Higher Education Financing: A Proposed Model for Turkey

This Special Issue was conceived and developed following a series of international conferences held in Asia, with a particular focus on critically reflecting upon higher education development in the region from broader social and political economy perspectives. Some of the papers in this Special Issue were selected from presentations in the East Asia Social Policy (EASP) Research Network Conference successfully held in Taiwan in 2018, while others were chosen from international events held at Lingnan University in Hong Kong presenting critical reviews and reflections on internationalization, marketization and graduate employment of higher education in Asia. This introductory article puts the discussions of the selected papers in this issue in context, with critical reflections on the key issues being examined in these papers. The Special Issue is published when the world is still confronting the unprecedented global health crisis resulted from the outbreak of the COVID‐19 pandemic. This article discusses the higher education development trends in Asia through the massification, diversification and internationalisation processes in transforming the higher education system and examines how these development trends are affected by the COVID‐19 crisis.

Performance funding is a specific method to manage performance by tying public funding to performance rather than to inputs identified by the organization. Since the 1980s, many countries have adopted some version of performance funding in the higher education sector as part of marketization processes and in response to increased competition, making it a major issue in higher education policy. This paper develops a theoretical framework that utilizes a network-related principal-agent framework to detect the possible origins of the failures in most versions of performance funding in higher education. The framework specifies the conditions required for effective monitoring and effort maximization. Nevertheless, we show that such conditions rarely exist in most higher education systems. Thus, performance funding creates an “autonomy paradox” that ultimately explains the failures in accountability related to performance funding. This unexpected and unwelcome outcome calls for a reexamination of this approach. We recommend expanding the collection of performance information to include inputs and capabilities and creating various mechanisms that connect specific solutions to specific problems.

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Journal Article Nature and Needs of Higher Education: The Report of the Commission on Financing Higher Education. (New York: Columbia University Press. 1952. Pp, xiii, 191. $2.50.) and Financing Higher Education in the United States: The Staff Report of the Commission on Financing Higher Education. By John D. Miliett. (New York: Columbia University Press. 1952. Pp. 512. $5.00.) Get access Nature and Needs of Higher Education: The Report of the Commission on Financing Higher Education. (New York: Columbia University Press. 1952. Pp. xiii, 191. $2.50.) Financing Higher Education in the United States: The Staff Report of the Commission on Financing Higher Education. By Miliett John D.. (New York: Columbia University Press. 1952. Pp. 512. $5.00.) Philip Davidson Philip Davidson University of Louisville Search for other works by this author on: Oxford Academic Google Scholar The American Historical Review, Volume 58, Issue 4, July 1953, Pages 925–926, https://doi.org/10.1086/ahr/58.4.925 Published: 01 July 1953

The higher education system in the United States is distinguished from those of many other countries by two characteristics: 1) there is a long and significant history of private institutions of higher education; and 2) public higher education is largely governed and controlled by state governments, rather than by the federal government. The first colleges in the nation were private institutions founded during the colonial era, beginning with Harvard College in 1636. It was almost 150 years later that the first truly public institutions began to be created. Today, approximately 75 per cent of all postsecondary students are enrolled in public institutions of higher education (National Center for Education Statistics 2003a). The United States constitution provides no role for the federal government in providing education at any level; the word ‘education’ is not found in the constitution. Thus, as states realised the need to provide education beyond the secondary level, and to supplement that provided by private institutions (which were largely church-related and focused on training for the ministry), they began to develop colleges and universities. The passage of the federal Morrill Act in 1862 was a catalyst to the great expansion in the public system of higher education. The Morrill Act provided federal land grants to states, which could in turn sell the land and use the proceeds for the creation and expansion of public universities. The federal government entered a new realm of funding for higher education during World War II, when the need for scientific research in support of the war effort led the government to partner with universities by paying for research to be conducted there. The Servicemen’s Readjustment Act (more commonly known as the GI Bill), passed in 1944, for the first time brought the federal government into providing financial aid to students to attend college. The passage of the Higher Education Act in 1965 opened up federal student aid to all eligible students. Today, the federal role in funding higher education is primarily in these two areas: funding research, and funding students. The bulk of the remaining revenues for higher education institutions is from direct appropriations from states (funds provided by the state governments that generally subsidise the cost of undergraduate instruction) and from the tuition and fees paid by students and their families. Funding for public higher education in the United States today has been described as being in ‘crisis’ (Jenny and Arbak 2004; National Education Association 2004; Trounson 2004). The slowdown in the national economy has

The replacing of world civilization and Ukrainian society in particular played a significant role in the evolution of medical education in Ukraine. The system of higher education simultaneously affects the development of the future generation of doctors and is a remarkable social institution. That is why, the role of the system of higher medical education in difficult periods of the state’s development and proposed ways to innovate and optimize the scientific potential of students of higher medical education was analyzed.
 The aim of the study. The aim of the study is to analyze the current trends of transformational changes in the field of medical education and to propose ways to optimize the scientific potential of students of higher medical education.
 Objects and methods of the study include the system of medical education at the Higher Secondary School of the PSMU in various periods of its formation and development.
 Results and discussion. During our research, an analysis of modern trends in the development of medical education in Ukraine by studying well-known literary data was performed. The basis of own research is: quantitative analysis and synthesis (for the study of the higher education system of Ukraine); comparative analysis (to highlight the peculiarities of the functioning of the system of higher medical education in the conditions of modern challenges).
 Studying the system of higher education of Ukraine, it pays attention to the fact that the entire period of its development was accompanied by certain tests that prompted the transfer of the educational process to online format. At the same time, it should be noted that students are most often concerned with the following problems: poor or no Internet 30.2% of respondents; complex emotional state and psychological problems of higher education applicants 25.9; absence or lack of gadgets for learning 12.1%; a higher education student does not accept distance learning 10% of respondents; 9.2% of respondents noted that they were able to join distance learning partially or only for a certain period. Most of the higher education seekers who pointed out this problem lived in the Donetsk, Dnipropetrovsk, Kharkiv and Luhansk regions before the war; absence or partial distance learning happened to 2.5% of respondents, who for a certain period, namely at the beginning of the war, should not have been able to join the training at all; 2.0% faced the problem of studying during their stay abroad.
 Analyzing the transformational changes that have occurred in our state, one can safely say that the social and medical conditions in which the society found itself have caused many problems in the field of medical education. There is an urgent need to solve the strategy, content, structure, methods of teaching, education and formation of views.

Higher education remains the pivot of national development in Nigeria. This is because the stock of highly-educated individuals produced by higher education institutions plays an important role in the innovation and the sustainable development of any society. However, over time, these institutions have experienced increase in enrolments and yet the number of candidates seeking admission into these institutions outpaces the available spaces in the institutions. Inadequate fiscal resources have also eroded the desired qualitative higher education and the needed national development. In this paper, challenges facing planning and funding of qualitative higher education in Nigeria are examined. The paper therefore infers the need for proper planning of higher education system to ensure qualitative higher education so as to reduce educational wastages and enhance effective utilization of the available educational scarce resources.

Purpose. The purpose of the article is to investigate the effectiveness of higher education funding in Ukraine and the EU member states in the face of global challenges and national reforms, as well as to substantiate measures to implement the performance-based approach in the medium term. Methodology of research. The following methods are used to carry out the study: historical and logical – in the study of contemporary challenges for education in the global environment, statistical and generalization – in assessing the domestic practice of higher education financing, comparison – in the analysis of financial and demographic pressure on higher education institutions in Ukraine and EU, synthesis – to substantiate the effects of implementing the performance-based approach for the allocation of public funding to the higher education system and priorities for its reformation in Ukraine. Findings. In order to investing in skills and capacity-building, needed to achieve cost-effectiveness, efficiency, and quality, higher education requires sustainable and adequate public funding. The article substantiates that the current challenges for education systems in the global environment are political and regulatory changes, globalization trends, stakeholder expectations, digitization, nature and structure of the labour market. The feasibility of using a performance-based approach in Ukraine in comparison to other mechanisms of public funding allocation in higher education has been proved, the key performance indicators used in the EU member states have been uncovered also potential effects of implementation have been identified. Originality. The effectiveness of public funding in Ukraine in comparison with EU member states has been determined. This allowed substantiating a set of recommendations for domestic higher education institutions concerning their adaptation to the long-term financial and demographic pressures. The key principles of the public policy, oriented at achieving the effects of economy and efficiency in the sphere of allocation and use of public funds in the higher education system, have been substantiated. Practical value. The proposed recommendations put forward for implementation can be used in reforming the system of higher education funding in Ukraine and will help to improve the performance of educational institutions. Key words: system of higher education funding; public funding of higher education; higher education effectiveness; performance-based funding in higher education.

The financing of higher (or tertiary) education deals with issues of resourcing (i.e., funding) higher education institutions, their students, and their (academic and nonacademic) staff. The study of higher education finance covers the sources of funding for higher education (including the balance between public and private funds) as well as the uses of those funds (for education, research, student support, infrastructure, staffing, campus development, etc.). The management of funds is essentially a study of choice—about using scarce resources to achieve often-conflicting goals—which implies that it also extends to issues of priority setting, effectiveness, and efficiency. In many ways, these are questions of a political-economic nature. With higher education being such a large part of the public sector, the study of higher education finance, on the one hand, may be seen as part of public finance, while on the other hand, as a subfield of the economics of education. In times of shrinking public budgets, there is increasing scrutiny on how public resources for higher education are allocated and used. At the national (country, state) level, reforms in educational financing are frequently debated in policy circles, with the goal of identifying the funding mechanism that produces the best outcomes in terms of guaranteeing access for students, high-quality education, and high-quality research, as well as connecting this education and research to the needs of society. At the level of the higher education institution (i.e., university, college, or specialized institution), debates will often focus on the internal budgeting system and how the institution can make sure it runs its operations in a financially sound way in the short term, with sufficient incentives for efficiency and revenue generation, as well as incentives for innovation on the mid- to long term. All of this illustrates the many trade-offs and dilemmas that appear in the study of higher education finance. It also shows that the topic of higher education finance touches on many other research fields in higher education, including, for example, governance, privatization, and student financial aid. And given the political-economic nature of these issues, many conceptual approaches used for the study of higher education finance are imported from economics, political science, public administration, public policy, or organizational studies. Because the field of higher education finance is constantly evolving, the topics that are at the forefront of scholarly research are to be found primarily in academic journals. The themes covered in the study of higher education finance deal with some of the above-mentioned major trade-offs and dilemmas. After first presenting some of the general-overview works in higher education finance, this article will cover some of these themes touching on the most-important policy debates in higher education finance.

It has been a busy time for the Association of Education Finance and Policy (AEFP). Over the past few years the association has acquired a new name, a new journal, and many new members. The 2012 annual conference, convened in Boston last March, proved to be the largest conference in the association’s thirty-seven-year history, with 556 members in attendance. The theme, selected by incoming president Deborah Cunningham, was “Education Finance, Policy, and Practice: The Role of Evidence in a Dynamic World,” which underscores the contemporary challenge to the association: how to apply an increasing abundance of information and sophisticated analytical tools to produce the evidence needed to guide decision making by educational policy makers and practitioners. The Boston meeting was notable not only for the number in attendance. The unique qualities and strengths of the association were in clear display: papers of unusual methodological rigor; an interdisciplinary mix of academics from the social sciences, public policy schools, and colleges of education; educational finance professionals, policy analysts, and practitioners, a mix rarely found in the same place; and sessions addressing today’s hot topics as well as issues that have endured over the years. Having said this, all indications are that AEFP is what it has always been: a small, diverse group of people tackling some really big problems. Of particular note was a trend that has been growing for years but has clearly come into full flower: the large

Lack of reliable information about the characteristics of higher education and scientific research funding system in Serbia suggests the complexity of this issue. Such a situation makes it impossible to conduct a sound evaluation of the existing system solutions and to implement new ones. The article emphasizes the significance of education economics and offers an overview of sources of financing in different education systems for covering expenditures of higher education institutions. In EU countries, higher education finance policies have changed in the recent years. Having those changes in mind, the authors of the article analyse the modern trends in higher education funding, new sources of finance and higher education institutions' perception of the complexity of new sources of finance. The authors also provide an overview of certain characteristics of financing models and other specificities of higher education funding systems in Serbia and EU countries.

Policy makers around the globe are responsible for decision regarding the funding of higher education and the benchmarks of success. This chapter is geared toward higher education administration and leadership, especially those who shape policy in this arena. This quantitative study examined the effectiveness in the United States of allocating state resources to state public institutions of higher education by investigating the rate of change in the current benchmarks of success, which are graduation and retention rates. The findings revealed that the method of funding was not a statistically significant predictor of either the initial status or the rate of change of graduation rate or retention rate over the eight-year period, although institution type and enrollment were. The study recommends further research of performance funding outcomes, state funding levels, and other environmental factors as a means of helping administrators and policy makers in their quest to facilitate economic progress through an educated citizenry.

Regimes of research and development funding in higher education

The higher education sector has to face competition much in the same way as other economic entities do. Much has been done to introduce reforms making use of economic terms and concepts. This paper will highlight the manner in which different models for financing higher education can contribute to the management of higher education. The general higher education framework in Germany -- which differs from that in other countries -- has to be taken into account. Amongst these differences are notably: -- the absence of fees as an instrument for the financing and management of higher education; -- the fact that only a restricted number of students are selected by institutions of higher education. Where student numbers for subjects in great demand are too high, applicants are distributed amongst various universities by a central office. This paper is divided into four part: (1) an analysis of the German higher education system,: (2) an examination of different management methods relating to a new system of distributing students amongst the different types of institutions (ordinary universities and universities of applied sciences -- Fachhochschulen). A discussion of the management of student distribution within a given university follows. (3) In this context, it is recommended to introduce a market-oriented system of tuition fees instead of making provisions for student admission on the basis of available capacity, curricular standards (CNW) and centralized procedures of the distribution of students; (4) conclusions are drawn from these reforms in order to develop systems for performance analysis (management accounting and control).

This article compares recent governance reforms in Finnish and Portuguese higher education (HE) systems and institutions (HEIs). Although Portugal and Finland differ significantly, both the countries have recently undertaken similar HE legislative reforms. This article analyses the contexts and implementation processes of these legal frameworks: Law 62/2007 (RJIES) and Yliopistolaki 558/2009 (New Universities Act), aim at changing institutional governance structures, management and decision-making practices. Findings rely on legal documents and on the voices of practitioners. It is argued that new public management ideology and practice, also disseminated by international organizations' agendas (e.g. the Organisation for the Economic Cooperation and Development – OECD, and the European Commission), offer an explanation for similarities in national HE policies. In turn, historical and cultural specifics as well as structural characteristics of political-administrative systems may explain differences in policy design, implementation processes and national outcomes.