An Overview of State Higher Education Funding Approaches: Lessons and Recommendations

Ward, James Dean; Pisacreta, Elizabeth Davidson; Weintraut, Benjamin; Kurzweil, Martin

doi:10.18665/sr.314511

Cited by 12 publications

(8 citation statements)

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“…Many scholars have cited that institutional capacity is a key component necessary to effectively implementing financial equity for students. 37 Organizations need funding and resources to counter practices that may generate revenue but also result in stranded credits and inequitable outcomes. It is not even clear how much revenue institutions generate from holding credits and degrees since the only data available about stranded credits is tied to those who are unable to pay.…”

Section: Discussionmentioning

confidence: 99%

Stranded Credits: A Matter of Equity

Jones¹,

Andrews²

2021

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Ithaka S+R provides research and strategic guidance to help the academic and cultural communities serve the public good and navigate economic, demographic, and technological change. Ithaka S+R is part of ITHAKA, a not-for-profit organization that works to advance and preserve knowledge and to improve teaching and learning through the use of digital technologies. Artstor, JSTOR, and Portico are also part of ITHAKA.

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Section: Discussionmentioning

confidence: 99%

Stranded Credits: A Matter of Equity

Jones¹,

Andrews²

2021

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“…17,18 Many K-12 public schools rely on financial support from parents, as there is not enough funding to support the staff in educating students on all areas of study. [18][19][20] As for evaluating IL, many institutions use assessments that are online multiple-choice quizzes due to a lack in available graders, testing areas, and time, despite the ineffectiveness associated with these assessment types. 14…”

Section: Limitations When Implementing Information Literacy Programsmentioning

confidence: 99%

Key stakeholders' interpretations of scientific information literacy: a survey of Orange and Seminole County K-16 educators

Lam

Chiu

Randles

2023

Seventeenth Conference on Education and Training in Optics and Photonics: ETOP 2023

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Due to the constant presence of information, it is imperative that today's students can evaluate and apply the information effectively. This skillset, known as information literacy (IL), is valuable in all fields, yet state and national education standards have little in terms of developing those skills in current curriculums. Due to this lack, it is increasingly important to have open discussions about IL with key education stakeholders, like K-16 educators, to identify their interpretations and assessment of IL and its potential integration into the science curriculum. We aim to answer three questions: (1) How do Central Florida education stakeholders interpret information literacy, (2) How is information literacy represented by stakeholders when teaching scientific content, and (3) How can data from education stakeholders support developing initial threshold concepts for scientific information literacy? To begin, a set of focus groups were conducted with Central Florida K-16 educators and librarians to determine how they interpreted and assessed IL, and the perceived obstacles they encounter with integrating IL in science instruction. As these educators and librarians are involved with the current guidelines and standards, the insight they provided from these discussions will be useful in aligning IL with these standards and threshold concepts. These discussions have also allowed for the survey development to probe at a larger set of higher educators. This survey will allow education stakeholders to evaluate IL within science classrooms. This survey data will allow us to generate greater awareness about IL and its teaching practices and better understand educator perceptions of IL.

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“…The COVID-19 pandemic, like the global financial crisis of 2008, has further strained the already underfunded education sections as countries are committing more resources to the health care sector (Ward et al 2020). Ironically, as a result of the closure of campuses and instituted lockdown measures, most universities in the European Union (EU), for example, lost significant income from contractual research income and tuition fees, philanthropic funding, commercial services, which are traditionally generated from student accommodation, room rentals, sports facilities and consultancy services (Pruvot et al 2020).…”

Section: The Changing Context: New Challenges and New Opportunitiesmentioning

confidence: 99%

“…In the US, for example, on average, evidence shows that at 4-year institutions, the major sources of revenue for universities are tuition and fees (20%), government appropriations (18%), sales and services from hospitals (15%) and operating grants and contracts (13%) (Ward et al 2020) (see Table 8.1).…”

Section: Income Generationmentioning

confidence: 99%