INSTITUTIONAL SELECTIVITY AND INSTITUTIONAL EXPENDITURES: Examining Organizational Factors that Contribute to Retention and Graduation

Gansemer-Topf, Ann M.; Schuh, John H.

doi:10.1007/s11162-006-9009-4

Cited by 114 publications

(87 citation statements)

References 15 publications

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“…In recent years, many universities have sought to expand their capacity to conduct research, partly because doing so increases their ability to secure attractive funding, but also because research output is often times associated with higher levels of prestige and reputation (Archibald and Feldman 2008;Gansemer-Topf and Schuh 2006;Grunig 1997;Robst 2001;Ryan 2004).…”

Section: Performance Funding In Higher Educationmentioning

confidence: 99%

Accountability in Higher Education: Exploring Impacts on State Budgets and Institutional Spending Patterns

Rabovsky

2012

Journal of Public Administration Research and Theory

105

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Some argue that the public sector should employ greater use of objective, quantitative measures of organizational outcomes so that political leaders and the general public are better able to evaluate the performance of public agencies. Critics, however, contend that performance based accountability policies are often limited in their capacity to influence the budgetary process or effectively impose topdown controls on administrative actors. Despite these concerns, performance based accountability regimes have become increasingly prevalent throughout government. One area where this debate has recently become salient is higher education, where there are several initiatives, at both the state and federal levels, to link institutional funding with student outcomes. Using data from the Integrated Postsecondary Education Data Source (IPEDS), this paper investigates whether these performance funding policies have influenced state budgets or resource allocation priorities at public colleges and universities. Results indicate that performance funding policies have not had substantial impacts on either state budgets or university spending patterns.

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Section: Performance Funding In Higher Educationmentioning

confidence: 99%

Accountability in Higher Education: Exploring Impacts on State Budgets and Institutional Spending Patterns

Rabovsky

2012

Journal of Public Administration Research and Theory

105

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“…Higher education studies reported the factors affecting student graduation and/or persistence: college costs (tuition and fees), financial aid, student's college experience, quality of instruction, student's academic ability, student's demographics, and institutional supports (faculty to student ratio, expenditure for instruction, dorm facility etc.) (e.g., Archibald and Feldman 2008;Gansemer-Topf and Schuh 2006;Ryan 2004;Scott et al 2006). In reality, however, the determinants of graduation rates depend on the purposes and the designs of the research.…”

Section: Measure Of Institutional Performance and Its Determinantsmentioning

confidence: 99%

Impacts of performance-based accountability on institutional performance in the U.S.

Shin

2009

High Educ

120

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In the 1990s, most US states adopted new forms of performance-based accountability, e.g., performance-based budgeting, funding, or reporting. This study analyzed changes in institutional performance following the adoption of these new accountability standards. We measured institutional performance by representative education and research indicators-graduation rates and levels of federal research funding. We collected data from 1997 to 2007 and used a hierarchical linear modeling growth curve analysis. The main finding was that states which adopted performance-based accountability did not see a noticeable increase in institutional performance. In addition, we highlighted a critical policy issue-whether state and institutional factors contribute most to institutional performance in higher education.

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“…One current change in higher education is the call by stakeholders for more accountability for student learning outcomes (Gansemer-Topf & Schuh, 2006;Jarrott & Gambrel, 2011;Lowenthal, White & Cooley, 2011), while another move involves the increased need to prepare students for their future careers in a difficult job market for graduMaterial published as part of this publication, either on-line or in print, is copyrighted by the Informing Science Institute. Permission to make digital or paper copy of part or all of these works for personal or classroom use is granted without fee provided that the copies are not made or distributed for profit or commercial advantage AND that copies 1) bear this notice in full and 2) give the full citation on the first page.…”

Section: Introductionmentioning

confidence: 99%

A Cross-Case Analysis of the Use of Web-Based ePortfolios in Higher Education

et al. 2013

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Executive SummaryHigher education is mandated to document student learning outcomes and ePortfolios have been offered as a panacea for assessment, evaluation, and accreditation. However, the student voice regarding the value students construct from building and utilizing web-based electronic portfolios (ePortfolios) in higher education has been sparse or non-existent in a number of disciplines. In the current study, a total of 459 undergraduate and graduate students' perceptions were collected through structured surveys, reflective journals, emails, and reflection papers. This mixed methods study reviews the historical foundations of contemporary web-based ePortfolios within a constructivist theoretical frame and presents four case studies from two universities in southwest USA from four disciplines (education, industrial technology, chemical engineering, and human resource development). A compilation of research findings from the four case studies yielded 27 categories that were later condensed through cross-case analysis resulting in five emerging themes: career-focused, big picture of learning, social and visual learning, enablers of ePortfolios, and barriers of ePortfolios. Each theme is discussed and illuminated by extracts of student work and supported by relevant literature. Recommendations include greater communication with students regarding expectations and requirements of the ePortfolio, providing student and faculty training on web-based ePortfolios, and forming a community of practice.

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INSTITUTIONAL SELECTIVITY AND INSTITUTIONAL EXPENDITURES: Examining Organizational Factors that Contribute to Retention and Graduation

Cited by 114 publications

References 15 publications

Accountability in Higher Education: Exploring Impacts on State Budgets and Institutional Spending Patterns

Accountability in Higher Education: Exploring Impacts on State Budgets and Institutional Spending Patterns

Impacts of performance-based accountability on institutional performance in the U.S.

A Cross-Case Analysis of the Use of Web-Based ePortfolios in Higher Education

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