The impact of changes in Further Education Funding Council (FEFC) funding on the further education (FE) colleges across the United Kingdom was examined in a survey of a sample of 14 FE colleges, including 11 that had participated in a previous survey. Managers and practitioners at each college were interviewed to determine the current FEFC funding methodology's impact on the FE curriculum. Selected findings were as follows: (1) the sample colleges were still in a transitional state, moving from learning about FEFC funding to learning to live with it; (2) as in the previous survey, colleges still found the FEFC data requirements onerous; (3) all levels of staff commented on the impact of increasing workloads on conditions of service; (4) nearly all respondents expressed concern about the growing use of part-time staff and the resultant collegial and planning difficulties; (5) the number of taught hours received by full-time students appeared to have bottomed out around an average of 15-18 hours weekly, including tutorial time; and (6) the changing role of teachers in the context of the growth of resource-based learning was stressed by many in the sample. The following items are appended: a summary of previous research; an overview of recent policy and funding changes; and an annotated bibliography listing 11 references. (MN)