Robert K. Toutkoushian – författare

This book addresses how to assess pay equity for faculty and staff in colleges and universities. This book begins with a discussion of how postsecondary institutions compensate their employees, and how this can result in pay differences between groups of employees such as men and women. From there, the notion of pay equity is discussed, and methods are reviewed that could used to determine if pay is in fact equitable between these groups. This book also describes how pay equity studies can be conducted for three groups of employees: tenure-eligible faculty, non-tenure-eligible faculty, and staff. Following these chapters, this book explores the different ways that pay may be adjusted for designated employees in response to the findings from a pay equity study. This book concludes with some guidance for institutions and researchers who embark on pay equity studies in higher education. This book provides a comprehensive view on conducting pay equity studies in higher education. While most of the work to date on pay equity has focused on tenure-eligible faculty, increasingly, institutions are seeking to determine whether all of their employees are being paid in a fair and equitable manner. It is emphasized throughout the book that there are a number of methods and options that can be used in pay equity studies and seeks to explain the advantages and disadvantages of each option so that readers make an informed decision as to how to proceed with their own study. An important feature of the book is that data on employees are used to illustrate how the various methods work and compare to each other.

This book addresses how to assess pay equity for faculty and staff in colleges and universities. This book begins with a discussion of how postsecondary institutions compensate their employees, and how this can result in pay differences between groups of employees such as men and women. From there, the notion of pay equity is discussed, and methods are reviewed that could used to determine if pay is in fact equitable between these groups. This book also describes how pay equity studies can be conducted for three groups of employees: tenure-eligible faculty, non-tenure-eligible faculty, and staff. Following these chapters, this book explores the different ways that pay may be adjusted for designated employees in response to the findings from a pay equity study. This book concludes with some guidance for institutions and researchers who embark on pay equity studies in higher education. This book provides a comprehensive view on conducting pay equity studies in higher education. While most of the work to date on pay equity has focused on tenure-eligible faculty, increasingly, institutions are seeking to determine whether all of their employees are being paid in a fair and equitable manner. It is emphasized throughout the book that there are a number of methods and options that can be used in pay equity studies and seeks to explain the advantages and disadvantages of each option so that readers make an informed decision as to how to proceed with their own study. An important feature of the book is that data on employees are used to illustrate how the various methods work and compare to each other.

This ground-breaking and exhaustive analysis of university ranking surveys scrutinizes their theoretical bases, methodological issues, societal impact, and policy implications, providing readers with a deep understanding of these controversial comparators. The authors propose that university rankings are misused by policymakers and institutional leaders alike. They assert that these interested parties overlook the highly problematic internal logic of ranking methodologies even as they obsess over the surveys’ assessment of their status. The result is that institutions suffer from short-termism, realigning their resources to maximize their relative rankings. While rankings are widely used in policy and academic discussions, this is the first book to explore the theoretical and methodological issues of ranking itself. It is a welcome contribution to an often highly charged debate. Far from showing how to manipulate the system, this collection of work by key researchers aims to enlighten interested parties.

This ground-breaking and exhaustive analysis of university ranking surveys scrutinizes their theoretical bases, methodological issues, societal impact, and policy implications, providing readers with a deep understanding of these controversial comparators. The authors propose that university rankings are misused by policymakers and institutional leaders alike. They assert that these interested parties overlook the highly problematic internal logic of ranking methodologies even as they obsess over the surveys’ assessment of their status. The result is that institutions suffer from short-termism, realigning their resources to maximize their relative rankings. While rankings are widely used in policy and academic discussions, this is the first book to explore the theoretical and methodological issues of ranking itself. It is a welcome contribution to an often highly charged debate. Far from showing how to manipulate the system, this collection of work by key researchers aims to enlighten interested parties.

This book examines the many ways in which economic concepts, theories and models can be used to examine issues in higher education. The topics explored in the book include how students make college-going decisions, the payoffs to students and society from going to college, markets for higher education services, demand and supply in markets for higher education, why and how state and federal governments intervene in higher education markets, college and university revenues and expenditures, how institutions use net-pricing strategies and non-price product-differentiation strategies to pursue their goals and to compete in higher education markets, as well as issues related to faculty labor markets. The book is written for both economists and non-economists who study higher education issues and provides readers with background information and thorough explanations and illustrations of key economic concepts. In addition to reviewing the contributions economists have made to the studyof higher education, it also examines recent research in each of the major topical areas. The book is policy-focused and each chapter analyses how contemporary higher education policies affect the behaviour of students, faculty and/or institutions of higher education. "Toutkoushian and Paulsen attempted a daunting task: to write a book on the economics of higher education for non-economists that is also useful to economists. A book that could be used for reference and as a textbook for higher education classes in economics, finance, and policy. They accomplish this tough balancing act with stunning success in a large volume that will serve as the go-to place for anyone interested in the history and current thinking on the economics of higher education.”  William E. Becker, Jr., Professor Emeritus of Economics, Indiana University

This book examines the many ways in which economic concepts, theories and models can be used to examine issues in higher education. The topics explored in the book include how students make college-going decisions, the payoffs to students and society from going to college, markets for higher education services, demand and supply in markets for higher education, why and how state and federal governments intervene in higher education markets, college and university revenues and expenditures, how institutions use net-pricing strategies and non-price product-differentiation strategies to pursue their goals and to compete in higher education markets, as well as issues related to faculty labor markets. The book is written for both economists and non-economists who study higher education issues and provides readers with background information and thorough explanations and illustrations of key economic concepts. In addition to reviewing the contributions economists have made to the studyof higher education, it also examines recent research in each of the major topical areas. The book is policy-focused and each chapter analyses how contemporary higher education policies affect the behaviour of students, faculty and/or institutions of higher education. 

"Toutkoushian and Paulsen attempted a daunting task: to write a book on the economics of higher education for non-economists that is also useful to economists. A book that could be used for reference and as a textbook for higher education classes in economics, finance, and policy. They accomplish this tough balancing act with stunning success in a large volume that will serve as the go-to place for anyone interested in the history and current thinking on the economics of higher education.”  

William E. Becker, Jr., Professor Emeritus of Economics, Indiana University