INCOME AND EXPENDITURE
by
John N. Olsgaard and Jane K. Olsgaard
This section of the report provides
a descriptive analysis of the data pertaining to the financial status
of graduate programs of library and information science whose first
professional degree programs have been accredited by the American Library
Association. Complete financial data were received from 55of the 56
eligible schools with ALA-accredited programs.
Funding: Amounts and Sources
A total income of $125,005,417 was
reported by 56 schools; this represents an average income of $2,232,240
as shown in Table IV-1. Funding for the schools ranged from a high
of $11,829,717 to a low of $464,065.
The median income in 1999-2000 for the 55 schools was $1,529,156,
which represents an increase of 2.8 percent above the previous year’s
median income of $1,487,191.
The average income continues to increase,
and the percentage of increase rebounded from the smaller increases
for several of the recent years. A
review of the percentage of increase or decrease for individual schools
is reported in Table IV-2.
The number of schools receiving increases
in total income of one percent or greater grew to 41 in 1999-2000.
The number of schools receiving decreases of one percent or greater
decreased to 14 in 1999-2000.
The frequency distribution of the total
income for schools with ALA-accredited programs is contained in Table IV-3. Forty-one schools reported income over $1,000,000,
compared with 38 schools in 1998-99 and 37 schools in 1997-98. The number of schools reporting income over
$2,000,000 increased from 16 to 18.
At the lower end of the spectrum, the number of schools reporting
income under $600,000 decreased to two, compared with three in 1998-99.
In Table IV-4, the sources of funds for schools with ALA-accredited
programs are described for the ten-year period, 1990-91 to 1999-2000.
The largest percentage of funding continues to come from the
parent institution. The percentage of support from the parent institution
has remained reasonably steady during the last three reporting years.
Although the actual amount has increased considerably, the percentage
has decreased by almost 10 points over the last decade. Table IV-5 depicts the frequency distribution of income
from the parent institution. These
figures ranged from a high of $6,907,957 to a low of $316,011, with
a median income of $1,261,571. One school reported income under $400,000,
and one additional school reported support under $500,000 in 1999-2000. Thirty-four schools reported support in an
amount over $1,000,000 compared to twenty-nine schools last year. Thirty-one of these 34 schools were from the
United States; three were from Canada.
Fourteen schools reported income from the parent institution
of greater than $2,000,000 in 1999-2000, compared with twelve in 1998-99.
Schools were again asked to indicate
if there was any special basis for receiving funding from the parent
institution, such as FTE, credit hours generated, or head count. Table
IV-6 provides the responses received from the ALA-accredited programs. There is little change from previous years.
In 1999-2000, the number of schools
who reported federal funding increased to 33 as shown in Table IV-7. The mean for federal funding continued the general
increase in federal funding over the decade.
The range of federal funds in 1999-2000
went from a high of $2,283,511 to a low of $3,000. (The median was $148,520.) Table
IV-8 reports the frequency distribution of income from federal funding.
Differences in income between schools
with doctoral programs and those without continue to be examined. Table
IV-9 shows that the total mean income for schools with doctoral
programs continues to be more than two times as high as that of schools
not offering the doctorate. Schools
without the doctorate continue to have greater dependence on the parent
institution than those with doctoral programs.
Income data for the ALA-accredited
schools were first examined by geographic regions in 1982-83; these
data are again presented in 1999-2000 according to the regional listings
established by the American Library Association’s Committee on Accreditation. Table IV-10 reports these data.
Expenditures: Types and Amounts
The 1999-2000 expenditures by category
for member schools are shown in Table IV-11, along with mean expenditures, ranges, and
percent of total.
Questions relating to the library and
information science facilities were again included in 1999-2000. Schools were asked to indicate if they had
a separate library; whether the library received its major support from
the school; whether the librarian was funded by the school; and if the
library was administratively a part of the main library.
Table IV-12a
displays the responses.
Schools
were also asked to indicate if they had a separate computer lab; whether the computer lab received the majority
of its funding from the school; whether the computer lab supervisor
was funded by the school; and if the computer lab was administratively
a part of the University’s central computing facility. Table IV-12b
displays the responses.
Table IV-13a shows the amount of support given to the
library for those schools that reported library support as a direct
budget line. Table
IV-13b shows the amount of funding given to computer support for
those schools that reported computer support as a direct budget line.
Schools were asked to indicate the
allocation of salaries and wages among four categories: faculty, specialist,
clerical, and students. Table IV-14 provides the distribution
for all schools plus a comparison for those with and without the doctoral
programs.
A review of the teaching and administration
expenses by category is provided in Table IV-15.
All categories of expenditures were
examined for schools with and without doctoral programs, and these results
are shown in Table IV-16. Computer laboratory costs for member
schools were identified separately in 1999-2000. These figures are again presented in Table IV-17.
Travel expenditures are reported in
Table IV-18.
Table IV-19 and Table IV-20 present the complete income and expenditure
figures for 55 of the 56 schools with ALA-accredited programs. | Table of Contents | List of Tables | Previous Chapter
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