Administrative bloat in higher education has raised concerns about its impact on institutional finances, academic quality, and resource allocation. This thesis examines the primary drivers of administrative growth in select U.S. universities over the past two decades and analyzes its implications within the higher education landscape. Employing a mixed-methods approach, quantitative analysis of institutional data from the Integrated Postsecondary Education Data System (IPEDS) is complemented by qualitative insights gained from interviews with administrators, faculty, and students.

The study identifies multifaceted drivers contributing to administrative bloat, shedding light on organizational behavior and resource allocation patterns. While compliance demands and expanding student services have been acknowledged as contributing factors, this research aims to comprehensively explore additional drivers that have not been adequately addressed in existing literature. Through interviews, diverse perspectives from stakeholders within universities are integrated to provide a holistic understanding of the phenomenon.

Findings are expected to contribute to filling gaps in the literature, offering insights into the implications of administrative bloat on institutional finances, academic quality, and resource distribution within higher education. The thesis aims to provide actionable recommendations for optimizing administrative efficiency without compromising educational quality. Ultimately, this study seeks to inform policymakers, university administrators, and stakeholders about strategies to address administrative bloat and enhance the effectiveness of higher education institutions.