Literaturnachweis - Detailanzeige
| Autor/in | Lingenfelter, Paul E. |
|---|---|
| Titel | Current Funds: Public Higher Education Finance in New England |
| Quelle | In: New England Journal of Higher Education, 23 (2009) 3, S.22-24 (3 Seiten)
PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1938-5978 |
| Schlagwörter | Stellungnahme; Higher Education; Educational Attainment; Public Colleges; Public Policy; Postsecondary Education; Community Colleges; Enrollment; Full Time Equivalency; Global Approach; Connecticut; Maine; Massachusetts; New Hampshire; Rhode Island; United States; Vermont |
| Abstract | New Englanders have been well-served by the region's higher education legacy. They tend to be better-educated and more prosperous than the rest of the nation, and the cultural life in their cities and towns is exceptionally rich. But New England dares not rest on its laurels. The growing demand for even greater levels of educational attainment in the 21st century requires a re-examination of public policies for postsecondary education finance. In this article, the author discusses the three misguided ideas that appear frequently in public dialogue about higher education finance: (1) There is a "right amount"; we can create the perfect formula; (2) The only way to get improved performance is to spend more money; and (3) We can get the results we need without spending more money. He contends that policymakers and educators will make more progress if they redirect their attention to three fundamental questions: (1) What does the public need from higher education?; (2) What can higher education do better with its current funding?; and (3) Where can strategic investments generate the needed results? (Contains 2 figures.) (ERIC). |
| Anmerkungen | New England Board of Higher Education. 45 Temple Place, Boston, MA 02111. Tel: 617-357-9620; Fax: 617-338-1577; e-mail: connection@nebhe.org; Web site: http://www.nebhe.org/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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