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Articles on Performance-based funding
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Some states fund their public colleges based on how well the schools perform on key metrics. New research raises questions about how that affects outcomes for students from different racial groups.
Not everyone needs to be on campus to learn. Governments, which subsidize higher education, need to change their funding models to support affordable remote learning.
Albertans expect a draft agreement for performance-based funding for universities — but here’s why it should be scrapped.
States are increasingly adopting policies in which colleges get a small portion of their funding based on how many students graduate. A scholar explains why the policy may not achieve its aims.
Graduate employment outcomes will determine 40% of the $80 million extra government funding for universities. This is a problem for three reasons.
Around 7.5% of university government funding will be tied to performance measures, including graduate outcomes and participation rates of disadvantaged students.
There are already signs of this happening in Australia, but research from overseas reveals few benefits.
More states are funding colleges based on their performance. What are the implications?
Top contributors
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Executive Director, Student Equity; and Director, Centre for Higher Education Equity and Diversity Research, La Trobe University
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Associate Professor of Higher Education, Seton Hall University
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Professor at Southeastern Louisiana University, Southeastern Louisiana University
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Professor / Director of Work-Integrated Learning (WIL) programs, ECU School of Business and Law, Edith Cowan University
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Professor, Faculty of Education, University of Regina
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Director of Curriculum and Teaching Transformation, Professor of Learning Futures, Griffith University
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Assistant Professor, UMass Boston
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Professor of Accounting, Athabasca University
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Research Professor of Education and Economics, Georgetown University
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Assistant Professor, Southern Methodist University, Southern Methodist University
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Postdoctoral Research Associate, Annenberg Institute for School Reform, Brown University
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Professor, School of Public Policy and Administration, York University, Canada
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Associate Professor & Academic Director, Widening Participation, La Trobe University
