The Ad Hoc Budget Committee
Information from 2/11 meeting

Why?
 “There should be a faculty body that participates in
the decision that a condition of financial exigency
exists or is imminent, and that all feasible
alternatives to termination of appointments have
been pursued.” (AAUP)
 Similar special faculty senate committees are seen in
other UNC system universities (e.g., UNCCH Financial Exigency
& Program Change Committee)
 Separate committee agreed upon during special
Faculty Senate meeting on Budget issues

Membership
 Entirely faculty members (AAUP, ACE recommendations)
 Faculty members with specific skills in budgeting , strategic

planning, and financial issues (AAUP, ACE
recommendations)
 Faculty from different ranks and schools (AAUP, ACE
recommendations)
 Committee includes members from all schools and colleges
 Lecturer, non-tenured assistant professor, tenured
associate professor, tenured full professors, chair of budget
committee, faculty senate president and president elect
Transparency
 Process should be as transparent as possible, reports to
Faculty Senate, etc. (AAUP and ACE recommendations)
Step 1: Decide on a strategic model - Completed
Step 2: Determine overall financial condition of
institution (compared to other similar institutions) Completed
 Step 3: Allocate various expenses to different expense
categories according to the strategic model
 Step 4: Allocate percentage cuts according to
different expenses categories according to strategic
model
 Step 5: Solicit specific ideas of all levels in
organization to assist decision makers in meeting
recommended percentage levels in Step 5.


Student Services, Auxiliary Services
(support services, activities, and infrastructure that add
to the “life experience” of the university community
Academic and Research
Support Services, Student Housing
(support services and infrastructure that enhance
the academic environment)
Classrooms, Laboratories, Libraries, Studios
(physical infrastructure that enhances the
learning relationship)
“The financial conditions that
bear on such decisions should
not be allowed to obscure the
fact that instruction and
research constitute the
essential reasons for the
existence of the university”
(AAUP Financial Exigency: Some
Operating Guidelines).
“At the heart of every academic
Disciplinary/Interdisciplinary Units
(knowledge and skills advanced through
expert-peer-reviewed research and teaching)
Learning Relationship
(student/faculty
interaction)
institution is its academic
program” (American Council on
Education, Faculty in Times of Financial
Distress: Examining Governance,
Exigency, Layoffs, and Alternatives)
Source: Preliminary Report - Protecting the Academic Core, Academic Core Sub-Committee of the UNC Faculty Assembly 2009-2010

Based upon comparison data from UNC GA and
Integrated Postsecondary Education Data
System (IPEDS)
 Similar UNC institutions
 Similar California institutions (also under financial
distress)
 UNCW Peer institutions

Committee agreement is that UNCW can
achieve its budgetary emergency target
WITHOUT cuts to the academic core
Instructional Faculty as % of Total Employees (GA DATA)
40.0%
UNCW
38.0%
ASU
ECU
ESSU
FSU
NCA&T
NCCU
NCSU
UNCA
UNC-CH
UNCC
UNCG
UNCP
UNC SA
UNCW
WCU
WSSU
36.0%
34.0%
32.0%
30.0%
28.0%
26.0%
Chapel Hill
24.0%
NCState
22.0%
20.0%
1998
1999
2000
2001
2002
2003
2004
2005
2006
2007
2008
Source: Preliminary Report - Protecting the Academic Core, Academic Core Sub-Committee of the UNC Faculty Assembly 2009-2010
Instructional SQ FT/Total Students
75.0
70.0
ASU
ECU
ECSU
FSU
NCA&T
NCCU
NCSU
UNCA
UNC-CH
UNCC
UNCG
UNCP
UNCSA
UNCW
WCU
WSSU
65.0
60.0
55.0
50.0
45.0
40.0
35.0
30.0
25.0
1998
UNCW
1999
2000
2001
2002
2003
2004
2005
2006
2007
2008
Source: Preliminary Report - Protecting the Academic Core, Academic Core Sub-Committee of the UNC Faculty Assembly 2009-2010
Integrated Post Secondary
Educational Data System

The information on the following slides were
prepared from data analyzed by the
committee by the Faculty Senate President –
Elect
All information is available from:

http://nces.ed.gov/ipeds/

Median = 0.506
*peer university to UNCW, IPEDS, 2009 data
Median=0.0295
*peer university to UNCW, IPEDS data, 2009
Median = 0.630; UNC schools = 0.565
Source: IPEDS 2009 data



Step 3: Allocate various expenses to different
expense categories according to the strategic
model
Step 4: Allocate percentage cuts according to
different expenses categories according to
strategic model
Step 5 (if time permits): Solicit specific ideas
of all levels in organization to assist decision
makers in meeting recommended percentage
levels in Step 5.