INCOME AND EXPENDITURE by John N. Olsgaard,
Jane K. Olsgaard, and Kathy Coyle 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 all
56 of the 56 eligible schools with ALA-accredited programs. Funding: Amounts and Sources A total income of $161,607,050 was
reported by 56 schools; this represents an average income of $2,885,840
as shown in Table
IV-1. Funding for the schools
ranged from a high of $16,394,706 to a low of $507,068. The median income in 2001-2002 for the 56 schools
was $1,905,473, which represents an increase of 10.6 percent above
the previous year’s median income of $1,722,427. The average income continues to increase,
and the percentage of increase continued to rebound from the smaller
increases in the late 1990's. 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 increased to 40 in 2001-2002
from 39 in 2000-2001. The number
of schools receiving decreases of one percent or greater decreased
from 14 in 2000-2001 to 12 in 2001-2002.
The frequency distribution of the
total income for schools with ALA-accredited programs is contained
in Table IV-3. Forty-seven schools reported income over $1,000,000,
compared with 44 schools in 2000-01 and 41 schools in 1999-00. The number of schools reporting income over
$2,000,000 increased from 19 to 27.
In Table
IV-4, the sources of funds for schools with ALA-accredited programs
are described for the ten-year period, 1992-93 to 2001-02.
The largest percentage of funding continues to come from the
parent institution. The percentage
of support from the parent institution showed a marked increase after
having remained reasonably steady during the previous five reporting
years. Table IV-5 depicts
the frequency distribution of income from the parent institution. These figures ranged from a high of $8,530,724
to a low of $369,509, with a median income of $1,441,854. Two schools
reported income under $400,000, and four additional schools reported
support under $600,000 in 2001-2002.
Thirty-nine schools reported support in an amount over $1,000,000
compared to thirty-seven schools last year.
Thirty-five of these 39 schools were from the 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 2001-2002, the number of schools
who reported federal funding increased to 37 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 2001-2002
went from a high of $4,119,336 to a low of $4,228. (The median was $255,738). 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 2.5 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 2001-2002 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 2001-2002 expenditures by category
for member schools are shown in Table IV-11,
along with mean expenditures, percent of total, and ranges. Questions relating to the library
and information science facilities were again included in 2001-2002. 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 five categories: faculty, specialist,
clerical, students, and fringe. 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.
Tables IV-17 and IV-18 from previous years have been dropped
from this year's report. Much
of the data from these tables are included in Table IV-16.
Tables IV-19
and IV-20
present the complete income and expenditure figures for all of the
56 schools with ALA-accredited programs.
Table
IV-21 summarizes by school the reported equivalent value of resources
provided to the school by its parent organization. |