Higher Education Funding Research Articles

Public attitudes toward higher education using sentiment analysis and topic modeling

This study examines higher education through data-mining methodologies, aiming to uncover key themes and sentiments in global discourse. Utilizing sentiment analysis and topic modeling, the research analyzes 157,943 tweets from 84,423 unique users over a five-month period (January to May 2023). This period was selected, coinciding with the rise of artificial intelligence (AI) tools, particularly ChatGPT. The study investigates the discussions, emotional tones, and dominant topics shaping the global narrative of higher education within X (Twitter) data. Key findings include the geographical distribution of tweets and the most frequent positive and negative perceptions. It also addresses critical issues such as affordability, accessibility, and funding in higher education. Furthermore, the data shows public reactions to AI in higher education are initially negative, while higher education tweets are primarily characterized by positivity and optimism. The higher education tweets are mainly posted on the weekend, with decreased activity during weekdays. This research provides insights into the evolving higher education landscape amid rapid technological advancements.

FINANCIAL PLANNING IN HIGHER EDUCATION: INSIGHTS FROM INTERNATIONAL PRACTICES

In recent years, the financing of higher education has undergone significant transformations, influenced by shifting economic policies and the increasing demand for educational services. This article examines the evolution of financial planning in higher education institutions (HEIs) worldwide, highlighting the interplay between public and private funding sources. It explores various financing models adopted by countries, particularly focusing on the roles of government and private sector contributions. Comparative case studies from the United States, Germany, and the United Kingdom illustrate the diverse strategies employed to ensure access, quality, and sustainability in higher education. The article concludes with key lessons for HEIs aiming to navigate financial challenges and achieve long-term growth, emphasizing the importance of strategic financial planning, revenue diversification, and institutional autonomy.

More than just consumers? Alternative representations of students when higher education becomes ‘free’

ABSTRACT The introduction of market mechanisms into higher education (HE) systems has profoundly reshaped the sector. One prominent aspect of such reforms has been the conceptualisation of the student as a consumer, ostensibly empowered by choice and seeking value for money from their tuition fees. In this article, we report the findings of an empirical study of student representations when HE becomes ‘free’, after four decades of marketisation. The analysis was conducted in Chile, where the HE sector has undergone a controversial reform that removed tuition fees for low and middle income undergraduate students known as Gratuidad. Considering the importance of the student-consumer subjectivity invoked by proponents of marketisation, how are HE students discursively constructed in a context of fee removal? Based on a discourse analysis of news media, we present three representations of undergraduate students during public discussion of Gratuidad that were common in their negative portrayal: students as (1) egocentric, (2) victims of discrimination, and (3) marionettes. Our work thus indicates that in a culture of marketisation, policy efforts designed to democratise can be overshadowed by strong media discourses opposing government efforts to publicly fund HE.

Leveraging Islamic Social Finance for Fair and Sustainable Tertiary Education Funding for Orphans in Malaysia: Insights from Sri Lanka

The primary objective of this paper is to draw lessons from Sri Lanka's experience with OrphanCare utilizing Islamic social finance, while also identifying avenues through which Malaysia could establish a sustainable model for achieving a similar purpose. This study uses a qualitative, exploratory approach to investigate the operational framework of OrphanCare in Sri Lanka and its potential lessons for Malaysia. Due to limited secondary sources, an unstructured interview with OrphanCare representatives was conducted to gather in-depth insights. The research unfolds in two phases: first, data collection from both primary (interviews) and secondary (reports, literature) sources to identify gaps and challenges; and second, the analysis of this data using content analysis. The OrphanCare interview from Sri Lanka offers crucial insights for Malaysia's mission in enabling orphan access to higher education. Challenges, like financial constraints and limited support networks, align with Malaysia's inequality reduction goals. Tertiary education benefits, including employability and personal growth, are highlighted. Islamic social finance lessons stress its transformative potential, while collaboration and long-term commitment are its strengths. Recommendations include education funds, support networks, career guidance, awareness campaigns, and sustainable collaborations. A regulatory framework featuring the Orphans Education Fund with a 2% annual contribution from listed companies, managed by National Higher Education Fund Corporation (PTPTN), is proposed. This paper demonstrates originality by uniquely proposing the utilization of Islamic Social Finance to enhance orphan access to tertiary education. It draws insights from Sri Lanka's OrphanCare model and presents innovative strategies for Malaysia to tackle inequalities through collaborative efforts and a robust regulatory framework.

Using Digital Media to Improve Adolescent Resilience and Prevent Mental Health Problems: Protocol for a Scoping Review.

Global databases show a high prevalence of mental health problems among adolescents (13.5% among those aged 10-14 years and 14.65% for those aged 15-19 years). Successful coping depends on risk and protective factors and how their interaction influences resilience. Higher resilience has been shown to correlate with fewer mental health problems. Digital mental health interventions may help address these problems. This protocol serves as a framework for planning a scoping review to map the types of digital communication media and their effectiveness in increasing resilience in youths. The Joanna Briggs Institute guidelines will be used: defining the research questions; identifying relevant studies; study selection (we will select articles based on titles and abstracts); charting the data; collating, summarizing, and reporting the results; and consultation. The synthesis will focus on the type of digital media used to increase adolescent resilience skills and the impact they have on adolescent resilience skills. Quantitative and qualitative analyses will be conducted. The study selection based on keywords was completed in December 2023, the study screening and review were completed in February 2024, and the results manuscript is currently being prepared. This scoping review protocol was funded by the Center for Higher Education Funding and the Indonesia Endowment Fund for Education. The results of the study will provide a comprehensive overview of commonly used digital media types and their effectiveness in increasing youth resilience. Thus, the results of this scoping review protocol can serve as foundational evidence in deciding further research or interventions. This study may also be used as a guideline for mapping and identifying the type and impact of communication media used to increase adolescents' resilience skills. DERR1-10.2196/58681.

The Impact of State Funding of Higher Education on Employment and Living Standards in Georgia

State financing of higher education is crucial for promoting innovation and competition, as well as guaranteeing equal opportunities and access to education. This financing facilitates the development of students' potential by providing them with the necessary skills and information to enhance graduation rates and social well-being. Scholarships and grants are implemented to improve student access to education by aligning the financial system with the demands of the job market and educational developments. The aim of the study is to evaluate the impact of financing higher education in Georgia on employment of graduates and well-being of the population. The results of the survey of entrants and students reveal that public awareness of state-funded higher education programs in Georgia is quite low (47.2%). A large part of the graduates (47,8%) provided with various types of state funding during their studies are not employed in their specialty. The impact of the increase in the expenditure on education on the increase in the income of the population is quite low (0.23%). The research concludes that the allocation of public funds for higher education in Georgia does not effectively match the capabilities of graduates with the demands of the labour market. The reason for the mentioned inconsistency is that the requirements of the labor market were not taken into account when determining the directions to be financed. In addition, it is important to note that the demands of the labor market change every year in accordance with the current challenges, therefore the employer also demands relevant skills immediately, which cannot be met by higher education institutions in a short period of time. Despite the above, the involvement of employers in the process of developing educational programs is low and it is mostly formal in nature. When determining the priority educational programs, there is no periodic revision of the directions so that it is adapted to the demands of the labor market. It is necessary to establish partnership relations between employers, higher educational institutions and the state in order to take into account the requirements of the labor market both in the development of educational programs and in the determination of priority educational directions. Enhancing transparency and emphasising practical training in key areas are essential for enhancing the program's efficacy and enhancing the career chances of graduates. These modifications will provide a more favourable return on investment for state education expenditure. Keywords: higher education, state financing, employment, living standards

The Impacts of Basic Local Governments’ Funding for Higher Education on Community Economic Development

The Impacts of Basic Local Governments’ Funding for Higher Education on Community Economic Development

A Study on Strategies for Ensuring Stability and Sustainability in Higher Education Finance

A Study on Strategies for Ensuring Stability and Sustainability in Higher Education Finance

Exploring the Potential for Tuition-Free Higher Education in South Africa: A Scoping Review.

The debate on tuition-free higher education has raged in South Africa since the #FeesMustFall protests at South African universities in 2015 and 2016. The government responded with a tuition-free education policy targeting students from households earning less than R350 000. However, the question remains can South Africa sustain a tuition-free education policy given its developing nation status and the levels of its GDP? This article sought to assess the feasibility of tuition-free higher education for all in South Africa. A scoping review was used, and fifteen articles about tuition-free higher education feasibility in South Africa were reviewed. The choice of the scoping review was due to the need for an understanding of the current state of play in research on the feasibility of tuition-free higher education in South Africa. The results suggest that tuition-free higher education for all is not feasible in South Africa. There seems to be a consensus that South Africa lacks the resources to finance tuition-free higher education for all. Tuition-free higher education is also viewed as a regressive tax on the poor given that the majority of students in higher education institutions come from middle and upper-income households. However, it is important to note that a distinction is drawn between tuition-free higher education for all and tuition-free higher education for the poor and academically deserving. The latter seems to receive support with some viewing it as a moral imperative in an unequal society such as South Africa's. It is recommended that future studies approach the issue from an empirical standpoint whereby the GDP levels are assessed against higher education funding.

The importance of information, advice and guidance in widening access to higher education

Despite significant amounts spent on widening access to higher education (HE), there is sparse evidence of what works. Evaluation of multi-intervention programmes is challenging because it is difficult to elucidate which elements of programmes are important (and why). Here we present results from focus groups and surveys at different time points on a multi-intervention programme based at a UK university. At the start of the programme, attitudes towards studying at ‐ and belonging in ‐ HE were already positive. Confidence in how to apply to and fund HE was relatively low at the start of the programme and increased significantly during it. In contrast, the perception of being able to afford to participate in HE was relatively low throughout. Focus group data also suggested that information on application and funding was helpful and additionally highlighted concerns over affordability and the social side of HE. Information, advice and guidance (IAG) elements of multi-intervention programmes therefore appear to confer significant benefit to students in understanding how to apply to and fund HE. Whilst aspiration raising seems not to be a critical aspect of widening access, focus on attainment and away from aspiration raising should not be done at the expense of excluding IAG.

Quantity and Quality: Equity Considerations for the Funding of Categorical Programs in Community Colleges

ABSTRACT Categorical funding is often intended to support our most historically underserved students, while also addressing financial inequities. Extant research suggests, however, that these funding streams may be equitable in intention but not in practice. Situated in a multidimensional equity framework, this study leverages descriptive budget data, funding and regulation documentation, and interviews with categorical-affiliated staff across multiple institutions within the US’s largest community college system to examine funding (in)equities of categorical funding and their potential to address persistent inequities in student access and success within higher education. Our findings suggest that in addition to trade-offs in the funding formulas themselves, contextual factors via program regulations and institutional characteristics also ultimately influence the “equitable” resourcing of these potentially high-impact programs. This study contributes to literature on higher education finance and policy, including the often-overlooked mechanism of categorical funding, and offers implications for future policy and practice, as well as opportunities for future research.

Montana

Montana has prioritized increasing K-12 funding, creating new school quality rules, and a new pilot for student testing as their priorities for this fiscal year. Additionally, the state has increased their funding for higher education by 4%, and two bills, HB203 and HB562, were passed that support school choice. Per-pupil expenditure has increased by 2.7% for FY2024. Montana operates on a biennium, and roughly 16.13% of the total budget is spent on education in FY2024.

Maine

This State of the States issue covers Maine’s education funding environment for FY2023. Funding priorities for P-12 and higher education, changes to the funding formula for P-12 education, pressing state issues affecting P12 and higher education funding, topics exclusive to P-12 are assessed. State per-pupil expenditures, allocation of state dollars, and the percent of the state budget for P-12 and higher education are identified.

South Dakota

The state of P-12 and higher education funding in South Dakota for fiscal year 2022–2023 is provided. Descriptions of current trends in statewide funding priorities, changes or modifications to state funding formulae, nontraditional funding issues in the state (such as vouchers, charter, and virtual schooling), and critical issues in education finance in the state are discussed.

Connecticut

This State of the States issue covers the education funding environment for Connecticut for FY2023. Funding priorities for P-12 and higher education, changes to the funding formula for P-12 education, pressing state issues affecting P-12 and higher education funding, topics exclusive to P-12 are assessed. State per-pupil expenditures, allocation of state dollars, and the percent of the state budget for P-12 and higher education are identified.

Louisiana

This State of the States issue covers the education funding environment for Louisiana. Funding priorities for P-12 and higher education, changes to the funding formula for P-12 education, pressing state issues affecting P12 and higher education funding, topics exclusive to P-12 are assessed. State per-pupil expenditures, allocation of state dollars, and the percent of the state budget for P-12 and higher education are identified.

New Hampshire

This State of the States issue covers the education funding environment for New Hampshire. Funding priorities for P-12 and higher education, changes to the funding formula for P-12 education, pressing state issues affecting P12 and higher education funding, topics exclusive to P-12 are assessed. State per-pupil expenditures, allocation of state dollars, and the percent of the state budget for P-12 and higher education is identified.

West Virginia

The state of P-12 and higher education funding in West Virginia for fiscal year 2022–2023 is provided. Descriptions of current trends in statewide funding priorities, changes or modifications to state funding formulae, nontraditional funding issues in the state (such as vouchers, charter, and virtual schooling), and critical issues in education finance in the state.

Georgia

In (FY) 2023, due to several educational funding prioritizations by Governor Brian Kemp, educational funding in Georgia appeared to have a promising outlook. However, (FY) 2024 presented several funding and political challenges for P-12 and higher education. Slight increases in P-12 funding were negated by cost-of-living and other economic increases, while higher education funding struggled with the anecdotal enrollment precipice. Additionally, many proposed funds were eliminated when the governor disregarded and vetoed budget line items. Georgia’s P-12 educational per-pupil expenditure remains dismal, ranking very low among states in the United States. Many national calls have been made for amendments to state funding formulas to adjust for poverty and other factors; however, the Quality Basic Education (QBE) in Georgia has seen no movement. This is very unfortunate, considering the nationwide trend. Finally, Georgia has two considerable threats to public education funding that have significant implications.

Arkansas

This article examines changes in educational funding for fiscal year 2023 in the state of Arkansas in the United States. In 2023 the state was ranked 47th in education attainment, 37th in per- pupil spending for public K-12 schools and had the 5th highest poverty rate in the United States. The state legislature passed a minimum starting teacher salary of $50,000 for the 2023–2024 school year, up from $34,900. The legislation also provided an increase of $2,000 to teachers who were already making $50,000 or more. This increase in teacher salaries is estimated to cost the state $180 million each year. The legislature also increased the foundation funding amount per pupil by $205 and increased most categorical funds by roughly two percent. Arkansas uses a productivity funding model as its method of funding higher education but only increased higher education funding by 1.5%. The Arkansas LEARNS Act created a voucher system whereby any student who is eligible to enroll in a public school can receive funding to attend a private school or be homeschooled. This system will be fully implemented in three years enabling any student to be eligible for funds. The state spends approximately 31% of its budget on P-12 education and 15% on higher education.