Ten campuses converted to state-support in summer 2001, six were slated to convert in summer 2002, and two will convert to YRO as needed.
Campus YRO coordinators reported on such issues as academic instructional offerings, breadth and quality of instruction, instructional calendar, student services, faculty and staff compensation, employment issues, and success factors.
Complementing the synthesis of CSU data and campus reports were semi-structured interviews administered individually in college year 2002-2003 by the researcher with academic administrative officers and extended education administrators from the ten conversion campuses that began full implementation of YRO in 2001.
Additional questions were designed to elicit their perceptions of the effects of YRO conversion on extended education and the methods they have employed to redefine and redirect their self-support organizational units.
The mean term summer FTES for the pilot YRO summer was 272 with a range from 68 to 703.
Most campuses appointed an academic administrator the responsibility for coordinating the YRO conversion with the expectation that summer term would be administered through infrastructure support similar to the other terms.
By means of separate formal agreements with the local chapters of the faculty union, faculty on only three of the CSU YRO campuses can "spread" their regular academic year workload over the entire college year.
Extended education administrators on six of the YRO campuses reported a massive anxiety as to the future, seeing a bleak outlook made even more onerous given the poor financial economy of the state of California and the concomitant ability of business and industry to contract with CSU campuses.
Facilities usage was another important factor of YRO.
Enrollments at the five non-YRO campuses were slightly lower, but not statistically significant, in comparison to the ten YRO campuses.