The creation of performance funding in Michigan: Partnership, promotion and points

Abstract

While accountability in higher education has been a topic of debate for decades, in recent years the discussions have shifted to emphasize efficiency and economic measures of success. A prominent example of this accountability movement is the increase in popularity of performance funding policies. One of the most recent states to implement performance funding is Michigan, which began their performance funding policy in 2012. This study explored the creation and implementation of the state of Michigan's performance funding policy. In particular, the decision making processes institutional administrators and state leaders engaged in while designing, promoting, and implementing the policy. Using a case study design and interviewing both higher education administrators and state leaders who were involved in the creation of the performance funding policy in Michigan yielded five large trends: 1) The importance of advocacy coalitions; 2) Securing support through a focus on higher education affordability; 3) Concerns with how to measure data and compare institutions; 4) Insufficient financial incentives; and 5) Limited impact on institutional decision making.

Performance-Based Funding in American Higher Education: A Systematic Synthesis of the Intended and Unintended Consequences

“…Twenty-one studies that did not focus on PBF in the United States were excluded (e.g., Frolich et al, 2010; Lang, 2016). Thirty-two studies were excluded that did not focus on the intended or unintended consequences of PBF adoption in any capacity (e.g., Blankenberger & Phillips, 2016; Opoczynski, 2016). Five studies were not included for other reasons not captured in our primary exclusion criteria (e.g., the same study was found to be listed as both a working paper and journal article).…”

The Features of Pedagogical and Psychological Characteristics of Career Growth Among Educators of Vocational Educational Institutions

“…In light of the general mental hypothesis of the expert advancement of an individual, we have the motivation to state that the way toward distinguishing and further building up an all-encompassing powerful complex of individual, expertly significant characteristics of instructors is changed at each phase of their expert improvement. Financial changes brought about by civilizational changes, for example, the dynamic advancement of creation and the rise of a market economy in global, expect masters to audit and reexamine esteem directions, to understand the significance of skills gained and to create vocation improvement systems (Opoczynski, R. 2016). In this manner, proficient advancement and vocation development of the educator of professional training organization in a market economy infers beating the relating challenges at each phase of expert arrangement and improvement, the consequences of which mirror the level of improvement of individual-individual and expert action parts, joined in the fundamental and foundational segments, honesty.…”