INCOME AND EXPENDITURE
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 yearís 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 Associationís 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 Universityís 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. Table IV-21 shows the institutional benefits for the 27 schools that reported this data.
Table IV-21 shows the institutional benefits for the 27 schools that reported this data.