Author: Fred F. Harcleroad
Publisher:
ISBN:
Category : Educational accountability
Languages : en
Pages : 64

Get Book Here

Book Description

Author: Richard C. Richardson
Publisher: JHU Press
ISBN: 0801891612
Category : Education
Languages : en
Pages : 281

Get Book Here

Book Description
This book examines how public policy influences institutional performance. Public institutions of higher learning are called upon by state governments to provide educational access and opportunity for students. Paradoxically, the education policies enacted by state legislatures are often complex and costly to implement, which can detract from that mission. The authors evaluate the higher education systems of five states to explain how these policies are developed and how they affect the performance of individual institutions. They identify the rules that are central to the coherence and performance of higher education systems that administrators apply to meet organizational goals within the constraints of changing, sometimes conflicting federal and state policies.

Author: T. Michael Raley
Publisher:
ISBN:
Category : Education, Higher
Languages : en
Pages : 117

Get Book Here

Book Description

Author: Adrian Curaj
Publisher: Springer
ISBN: 3319774077
Category : Education
Languages : en
Pages : 727

Get Book Here

Book Description
This volume presents the major outcomes of the third edition of the Future of Higher Education – Bologna Process Researchers Conference (FOHE-BPRC 3) which was held on 27-29 November 2017. It acknowledges the importance of a continued dialogue between researchers and decision-makers and benefits from the experience already acquired, this way enabling the higher education community to bring its input into the 2018-2020 European Higher Education Area (EHEA) priorities. The Future of Higher Education – Bologna Process Researchers Conference (FOHE-BPRC) has already established itself as a landmark in the European higher education environment. The two previous editions (17-19 October 2011, 24-26 November 2014), with approximately 200 European and international participants each, covering more than 50 countries each, were organized prior to the Ministerial Conferences, thus encouraging a consistent dialogue between researchers and policy makers. The main conclusions of the FOHE Conferences were presented at the EHEA Ministerial Conferences (2012 and 2015), in order to make the voice of researchers better heard by European policy and decision makers. This volume is dedicated to continuing the collection of evidence and research-based policymaking and further narrowing the gap between policy and research within the EHEA and broader global contexts. It aims to identify the research areas that require more attention prior to the anniversary 2020 EHEA Ministerial Conference, with an emphasis on the new issues on rise in the academic and educational community. This book gives a platform for discussion on key issues between researchers, various direct higher education actors, decision-makers, and the wider public. This book is published under an open access CC BY license.

Author: Fred F. Harcleroad
Publisher:
ISBN:
Category : Educational accountability
Languages : en
Pages : 62

Get Book Here

Book Description

Author: Arthur Lefevre
Publisher:
ISBN:
Category : History
Languages : en
Pages : 540

Get Book Here

Book Description

Author: South Carolina Commission on Higher Education, Columbia
Publisher:
ISBN:
Category :
Languages : en
Pages : 134

Get Book Here

Book Description
This publication provides a closer look at data reported annually by South Carolina's public institutions of higher education as part of institutional effectiveness reporting and as part of the process of performance funding. Prior to the January 2000 edition, this document was entitled "Minding Our P's and Q's: Indications of Productivity and Quality in South Carolina Public Colleges and Universities." In January 2000, the South Carolina Commission on Higher Education (CHE) substantially revised this publication in efforts to provide a source guide integrating data reported by the state's public colleges and universities in fulfillment of legislative requirements. In this report, the reader will find 11 sections highlighting various aspects of higher education. Sections 1 through 9 reflect the nine "critical success factors" identified by the General Assembly for South Carolina's public colleges and universities (Section 59-103-30). Data from both institutional effectiveness and performance funding reporting are combined in these sections. Often the data is presented by type of institution or sector, as identified in the legislation. The four sectors of institutions as defined in legislation are: (1) Research Universities; (2) Four-Year Colleges and Universities; (3) Two-Year Institutions-Branches of the University of South Carolina; and (4) State Technical and Comprehensive Education System. The CHE maintains historical data on institutions and when appropriate, three years of data are presented for comparison. Section 10, "Campus-Based Assessment," includes a summary of other institutional effectiveness reporting and the web addresses where detailed institutional reports are located. Finally, Section 11 contains each institution's performance ratings as approved by the CHE on June 2, 2005. These ratings affected the allocation of state appropriations for the 2005-2006 fiscal year. (Contains 15 tables and 21 figures.) [For the 2006 edition of this report, see ED492911.].

Author: Jason E. Lane
Publisher: State University of New York Press
ISBN: 1438449798
Category : Education
Languages : en
Pages : 337

Get Book Here

Book Description
This thought-provoking volume brings together scholars and system leaders to analyze some of the most pressing and complex issues now facing higher education systems and society. Higher Education Systems 3.0 focuses on the remaking of higher education coordination in an era of increased accountability, greater calls for productivity, and intensifying fiscal austerity. System heads have been identifying ways to harness the collective contributions of their various institutions to benefit the students, communities, and other stakeholders that they serve. The contributors explore the recent dynamics of higher education systems, focusing particularly on how systems are now working to improve their effectiveness in educating students and improving our communities, while also identifying new means for operating more efficiently. This enhanced collaboration, or systemness, is the key aspect of version 3.0.

Author: South Carolina Commission on Higher Education, Columbia
Publisher:
ISBN:
Category :
Languages : en
Pages : 127

Get Book Here

Book Description
This publication provides a closer look at data reported annually by South Carolina's public institutions of higher education as part of institutional effectiveness reporting and as part of the process of performance funding. Prior to the January 2000 edition, this document was entitled "Minding Our P's and Q's: Indications of Productivity and Quality in South Carolina Public Colleges and Universities." In January 2000, the South Carolina Commission on Higher Education (CHE) substantially revised this publication in efforts to provide a source guide integrating data reported by the state's public colleges and universities in fulfillment of legislative requirements. In this report, the reader will find 11 sections highlighting various aspects of higher education. Sections 1 through 9 reflect the nine "critical success factors" identified by the General Assembly for South Carolina's public colleges and universities (Section 59-103-30). Data from both institutional effectiveness and performance funding reporting are combined in these sections. Often the data is presented by type of institution or sector, as identified in the legislation. The four sectors of institutions as defined in legislation are: (1) Research Universities; (2) Four-Year Colleges and Universities; (3) Two-Year Institutions-Branches of the University of South Carolina; and (4) State Technical and Comprehensive Education System. The CHE maintains historical data on institutions and when appropriate, three years of data are presented for comparison. Section 10, "Campus-Based Assessment," includes a summary of other institutional effectiveness reporting and the web addresses where detailed institutional reports are located. Finally, Section 11 contains each institution's performance ratings as approved by the CHE on June 2, 2005. These ratings affected the allocation of state appropriations for the 2005-2006 fiscal year. (Contains 15 tables and 17 figures.) [For the 2007 edition of this report, see ED500526.].

Author: Joseph C. Burke
Publisher: Jossey-Bass
ISBN:
Category : Education
Languages : en
Pages : 164

Get Book Here

Book Description
Performance reporting--publishing information on the results of higher education at the state, system, and institutional levels--is said to have the potential to enhance external accountability, improve institutional performance, further state needs, and possibly even increase state funding. But are campus administrators and public officials actually using these reports? Does performance reporting really lead to these kinds of outcomes? No study has ever tested the effectiveness of performance reporting--until now. This issue explores the origins and development of performance reporting, examines the attitudes of state and campus leaders, and discusses how these reports are--or are not--being put to use. Burke and Minassians begin by tracing the rise of performance reporting amidst the demands for increased accountability in higher education in the late 80s and early 90s. They examine the formats, coverage, and content of performance reports--with a particular emphasis on how well suited they are to the needs of their end users in government and on campus--and discuss how reporting indicators are selected and what the selection process tells us about policymakers' goals, values, and models for excellence for public colleges and universities. The authors then look at what state and campus officials think about performance reports and how they actually use them. Burke and Minassians analyze the opinions of a geographically diverse group of governor's aides, legislative chairs of education committees, higher education finance officers, and campus institutional researchers about the use, effects and future of performance reporting, and about the importance and appropriateness of the indicators most commonly used in performance reports. Finally, the authors discuss reasons why performance reporting does not yet seem to be having the strong positive impact envisioned by it's supporters, and they make recommendations about how to best use and improve performance information. This is the 116th issue of the quarterly journal New Directions for Institutional Research.