Transitioning to Performance-Based State Funding: Concerns, Commitment, and Cautious Optimism

Autor/inn/en	Wayt, Lindsay K.; LaCost, Barbara Y.
Titel	Transitioning to Performance-Based State Funding: Concerns, Commitment, and Cautious Optimism
Quelle	In: Educational Considerations, 43 (2016) 2, S.1-6 (6 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0146-9283
Schlagwörter	State Aid; Financial Support; Educational Finance; Higher Education; Performance; Outcomes of Education; Models; Organizational Change; State Policy; Inquiry; College Administration; Qualitative Research; Case Studies; Interviews; Focus Groups; Maine; Mississippi; Virginia + Suchen Sie Ihr Suchwort? Finanzielle Förderung; Bildungsfonds; Hochschulbildung; Hochschulsystem; Hochschulwesen; Achievement; Leistung; Lernleistung; Schulerfolg; Analogiemodell; Organisationswandel; College administrators; Hochschulverwaltung; Qualitative Forschung; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik
Abstract	The introduction of performance-based state funding of higher education can be traced to the late 1970s which eliminated bonuses, and replaced regular state funding in part or completely, with funding tied to achievement of state-defined performance goals, which often include student outcomes, like graduation and retention rates. In this article, the authors developed a visual model of inquiry to guide the study, one that drew upon Kezar's (2012, 2014) framework on organizational change, which allows for the consideration of various organization members throughout the change/transition process. The model depicts the hierarchical relationship between state performance-based funding policy; decisions by institutional leadership and senior administration, midlevel administration, and faculty and student-facing staff; and the impact on student outcomes. (ERIC).
Anmerkungen	Kansas State University, College of Education. Available from: New Prairie Press. Kansas State University Libraries, 1117 Mid-Campus Drive North, Manhattan, KS 66506. Tel: 785-532-7444; e-mail: nppress@ksu.edu; Web site: http://newprairiepress.org/edconsiderations/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01