CFOS/Efficiency and Effectiveness of ODL/Exercise 9.4
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Exercise 9.4: Cost-Effectiveness Ratio
This activity is based on the same case study as used in Exercise 9.2, which focused on the Certificate in Cost Accounting programme offered by a community college in Canada. Students registering for this programme can choose to study through either conventional, face-to-face classes or paper-based distance education materials. The data for 2004 on total student enrolments, total graduates and total costs for both modes of this programme are reproduced below for ease of reference:
Programme | Delivery Mode | Total Student Enrolments | Total Graduates | Success Rate (percent) | Total Costs (Cdn.$) | Average Costs per Student (Cdn.$) | Average Cost per Graduate (Cdn.$) |
Cert in Cost Accounting | ODL | 131 | 43 | 34,977 | |||
Cert in Cost Accounting | Conventional | 954 | 886 | 712,433 | |||
Programme as a Whole | Combined | 1,085 | 929 | 747,410 |
- Now calculate the Success Rate and the Average Cost per Graduate for the different modes and write them down on a piece of scratch paper.
Equation for Average Cost per Graduate:
- ACg = TC ÷ TNg
Where:
- ACg = average cost per graduate
- TC = total costs for programme or institution as a whole
- TNg = total number of graduates
- Once you have finished the above, calculate the Cost-Effectiveness Ratio for the two modes of the Certificate in Cost Accounting Programme.
Equation for Cost-Effectiveness Ratio
- CER = ACGODL ÷ ACGC
Where:
- CER = cost-effectiveness ratio
- ACGODL = average cost per graduate of ODL programme/institution
- ACGC = average cost per graduate of conventional programme/institution
- In this case study, what factors have contributed to the relatively poor cost-effectiveness of the ODL mode of delivery?