New York State Comprehensive Higher Education Institutions: A Grounded Theory Study on Budgeting for Faculty Innovation to Survive the Looming Enrollment Crisis
Date of Award
Doctor of Education (EdD)
Guillermo Montes, Ph.D.
The purpose of this grounded theory study was to gather faculty chairpersons’ perceptions on higher education budget models and their impact on faculty innovation. The focus was on comprehensive higher education institutions (HEIs) within the State University of New York (SUNY) schools. Ten faculty chairpersons were selected through random sampling. Each selected participant was tenure-tracked, had been at their institution for a minimum of 3 years, and had an interest in innovation. Semi-structured interviews and document reviews were used to gather data. The gathered data from the interviews was analyzed and used to develop a grounded theory relating to how SUNY campuses could budget to inspire faculty innovation. This study yielded a five-factor theory to foster innovation: budget models, resources, processes, work environment, and incentives work in tandem to either prohibit or drive innovation within a HEI. With improvements in each of the five areas, HEIs will see growth in the area of faculty innovation and potential growth in revenues. Some of the recommendations for the SUNY system, HEI leadership, and HEI faculty, respectively, include restoration of state funding, state resources for innovation, review of SUNY policies and procedures, establish a SUNY innovation committee, and define SUNY innovation goals; define innovation priority and align with HEI strategic plan, budget training, budget survey of needs and budget realignment, budget autonomy for faculty, and properly staffed budget office; play an active role, have routine meetings, expect accountability, and reduce work outside of obligation and eliminate personal faculty/chair monetary contributions.
Hallenbeck, Crystal, "New York State Comprehensive Higher Education Institutions: A Grounded Theory Study on Budgeting for Faculty Innovation to Survive the Looming Enrollment Crisis" (2021). Education Doctoral. Paper 504.
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