Does Performance-Based Funding Work?

Growing income inequality has created excessive barriers to social mobility for the poor. Charitable giving by the wealthy can reduce the societal effects of the income gap by reinvestment in public goods such as education. We apply the cipp model to investigate the role of philanthropy in advancing educational opportunities in the United States and China, using historical and contemporary cases of individual philanthropists. The findings suggest that the cases reviewed in this study created mechanisms by which to contribute to social development in their respective countries. Government policies play a key role in philanthropic development, particularly in China. It is important to continue to foster a supportive environment for the sector to grow, which may include expanding tax incentives, emphasizing performance-based funding, and eliminating administrative barriers. In short, educational philanthropy holds great promise for reducing opportunity gaps and economic inequality, by providing the key to success for future generations.

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Discipline and Institution Commitment: Professorial Views

International Higher Education ◽

10.6017/ihe.2010.61.8514 ◽

2015 ◽

Author(s):

Jesús Glaz-Fontes

Keyword(s):

Higher Education ◽

Global Economy ◽

Academic Work ◽

Performance Pressure ◽

Knowledge Based ◽

Performance Based Funding ◽

General Support ◽

Conditions Of Work

Amid increasing expectations for socioeconomic relevance, higher education confronts, in many countries, a similar set of challenges: declining general-support levels linked with more performance-based funding, expanded enrollment demand, an increasingly knowledge-based and global economy, and a more intense managerialism. While giving unprecedented centrality to academic work, deteriorating conditions of work and of increased accountability has placed more performance pressure on the faculty.

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Widening the net to reduce the debt: Reducing student debt by increasing identification of completely disengaged students

10.14742/ascilite2020.0125 ◽

2020 ◽

Author(s):

Neil Van Der Ploeg ◽

Kelly Linden ◽

Ben Hicks ◽

Prue Gonzalez

Keyword(s):

Higher Education ◽

Student Retention ◽

Predictive Model ◽

Hybrid Model ◽

Learning Analytics ◽

Teaching Staff ◽

Student Debt ◽

Education Standards ◽

Performance Based Funding ◽

Panel Review

Student Retention and Attrition guidelines are part of the Federal Government’s performance based funding framework. One of the recommendations from the Higher Education Standards Panel review is to consider changing students’ enrolment prior to census date when a certain level of engagement is not met. This study investigates this recommendation by trialing and testing a model to see if completely disengaged students are able to be retrospectively identified as at risk of failing all subjects. Using learning analytics alone to create a predictive model at scale proved to be very difficult. When applied to session 1 of 2019, even the strictest criteria included five false positives out of 17 identified students. There is promise, however, that a hybrid model of learning analytics with additional oversight from teaching staff could be a solution, but this needs further research.

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Performance-Based Evaluation Metrics: Influence at the Macro, Meso, and Micro Level

Peer review in an Era of Evaluation ◽

10.1007/978-3-030-75263-7_8 ◽

2022 ◽

pp. 173-201

Author(s):

Gustaf Nelhans

Keyword(s):

Common Sense ◽

Knowledge Building ◽

Bibliometric Indicators ◽

Meso Level ◽

Performance Based Funding ◽

National Performance ◽

Representational Model ◽

The Common ◽

Micro Level ◽

Performance Based Evaluation

AbstractThis chapter aims to critically engage with the performative nature of bibliometric indicators and explores how they influence scholarly practice at the macro, meso, and individual levels. It begins with a comparison between two national performance-based funding systems in Sweden and Norway at the macro level, within universities at the meso level, down to the micro level where individual researchers must relate these incentives to knowledge building within their specialty. I argue that the common-sense “representational model of bibliometric indicators” is questionable in practice, since it cannot capture the qualities of research in any unambiguous way. Furthermore, a performative notion on scientometric indicators needs to be developed that takes into account the variability and uncertainty of the aspects of research that is to be evaluated.

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Harmonization of the Funding Mechanisms in European Universities

Advances in Healthcare Information Systems and Administration - Cross-Cultural Training and Teamwork in Healthcare ◽

10.4018/978-1-4666-4325-3.ch003 ◽

2013 ◽

pp. 34-56

Author(s):

Alina Mihaela Dima ◽

Ramona Cantaragiu

Keyword(s):

Qualitative Analysis ◽

Common Ground ◽

Level Shift ◽

European Level ◽

European Universities ◽

Performance Based Funding ◽

Funding Mechanisms ◽

Quantitative Indicators

The chapter discusses, comparatively, funding mechanisms for universities in Europe and advances potential ways for their harmonization in the framework of their Bologna convergence. The findings of the research suggest that, while there is a European-level shift to performance-based funding and quantitative indicators tend to say that European HE funding systems are to a certain degree convergent, qualitative analysis indicates that the outcomes are still divergent and more efforts have to be put into really bringing these systems to a common ground.

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