4 ) ( 1
1 9 6 9 -1 9 7 0 (4 0 8 2 0 ) (6 8 0 .1 9 0 6 1 7 3 )(1 + 1 .9 5 8 5 3 7 2 1 ) ( 1 + .0 5 6 6 8 3 6 8 )
= 8 6 ,8 0 1 ,1 8 9 = ( 1 8 4 2 .4 4 ) ( 2 0 7 8 9 .7 8 3 6 5 6 5 ) ( 1
1 9 7 0 -1 9 7 1 (4 0 5 1 1 ) (7 1 7 .6 4 4 3 6 8 2 )(1 + 2 .0 4 1 2 5 4 0 8 ) ( 1 + .0 6 1 4 8 9 7 3 )
= 9 3 ,8 5 3 ,5 6 0 - ( 1 8 6 5 .1 0 ) ( 2 2 6 5 2 .5 9 3 9 6 2 8 ) ( 1
1 9 7 1 -1972e ( 4 1 9 1 2 ) (7 2 8 .8 6 0 4 6 9 6 ){ 1 + 2 .0 2 9 9 8 5 5 9 ) ( 1 + .0 6 0 0 0 4 3 4 )
* 9 8 ,1 1 4 ,0 0 0 = ( 1 8 5 7 .4 5 ) ( 2 2 7 7 2 .0 8 5 3 8 5 9 ) ( 1
1971-1972
( 4 1 6 4 9 ) (7 4 4 .6 9 9 7 5 2 7 )(1 + 2 .0 0 0 0 0 0 0 0 ) ( 1 + .0 6 2 5 5 9 1 0 )
= 9 8 ,8 6 9 ,0 0 0 = (1 8 2 2 ,4 2 ) ( 2 3 1 5 1 .9 9 4 0 5 9 1 ) ( 1

EQUATION #27 ( C o n t ' d )
COLLEGE OF NATURAL SCIENCE
1 9 6 7 -1 9 6 8
(4 9 5 4 ) ( 5 5 7 .7 5 3 4 9 6 1 ) ( 1 + 1 .2 3 2 9 1 4 2 8 Z )(1 + .0 2 1 2 1 4 5 )
» 6 ,1 7 3 ,4 9 4 * ( 3 3 0 .1 7 ) ( 1 8 4 2 6 .4 1 6 6 9 4 4 ) ( 1
19 6 8 -1 9 6 9 (4 8 2 2 ) ( 5 9 2 .3 4 1 0 0 9 8 ) ( 1 + 1 .2 7 5 3 3 7 6 0 ) ( 1 + .0 2 1 0 6 5 0 )
= 6 ,6 3 5 ,8 7 5 » ( 3 4 2 .7 8 ) ( 1 9 0 6 9 .8 0 2 7 8 9 0 ) ( 1
1 9 6 9 -1 9 7 0 (4 9 4 1 ) ( 6 8 0 .1 9 0 6 1 7 3 ) ( 1
+ 1 .1 3 1 0 2 5 9 8 ) (
.9 9 9 2 8 0 9 )
= 7 ,1 5 6 , 8 4 9 = ( 3 5 1 .7 0 ) ( 2 0 1 4 0 .5 6 0 1 3 6 5 ) ( 1
19 7 0 -1 9 7 1 (4 8 0 5 ) ( 7 1 7 .6 4 4 3 6 8 2 ) ( 1
+ 1 .2 6 0 8 3 5 7 6 ) (
.9 9 3 3 7 5 2 )
= 7 ,7 4 4 ,3 5 0 = ( 3 6 6 .2 0 ) ( 2 0 9 2 2 .2 4 1 9 4 4 3 ) ( 1
1 9 7 1 -1 9 7 2 e (4 8 7 5 ) ( 7 2 8 .8 6 0 1 0 2 6 ) ( 1
+ 1 .1 6 3 5 3 3 4 7 ) (
.9 8 9 9 9 9 9 )
= 7 ,6 1 0 ,5 7 7 * ( 3 5 9 .6 0 ) ( 2 0 9 5 4 .4 6 3 2 9 2 5 ) ( 1
19 7 1 -1 9 7 2 (4 9 0 4 ) ( 7 4 4 .6 9 9 8 3 6 9 ) ( 1
+ 1 .1 2 2 1 2 0 2 1 ) (
.9 9 0 0 0 0 0 )
= 7 ,6 7 2 ,5 0 0 = ( 3 5 2 .8 6 ) ( 2 1 4 0 5 .5 4 3 2 7 5 0 ) ( 1

DEPARTMENT OF MATHEMATICS
1 9 6 7 -1 9 6 8 (1 3 0 8 ) ( 5 5 7 .7 5 3 4 9 6 1 ) ( 1 + ,6 8 7 2 3 3 9 0 )( 1 + .0 2 1 2 1 4 5 )
= 1 ,2 5 3 ,2 9 5 = ( 1 0 3 .0 3 ) ( 1 2 1 6 4 .3 6 9 6 0 1 1 ) (
1 9 6 8 -1 9 6 9 (1 2 0 3 ) ( 5 9 2 .3 4 1 0 0 9 8 ) ( 1 + .8 3 6 5 8 5 3 3 )( 1 + .0 2 1 0 6 5 0 )
= 1 ,3 1 5 , 0 8 1 = ( 1 0 1 .2 6 ) ( 1 2 9 8 7 .1 7 1 6 3 7 4 ) (
1 9 6 9 -1 9 7 0 (1 2 4 8 ) ( 6 8 0 .1 9 0 6 1 7 3 ) ( 1 + .7 4 3 9 8 3 2 3 )(
.9 9 9 2 8 0 9 )
= 1 ,4 6 5 ,0 5 1 = (1 0 4 .9 4 ) ( 1 3 9 6 0 .8 4 4 2 9 2 0 ) {
19 7 0 -1 9 7 1 (1 1 8 4 ) (7 1 7 .6 4 4 3 6 8 2 ) ( 1 + .9 5 1 5 5 4 1 5 )(
.9 9 3 3 7 5 2 )
= 1 ,6 2 4 ,6 1 6 = ( 1 1 1 . 3 8 )( 1 4 5 8 6 .2 4 5 2 8 6 4 )(
1 9 7 1 -1 9 7 2 e (1 1 2 5 ) ( 7 2 8 .8 6 0 4 4 4 4 ) ( 1 + 1 .0 0 2 2 4 7 6 4 )(
.9 8 5 8 4 0 2 )
= 1 ,6 1 6 ,7 7 8 » ( 1 1 0 .0 0 ) ( 1 4 6 9 7 .9 8 1 8 1 8 2 ) (
19 7 1 -1 9 7 2 (1 0 3 5 ) ( 7 4 4 .7 0 0 4 8 3 1 ) ( 1 + 1 .1 3 0 0 6 2 9 8 )(
.9 7 9 9 9 9 7 )
= 1 ,6 0 8 ,9 4 2 = ( 1 1 2 .9 4 ) ( 1 4 2 4 5 .9 8 9 0 2 0 7 ) (

+ .0 1 4 7 3 4 7 )
+ .0 1 5 1 6 4 7 )
+ .0 1 0 3 6 4 2 )
+ .0 1 0 7 8 4 1 )
+ .0 1 0 0 0 0 0 )
+ .0 1 5 8 0 0 0 )

-