Higher Education: A Limit to Expansion? Attitudes to University Funding, Fees and Opportunities

2014 ◽  
pp. 77-90
Author(s):  
Anna Zimdars ◽  
Alice Sullivan ◽  
Anthony Heath
Keyword(s):  
Higher Education ◽  
University Funding

Where Does College and University Funding Come From? Where Does It Go?

2019 ◽  
pp. 126-136
Author(s):  
James W. Dean ◽  
Deborah Y. Clarke
Keyword(s):  
Mental Health ◽  
Higher Education ◽  
Career Counseling ◽  
Colleges And Universities ◽  
Student Mental Health ◽  
College And University ◽  
University Funding ◽  
Revenue Streams ◽  
Innovative Approaches

It’s important to understand the finances of colleges and universities, budgeting, and sources and uses of funding. Costs at colleges and universities are increasing for a variety of reasons. Some costs involve facilities intended to attract talent, both in terms of faculty and students. Many costs involve people who do not teach, such as administrators. These individuals are doing work that is either required (government compliance) or expected (student mental health or career counseling). So, it is a stretch to sustain the argument that rising costs in higher education are singularly a function of unnecessary layers of administration. Many universities are using innovative approaches to cut costs and improve revenue streams to their institutions.

scholarly journals University Funding Formulas: An Analysis of the Québec Reforms and Incentives

2020 ◽  
Vol 50 (1) ◽  
pp. 1-27
Author(s):  
Pier-André Bouchard St-Amant ◽  
Alexis-Nicolas Brabant ◽  
Éric Germain
Keyword(s):  
Higher Education ◽  
Simple Game ◽  
Substitution Effects ◽  
Short Term ◽  
Funding Formula ◽  
University Funding ◽  
Term Basis ◽  
Funding Formulas ◽  
Redistributive Effects

This paper analyzes the incentives induced by a formula to fund universities based primarily on enrolment. Using a simple game theoretical framework, we argue that inherently those formulas lower the funding per student. We argue that if the funding value differs by enrolment type, it introduces incentives to substitute enrolment where most profitable. We use these results to discuss the 2018 funding formula changes in Québec. Québec’s latest reform is an attempt to reduce substitution effects and increase graduate enrolment. We provide simulations of the reform’s redistributive effects. With the formula change, some universities have structural advantages over others. Whilst the reform, on a short-term basis, deploys a mechanism to mitigate these advantages, on a long-term basis the effect introduces a larger gap between Québec higher-education institutions.

scholarly journals University Funding Formulas: An Analysis of the Québec Reforms and Incentives

2020 ◽  
Vol 50 (1) ◽  
pp. 1-27
Author(s):  
Pier-André Bouchard St-Amant ◽  
Alexis-Nicolas Brabant ◽  
Éric Germain
Keyword(s):  
Higher Education ◽  
Simple Game ◽  
Substitution Effects ◽  
Short Term ◽  
Funding Formula ◽  
University Funding ◽  
Term Basis ◽  
Funding Formulas ◽  
Redistributive Effects

This paper analyzes the incentives induced by a formula to fund universities based primarily on enrolment. Using a simple game theoretical framework, we argue that inherently those formulas lower the funding per student. We argue that if the funding value differs by enrolment type, it introduces incentives to substitute enrolment where most profitable. We use these results to discuss the 2018 funding formula changes in Québec. Québec’s latest reform is an attempt to reduce substitution effects and increase graduate enrolment. We provide simulations of the reform’s redistributive effects. With the formula change, some universities have structural advantages over others. Whilst the reform, on a short-term basis, deploys a mechanism to mitigate these advantages, on a long-term basis the effect introduces a larger gap between Québec higher-education institutions.

scholarly journals UNIVERSITY RESERVES MANAGEMENT: INTERNATIONAL PRACTICES AND OPPORTUNITIES FOR LITHUANIA

2011 ◽  
Vol 9 (2) ◽  
pp. 185-200
Author(s):  
Gediminas Černiauskas ◽  
Jusif Seiranov
Keyword(s):  
Higher Education ◽  
Historical Background ◽  
Practical Approach ◽  
Private Funding ◽  
Public And Private ◽  
Non Profit ◽  
University Funding ◽  
Structural Differences ◽  
Funds Management

The article considers the new opportunities for university reserves management arising in the process of transition to non-profit institution model in Lithuania. Authors review historical background of university funding and significance of endowments. The role of endowments in leading USA and UK universities is analyzed. Structural differences and common trends in the mix of public and private funding of higher education in different countries are showed. Authors analyse the transition from budgetary to nonprofit institution in higher education in Lithuania since 2009 and suggest practical approach to university reserve creation, funds management and financial endowment build-up in the new institutional framework of higher education in Lithuania.

Book Reviews

2021 ◽  
Vol 59 (4) ◽  
pp. 1379-1381
Keyword(s):  
Higher Education ◽  
Public Service ◽  
University Of Michigan ◽  
University Administration ◽  
Functional Elements ◽  
University Funding ◽  
Teaching Research ◽  
University Professor ◽  
Us University

Paul N. Courant of Edward M. Gramlich Distinguished University Professor and Provost Emeritus, University of Michigan reviews “Like Nobody’s Business: An Insider’s Guide to How US University Finances Really Work” by Andrew C. Comrie. The Econlit abstract of this book begins: “Discusses the essentials of university funding, reviewing the business and finances of higher education in terms of its six functional elements—state and trustee governance, university administration, teaching, research, public service, and students and the broader community.”

scholarly journals Understanding the University-Sustainability Link through Media: A Spanish Perspective

2020 ◽  
Vol 12 (12) ◽  
pp. 4830 ◽  
Author(s):  
Cecilia Elizabeth Bayas Aldaz ◽  
Jesus Rodriguez-Pomeda ◽  
Leyla Angélica Sandoval Hamón ◽  
Fernando Casani
Keyword(s):  
Higher Education ◽  
Social Perception ◽  
Latent Dirichlet Allocation ◽  
Topic Model ◽  
Higher Education Institutions ◽  
News Coverage ◽  
News Sources ◽  
University Funding ◽  
Probabilistic Topic Model ◽  
The Social

This article provides a procedure to universities for understanding the social perception of their activities in the sustainability field, through the analysis of news published in the printed media. It identifies the Spanish news sources that have covered this issue the most and the topics that appear in that news coverage. Using a probabilistic topic model called Latent Dirichlet Allocation, the study includes the nine dominant topics within a corpus with more than seventeen thousand published news items (totaling approximately five and a quarter million words) from a database of almost thirteen hundred national press sources between 2014 and 2017. The study identifies the news sources that published the most news on the issue. It is also found that the amount of news on sustainability and universities declined during the covered period. The nine identified topics point towards the relevance of higher education institutions’ activities as drivers of sustainability. The social perception encapsulated within the topics signals how the public is interested in these activities. Therefore, we find some interesting relationships between sustainable development, higher education institutions’ missions and behaviors, governmental policies, university funding and governance, social and economic innovation, and green campuses in terms of the overall goal of sustainability.

scholarly journals An analysis of internally funded learning and teaching project evaluation in higher education

2016 ◽  
Vol 30 (5) ◽  
pp. 606-621
Author(s):  
Elaine Huber ◽  
Marina Harvey
Keyword(s):  
Higher Education ◽  
Project Evaluation ◽  
Theory And Practice ◽  
Education Sector ◽  
Evaluation Theory ◽  
Content Type ◽  
Learning And Teaching ◽  
Constructive Feedback ◽  
University Funding ◽  
Evaluation Of Learning

Purpose – In the higher education sector, the evaluation of learning and teaching projects is assuming a role as a quality and accountability indicator. The purpose of this paper is to investigate how learning and teaching project evaluation is approached and critiques alignment between evaluation theory and practice. Design/methodology/approach – The emergent realism paradigm provides the theoretical framework with a pragmatic approach to mixed-methods data collection. Thematic analysis was used to analyze the transcripts of interviews with 15 project leaders. Findings – Four key themes on project evaluation emerged: how evaluation is conceptualized, particularly the overlap, even conflation, between evaluation and research; capability building within the sector; resourcing in terms of time and money; and the role of an action-oriented approach to evaluation. The authors conclude that misalignment exists between evaluation theory and the practice of project evaluation and that this relationship can be further inhibited by a project leader’s perception of evaluation. Practical implications – A series of strategies for developing capacity across the higher education sector for project evaluation are presented. These include the development and provision of: a time allocation for evaluation in future and ongoing project plans with procedures to revisit the project and assess impact; models of how to incorporate evaluation into the research cycle; constructive feedback on evaluation reports from the university funding body; and networking opportunities to disseminate learnings from project evaluations. Originality/value – This study focusses on the under-researched area of evaluation of learning and teaching projects in higher education, providing research-based evidence for strategies to develop sector capacity.

scholarly journals Can We Buy Virtue? Implications from State University Funding On Musical Instrument Performance Teacher Mandate

2021 ◽  
pp. 95-112
Author(s):  
Robin Rolfhamre
Keyword(s):  
Higher Education ◽  
Music Performance ◽  
Musical Instrument ◽  
State University ◽  
Music Pedagogy ◽  
Higher Education Funding ◽  
Performance Study ◽  
Professional Musicians ◽  
University Funding ◽  
State Higher Education

Recent world developments have put a strain on the humanities in general, and higher education music performance study degree-programmes in particular. In an educational system currently promoting consumer-product relationships where the music performance teacher is very much accountable for the students’ development into professional musicians and, recently, also sustainable world citizens, we must give more attention to what, whom and why we educate? This chapter is an armchair analytical philosophical continuation of a paper published elsewhere (Rolfhamre, 2020). Taking the lead from Julia Annas’ (2011) virtue-as-skill, I will, here, elaborate on what implications the Norwegian state higher education funding system may have on the higher education music performance teacher’s perceived mandate from the perspectives of music pedagogy, rhetoric and virtue ethics. First, I pursue three different usages of the verb “to buy” to exemplify why I find the chapter’s title to be relevant and valid. This sets the premises for the following turn to rhetoric to highlight the starting point’s persuasive functions and incentives. Subsequently, I briefly relate the argument to Butlerian performativity to emphasise its relation to normativity, inclusion-exclusion and the theoretical possibility of “breaking free”. From this position, I draw on Aristotelian phronesis, mainly through the position held by Hansen (2007) to sketch up an ecology in which I ask how this all affects the teacher’s mandate?

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