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 all 56 of the 56 eligible schools
with ALA-accredited programs.
Funding: Amounts and
Sources
A total income of $175,272,796 was reported
by 56 schools; this represents a mean average income of $3,129,871 as shown in
Table IV-1. Funding for the schools
ranged from a high of $17,135,280 to a low of $534,912. The median income in 2002-2003 for the 56
schools was $1,956,853, which represents an increase of 2.7 percent above the
previous year’s median income of $1,905,473.
The mean average income amongst the
schools continues to increase. However,
the small difference in median funding levels indicates that this increase is
not broad based across the schools. 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 49 in
2002-2003 from 40 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, the same number as in 2001-2002. The number of schools reporting income over
$4,000,000 decreased from 12 to 11.
In
Table IV-4, the sources of funds for schools with ALA-accredited programs are
described for the ten-year period, 1993-94 to 2002-03. The largest percentage of funding continues
to come from the parent institution. The
percentage of support from the parent institution decreased approximately 3
percent from 2001-2002 to 2002-2003.
Table IV-5 depicts the frequency
distribution of income from the parent institution. These figures ranged from a high of
$8,647,148 to a low of $0, with a median income of $1,293,980. Thirty-nine schools reported support in an
amount over $1,000,000, the same as last year.
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 2002-2003, thirty six schools
reported federal funding as shown in Table IV-7. The mean for federal funding continued the
increase in federal funding over the decade.
The range of federal funds in
2002-2003 went from a high of $4,784,668 to a low of $4,000; the median was
$220,895. 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 2002-2003 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 2002-2003 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 2002-2003. 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-12-a 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-12-b displays the responses.
Table IV-13-a shows the amount of
support given to the library for those schools that reported library support as
a direct budget line. Table IV-13-b shows the amount of funding given to
computer support for those schools that reported computer support as a direct
budget line. Most schools invest in
computer support; less than half report library support.
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.
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.