Public Expenditure on Higher Education: A Comparative Study in the Ec‐member States, 1975‐1990

Kaiser, Franciscus; Koelman, Jos; Florax, Raymond J.G.M.; Vught, Franciscus A. van

doi:10.1080/0379772920170104

Cited by 8 publications

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“…by university and non-university sector (prices 1975) 1975 1980 1981 1982 1983 1984 1985 1986 1987 18,706 15,336 14,942 14,133 13,441 12,519 11,993 12,052 11,566 100 82 80 76 72 67 64 64 62 12, 353 12,388 11,464 11,283 11,324 10,885 10,799 11,190 10,208 100 100 93 91 92 88 87 91 83 Source." Kaiser et al 1991. stable over the years, but no compensation has been made to cater for the increase in student numbers (Table 2).…”

Section: Fundingmentioning

confidence: 99%

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Changing balances in Dutch higher education

Goedegebuure

Westerheijden

1991

High Educ

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Abstract. Like many other higher education systems in the Western world, Dutch higher education underwent profound changes during the last decade. In this article we will present an overview of these changes, and try to formulate an analytical framework that might be suited to analyze this process. In order to set the stage, we will begin with an overview of the Dutch higher education system, in which the broad structure is described, and some trends are presented. Next, an overview is given of the retrenchment and restructuring operations with which Dutch higher education was confronted during the last decade. Drawing, mainly, on public administration and political theory, we then attempt to formulate a framework for analysis. In this we focus on the Dutch higher education system as a policy network, and address the relationships that exist between the various key actors in the network: between government and higher education, among higher education institutions themselves, and among the different actors within the institutions, especially administrators and academics. In doing so, we hope to demonstrate that at all these levels some identical basic processes operate which to a large extent determine the outcomes of governmental policies aimed at changing the higher education system. (Clark 1983:137) Time and again the modern state stumbles over the academic system Higher education in the NetherlandsThe Dutch higher education system: structure and trends Within the Dutch higher education system three types of institutions can be discerned: universities, institutes for higher vocational education (HBO), and the Open University. In the Netherlands, with around 15 million people, there are 13 universities, 86 HBO-institutions, all located throughout the country, and an Open University (distance education) in the south of the Netherlands, with 18 regional study centres dispersed throughout the country. As the Open University, because of its special nature, was not involved in the higher education policies which are considered in this article, no further attention shall be paid to it.All higher education institutions in the Netherlands are funded largely by government, the additional resources coming from teaching, research and services such as consultancy, performed for third parties. All institutions operate within the legal and funding framework set up by government. To further clarify the operation of the Dutch higher education system, some more detailed comments can be made regarding funding and student enrolment. 496 FundingWithin Dutch higher education, three 'flows of funds' are discerned. The first flow of funds is the direct funding of institutions through government. Most of the governmental funding through this flow is based on normative models for universities and for HBO-institutions, the main difference being that the HBOmodel does not contain a research component, as fundamental research is not considered a task for these vocationally oriented institutions. The principles underlying both models c...

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Section: Fundingmentioning

confidence: 99%

“…Public expenditure on higher education in million Dfl. (constant prices; 1975= 100) 1975 1980 1981 1982 1983 1984 1985 1986 1987 5 Source: Kaiser et al 1991. Table 2.…”

Section: Fundingmentioning

confidence: 99%

Changing balances in Dutch higher education

Goedegebuure

Westerheijden

1991

High Educ

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“…Although the observed crosscountry differences may partly reflect budget constraints, they also highlight the political willingness in respective country to promote participation in tertiary education as well as the funding mechanisms used and the levels of efficiency achieved in doing so (cf. Kaiser et al 1992).…”

Section: Student Financing Schemes In Europe and Their Reformsmentioning

confidence: 99%

An equity perspective on access to, enrolment in and finance of tertiary education

Asplund

Adbelkarim

Skalli

2008

Education Economics

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Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte. Terms of use: Documents in ABSTRACT:The failure to achieve equitable access to university studies has turned the focus to the funding of European higher education systems. Since the large amounts of public subsidies injected in tertiary-level education have not succeeded in reducing disparities in access for children from different social backgrounds, this is seen as compelling evidence for there being a need to revise higher education financing not only on efficiency but also on equity grounds. Such policies are already pursued, planned or intensively discussed in most of Europe.More equitable access to and participation in university education through changes in the funding sources and mechanisms is a challenging policy with long-term implications. Hence, it should preferably be based on reliable empirical evidence. This raises the question of what the theoretical and empirical literature actually tells us about these matters. How severe is the under-representation of students from a socially disadvantaged background? Has this inequality changed over time across and within European countries? What role does funding play? Have the changes in funding systems already undertaken in several European countries improved the participation of students from low-income families? This review paper aims to answer these important questions by drawing together the available evidence, by contrasting it against pursued educational policies and by pointing to still existing knowledge gaps. TIIVISTELMÄ:Epäonnistuminen oikeudenmukaisen jakauman saavuttamisessa korkeakoulutukseen hakeutumisessa on kohdistanut huomion eurooppalaisten korkeakoulujärjes-telmien rahoitukseen. Niihin sijoitetut julkiset tuet eivät ole onnistuneet vähentämään eroja eri sosiaaliluokista tulevien lasten hakeutumisessa korkeakoulutukseen, mikä on nähty vakuuttavana todisteena siitä, että korkeakoulutuksen rahoitusta tulee uudistaa paitsi tehokkuuden, myös oikeudenmukaisuuden näkökulmasta. Monissa Euroopan maissa näistä uudistuksista keskustellaan, niitä suunnitellaan tai niitä jo toteutetaan.Rahoituslähteiden ja -mekanismien muutosten kautta saavutettava oikeudenmukaisempi pääsy yliopistokoulutukseen on haastava projekti jolla on pitkäaikaisia seurausvaikutuksia, joten se olisi suotavaa perustaa luotettavaan empiiriseen näyttöön. Tällöin herää kysymys, mitä teoreettinen ja empiirinen kirjallisuus sanovat asiasta. Kuinka vakava on vähempiosai-sista sosiaaliluokista tulevien opiskelijoiden aliedustu...

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“…However, this has tended to focus on the costs of and returns to higher education, often concentrating on issues associated with various financing/funding systems and their effects on student participation as well as equity and welfare aspects (Barr andCrawford (1998), Chapman (1997), García-Peñalosa and Wälde (2000), Gary-Bobo and Trannoy (2004), Greenaway and Hayes (2003), Kaiser et. al.…”

Section: Introductionmentioning

confidence: 99%

University Funding Systems and Their Impact on Research and Teaching: A General Framework

2005

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This paper addresses the following question: how does a higher education funding system influence the trade-off that universities make between research and teaching? We do so by constructing a general model that allows universities to choose actively the quality of their teaching and research when faced with different funding systems. In particular, we derive the feasible sets that face universities under such systems and show how, as the parameters of the system are varied, the nature of the university system itself changes. The "culture" of the university system thus becomes endogenous. This makes the model useful for the analysis of reforms in funding and also for international comparisons.Keywords: University funding system, higher education, teaching quality, research quality, research elite. JEL Class. Nos.: I21, I22 § Acknowledgements: We would like to thank Robert Owen (Université de Nantes) and Yannis Katsoulacos (Athens University of Economics and Business) for helpful discussions and MAICh (Chania, Crete) for the hospitality provided while Beath and Ulph were working on the initial ideas leading to this paper. Beath and Poyago-Theotoky acknowledge the ESRC for financial support (grant no. RES-000-22-0340). *Corresponding author.Department of Economics, Loughborough University, Loughborough LE11 3TU, England. e-mail: j.poyago-theotoky@lboro.ac.uk NON-TECHNICAL SUMMARYIs the UK university system heading back towards the binary divide that typified higher education before 1992? If so, will the divide be where it was then? Would this be a good thing? Just what determines the amount and quality of teaching and research that universities do and what impact does the system of public funding have on this? These are the kinds of questions this paper addresses.Universities add to the stock of useful knowledge through their research and disseminate that stock through their teaching. Achieving quality in teaching and research takes time and as academics are time-limited, they face a stark choice. The more of their time that they spend on research, the higher is likely to be its quality.However this cuts back on the time that they can spend teaching students and, as this has implications for staff-student ratios, it will have a negative impact on teaching quality. Of course, in view of agencies such as the Quality Assurance Agency -as well as the increasing "voice" of the student consumers, there is going to be some quality threshold in teaching that all universities will need to attain. We take account of this in our analysis.In publicly funded systems, financial resources come as grants for teaching and grants for research. While there is as yet no quality-related component to the grant for teaching, this is not true of research -at least in the UK since the advent of the periodic research assessment exercises. 1 We have therefore allowed there to be a teaching grant proportional to the number of students that a university has on its books and a research grant with a fixed amount per staff member and a ...

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Public Expenditure on Higher Education: A Comparative Study in the Ec‐member States, 1975‐1990

Cited by 8 publications

References 0 publications

Changing balances in Dutch higher education

Changing balances in Dutch higher education

An equity perspective on access to, enrolment in and finance of tertiary education

University Funding Systems and Their Impact on Research and Teaching: A General Framework

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