Funding of education and student finance Books

Book SynopsisWhat is wrong with young people today? This question has captured the concerns of the older generation about the habits and attitudes of the adolescents in their midst. The assumption is that there is indeed something wrong with young people. Even Plato must have rolled his eyes, as he relates his diatribe about the adolescents of Greece. Is the current generation of adolescents less motivated or less focused than their parents? How will they respond to the challenges facing them as they progress to adulthood? When, in fact, do they become adults? Although every generation draws upon their own unique and varied experiences, the speed of our current societal changes has created a very different adolescent passage for contemporary youth than ever before.The world as we know it has changed significantly and because of it, much of today’s youth is decidedly different from their parents. Adolescence itself has shifted dramatically. Young children are displaying adolescent behaviors well before they are ready to act on or understand their meaning, and older adolescents are staying perpetual children. As one writer put it, “the conveyer belt that transported adolescents into adulthood has broken down”. This book provides an interdisciplinary collection of research on the constants and challenges faced by young people today. Failure to launch? Social media? Economic stagnation? For the generation that is coming of age in a post-terrorist world and in the midst of economic upheaval, the challenges might seem insurmountable. However, in this book, scholars from across the academy, from sociology, psychology, education, philosophy, science, and business, explain how the young people today are responding to the constants of growth and change in adolescence and the unique challenges of life in the 21st century.

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Book SynopsisWhat is wrong with young people today? This question has captured the concerns of the older generation about the habits and attitudes of the adolescents in their midst. The assumption is that there is indeed something wrong with young people. Even Plato must have rolled his eyes, as he relates his diatribe about the adolescents of Greece. Is the current generation of adolescents less motivated or less focused than their parents? How will they respond to the challenges facing them as they progress to adulthood? When, in fact, do they become adults? Although every generation draws upon their own unique and varied experiences, the speed of our current societal changes has created a very different adolescent passage for contemporary youth than ever before.The world as we know it has changed significantly and because of it, much of today’s youth is decidedly different from their parents. Adolescence itself has shifted dramatically. Young children are displaying adolescent behaviors well before they are ready to act on or understand their meaning, and older adolescents are staying perpetual children. As one writer put it, “the conveyer belt that transported adolescents into adulthood has broken down”. This book provides an interdisciplinary collection of research on the constants and challenges faced by young people today. Failure to launch? Social media? Economic stagnation? For the generation that is coming of age in a post-terrorist world and in the midst of economic upheaval, the challenges might seem insurmountable. However, in this book, scholars from across the academy, from sociology, psychology, education, philosophy, science, and business, explain how the young people today are responding to the constants of growth and change in adolescence and the unique challenges of life in the 21st century.

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Book SynopsisThe number of students seeking postsecondary education at public or private nonprofit institutions has increased by 31 percent over the last decade, and close to 90 percent of the overall student population is now enrolled in these types of schools. As demand for a postsecondary education has grown, so has the cost, and families are finding college increasingly difficult to afford. To help students pay for college, the Department of Education (Education) provides assistance through Title IV of the Higher Education Act, awarding $133 billion in federal student aid in the 2009-2010 school year. To help ensure transparency and accountability in the public and private nonprofit postsecondary education sectors, this book reviews schools in these sectors with respect to their revenue trends; expenditure trends; student graduation rates; and disclosure of information to students on cost of attendance, graduation rates, and future employment. The book also briefly presents trends in out-of-pocket net price for college, the amount that students and their families must pay to attend college after subtracting grants, loans, work-study, and all other student aid from the total price of attendance. It also presents out-of-pocket net price by income levels for the most recent data available (2011-12). For comparability, findings are presented for undergraduates attending full time for a full year and also trends are presented separately for key institution types.

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Book SynopsisThe Department of Education (Education) relies on collection agencies to assist borrowers in rehabilitating defaulted student loans, which allows borrowers who make nine on-time monthly payments within 10 months to have the default removed from their credit reports. Education works with 22 collection agencies to locate borrowers and explain repayment options, including rehabilitation. From fiscal years 2011 to 2013, Education collected about $9 billion on over 1.5 million loans through rehabilitation, most of which was recovered by collection agencies. This book examines how Education assists borrowers in rehabilitating defaulted student loans; the upgrade of its defaulted loan information system affected loan rehabilitation; and Education oversees private collection agencies in implementing loan rehabilitation.

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Book SynopsisPrograms and policies designed to promote higher levels of financial capability among youth have proliferated in recent years in the aftermath of the recent economic crisis. This trend is fueled by the growing recognition that more must be done to equip young people with the knowledge, skills and attitudes that will serve as the basis for a lifetime of sound financial decision‐ making. The recent Executive Order establishing the President s Advisory Council on Financial Capability for Young Americans and the recent announcement of the Financial Literacy Education Commissions (FLEC) new strategic focus on "Starting Early for Financial Success" are both significant markers of increased levels of commitment and dedication among national policy makers to this important issue. This book examines the findings from the Assessing Financial Capability Outcomes (AFCO) Youth Pilot, and provides options and ways to save and invest for students.

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Book SynopsisStudent loans make up the nation''s second largest consumer debt market, surpassing all other categories of consumer debt aside from mortgages. Servicers are a critical link between borrowers and lenders. They manage borrowers'' accounts, process monthly payments, and communicate directly with borrowers. The servicer is often different than the lender, and a borrower typically has no control over which company services a loan. Regrettably, widespread servicing failures are being reported by both federal and private student loan borrowers. This book reviews and discusses public comments submitted in response to a request for information regarding student loan servicing by the Consumer Financial Protection Bureau. It includes recommendations for policymakers and market participants to improve borrower outcomes and reduce defaults, offering a roadmap for student loan servicing reform. This book also identifies a range of challenging issues for servicemembers with student loans.

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Book SynopsisMany eligible borrowers do not participate in the Department of Education''s (Education) Income-Based Repayment and Pay As You Earn repayment plans for Direct Loans, and Education has not provided information about the plans to all borrowers in repayment. These plans provide eligible borrowers with lower payments based on income and set timelines for forgiveness of any remaining loan balances. As of September 2014, outstanding federal student loan debt exceeded $1 trillion, and about 14 percent of borrowers had defaulted on their loans within 3 years of entering repayment, according to Education data. This book discusses how participation in Income-Based Repayment and Pay As You Earn compares to eligibility, and to what extent Education has taken steps to increase awareness of these plans; and what is known about Public Service Loan Forgiveness certification and eligibility, and to what extent Education has taken steps to increase awareness of this program.

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Book SynopsisThe National Education Finance Academy (NEFA) has completed a project providing a one- of-a-kind practical book on funding P-12 education in the United States. The book, entitled Funding Public Schools in the United States and Indian Country is a single volume with a clear and short chapter about each state. Approximately 50% of chapters are authored by university faculty who are members of NEFA; approximately 25% of chapters are authored by state department of education officials and/or state school board association officials; and the remaining 25% of chapters are authored by ASBO affiliate states.Each chapter contains information about: Each state’s aid formula background; Basic support program description and operation (the state aid formula) including how school aid is apportioned (e.g., state appropriations, local tax contributions, cost share ratios, and more); Supplemental funding options relating to how school districts raise funds attached to or above the regular state aid scheme; Compensatory programs operated in school districts and how those are funded and aided; Categorical programs operated in school districts and how those are funded and aided; Any funding supports for transportation operations; Any funding supports for physical facilities and operations; and Other state aids not covered in the above list.

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Book SynopsisThe National Education Finance Academy (NEFA) has completed a project providing a one- of-a-kind practical book on funding P-12 education in the United States. The book, entitled Funding Public Schools in the United States and Indian Country is a single volume with a clear and short chapter about each state. Approximately 50% of chapters are authored by university faculty who are members of NEFA; approximately 25% of chapters are authored by state department of education officials and/or state school board association officials; and the remaining 25% of chapters are authored by ASBO affiliate states.Each chapter contains information about: Each state’s aid formula background; Basic support program description and operation (the state aid formula) including how school aid is apportioned (e.g., state appropriations, local tax contributions, cost share ratios, and more); Supplemental funding options relating to how school districts raise funds attached to or above the regular state aid scheme; Compensatory programs operated in school districts and how those are funded and aided; Categorical programs operated in school districts and how those are funded and aided; Any funding supports for transportation operations; Any funding supports for physical facilities and operations; and Other state aids not covered in the above list.

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Book SynopsisAn earnest life-planning manual with a decidedly old-fashioned feel Kirkus Review Have you ever wondered why some people seem to get rich quick, while others are destined for a life of financial struggle? The world has led you to believe that financial freedom only happens to the lucky few who have some uncommon talent. The truth is just the opposite! As you journey through this book, you will discover that financial freedom is within your reach, uncovering exactly why so many people struggle with money. Take the Helm is the definitive guide to getting past deep-rooted limitations and picking up powerful tools to help you make decisions, stay ahead of your financial life, and confidently navigate money management. This book is designed to help you navigate the seven seas of life from personal finances, career, and education to growing and protecting your wealth. We will help you make a crucial shift in your planning so you can chart the course to financial success, and Take the Helm will be your guide as you explore the magic of creating the financial power to pursue your dreams. By taking the steps to become financially fit, you will reap the benefits of: Increased happiness Reduced stress Finally building real wealth Taking control of your finances does not mean you have to give up the life you love. Get started today and enjoy the incredible benefits nested within this book.

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Book SynopsisThis series provides a scholarly forum for interdisciplinary research on the financing of public, private, and higher education in the United States and abroad. The series is committed to disseminating high quality empirical studies, policy analyses, and literature reviews on contemporary issues in fiscal policy and practice. Each themed volume is intended for a diversity of readers, including academic researchers, students, policy makers, and school practitioners.The first volume in the series, Fiscal Policy in Urban Education, addressed the continuing challenge of large, complex urban school systems to operate both equitably and efficiently. Guest edited by Faith Crampton and David Thompson, the second volume in our series, Saving America's School Infrastructure, examined the relationship between the physical environment of schools and student achievement. The third volume, High Stakes Accountability in Education: Implications for Resources and Capacity, compiled a diversity of research studies focused local, state and national efforts to respond to the reauthorization of the federal Elementary and Secondary Education Act, commonly referred to as No Child Left Behind (NCLB). In this fourth volume, attention is turned to both theoretical and pragmatic concerns in American higher education. During the final stages of the preparation of this manuscript, our schools, colleges, and universities have been confronted with what can be referred to as a "once in a century" set of challenges. As the global COVID 19 pandemic penetrated the United States in early 2020, colleges and universities have scrambled to address this ongoing public health crisis. Emergency task forces were established, campuses were shut down, faculty moved their instruction to virtual formats, and the entire higher education industry braced itself for the financial fallout. In addition to having to invest additional resources in classroom technology, ventilation, and personal protective equipment, colleges and universities continue to respond to revenue shortfalls, including reductions in both tuition and room and board revenue. This financial landscape requires judicious policy-making and research informed practice.With this in mind, contributing authors were asked to pay specific attention to contemporary challenges and opportunities during a pivotal period in America's colleges and universities. The contributing authors were asked to think of policymakers and practitioners at local, state, and national levels as the intended audiences for their work. Our contributors responded with a collection of studies examining the impact of federal and state policymaking on higher education finance and on specified educational outcomes and practices. Throughout the volume, particular attention is paid to issues of equity and adequacy in American higher education, including the deployment of incentives and structures that support the access and achievement of traditionally underrepresented students.

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Book SynopsisThis series provides a scholarly forum for interdisciplinary research on the financing of public, private, and higher education in the United States and abroad. The series is committed to disseminating high quality empirical studies, policy analyses, and literature reviews on contemporary issues in fiscal policy and practice. Each themed volume is intended for a diversity of readers, including academic researchers, students, policy makers, and school practitioners.The first volume in the series, Fiscal Policy in Urban Education, addressed the continuing challenge of large, complex urban school systems to operate both equitably and efficiently. Guest edited by Faith Crampton and David Thompson, the second volume in our series, Saving America's School Infrastructure, examined the relationship between the physical environment of schools and student achievement. The third volume, High Stakes Accountability in Education: Implications for Resources and Capacity, compiled a diversity of research studies focused local, state and national efforts to respond to the reauthorization of the federal Elementary and Secondary Education Act, commonly referred to as No Child Left Behind (NCLB). In this fourth volume, attention is turned to both theoretical and pragmatic concerns in American higher education. During the final stages of the preparation of this manuscript, our schools, colleges, and universities have been confronted with what can be referred to as a "once in a century" set of challenges. As the global COVID 19 pandemic penetrated the United States in early 2020, colleges and universities have scrambled to address this ongoing public health crisis. Emergency task forces were established, campuses were shut down, faculty moved their instruction to virtual formats, and the entire higher education industry braced itself for the financial fallout. In addition to having to invest additional resources in classroom technology, ventilation, and personal protective equipment, colleges and universities continue to respond to revenue shortfalls, including reductions in both tuition and room and board revenue. This financial landscape requires judicious policy-making and research informed practice.With this in mind, contributing authors were asked to pay specific attention to contemporary challenges and opportunities during a pivotal period in America's colleges and universities. The contributing authors were asked to think of policymakers and practitioners at local, state, and national levels as the intended audiences for their work. Our contributors responded with a collection of studies examining the impact of federal and state policymaking on higher education finance and on specified educational outcomes and practices. Throughout the volume, particular attention is paid to issues of equity and adequacy in American higher education, including the deployment of incentives and structures that support the access and achievement of traditionally underrepresented students.

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Book SynopsisMuch has been written about how public schools in the United States are funded. However, missing in the current literature landscape is a nuanced discussion of funding as it relates to public charter schools. This text, authored by researchers and professionals working in the charter school world, provides readers with a comprehensive overview of issues related to the funding and operation of charter schools.The book opens with an introduction to charter schools and how they are funded. The financial management and oversight of charter schools and issues related to funding equity, including how charter schools impact district school finances, are addressed. Special considerations for charter schools related to serving special education students and transportation issues are also addressed. After reading this book, readers will have a thorough understanding of how charter schools are funded and managed financially.

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Book SynopsisMuch has been written about how public schools in the United States are funded. However, missing in the current literature landscape is a nuanced discussion of funding as it relates to public charter schools. This text, authored by researchers and professionals working in the charter school world, provides readers with a comprehensive overview of issues related to the funding and operation of charter schools.The book opens with an introduction to charter schools and how they are funded. The financial management and oversight of charter schools and issues related to funding equity, including how charter schools impact district school finances, are addressed. Special considerations for charter schools related to serving special education students and transportation issues are also addressed. After reading this book, readers will have a thorough understanding of how charter schools are funded and managed financially.

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Book SynopsisThis inspiring account of bipartisan political success delivers an expert breakdown of how and why Kansas—a politically conservative state—was able to craft a stable, balanced, and equitable system of funding for its public schools. Beyond a chronicle of one state’s achievements, School Finance and Education Equity provides invaluable policy guidance and lays out a blueprint that other states can use to strengthen their own public education systems. Readers are given an insider’s tour of the Kansas story by Bruce D. Baker, an academic researcher and expert witness in school finance litigation who has more than two decades of involvement with the state. Baker combines historical background, legal analysis, and political and economic contextual data—along with a gleaming wit—to present a thorough, enlightening narrative of Kansas’s K–12 funding journey. As Baker points out, other states can find much to learn here. He shows that, when it comes to school finance, Kansas serves as an exemplar in aligning resources to meet the promises of its constitution. State leaders rejected the pervasive notion that “money doesn’t matter” in education, and they gathered the data to prove that it does. Baker emphasizes that this kind of slow and steady success hinges on the ability of stakeholders to remain involved over time. Continuity is vitally important. Baker’s account highlights how persistence can overcome opposition, continuity can aid reform, and incremental gains can lead to big change. In an era of national ideological polarization and political and economic volatility, the lessons from Kansas are especially illuminating.

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Book SynopsisIn the updated edition of Smarter Budgets, Smarter Schools, Nathan Levenson proposes fresh strategies for more efficient, equitable resource allocation within school districts.Budgets, according to Levenson, can be a surprisingly powerful lever for improved student achievement outcomes and equity. Readers of this revised edition will find practical advice for funding equity initiatives and social-emotional services, among other student needs. Levenson also discusses how to accommodate common, necessary school expenses and district improvement measures such as capital purchases, personnel costs, and campus renovations within tight funding models. The key is creativity: Levenson invites readers to shift their mindsets and embrace innovative ideas for using limited resources strategically.An indispensable guide, Smarter Budgets, Smarter Schools delivers proven, successful practices for school leaders—superintendents, central office leaders, building principals, and school board members—who hope to make smarter, better informed financial decisions and stretch declining district budgets. It outlines budget management tactics for working around financial constraints brought on by shrinking tax revenues, rising health care and pension costs, and increased special education needs. The book also addresses how to manage declining or increasing enrollment numbers.Throughout this useful and timely work, Levenson provides real-world examples, critical worksheets, and actionable suggestions to help decision-makers apply these concepts and realize a greater academic return on their investments.

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Book SynopsisCollege cost per student has been on the rise at a pace that matches ? or exceeds ? healthcare costs. Unlike healthcare, though, teaching quality has declined, and rapidly rising costs and declining quality are not trends easily forgiven by society. The College Cost Disease addresses these problems, providing a behavioral framework for the chronic cost/quality consequences with which higher education is fraught. Providing many compelling insights into the issues plaguing higher education, Robert Martin expounds upon H.R. Bowen?s revenue theory of cost by detailing experience good theory, the principal/agent problem, and non-profit status. Reputation competition dominates higher education. Students and their parents, and public opinion in general, associate higher tuition with higher quality and greater accolades; price is used as a proxy for quality only when consumers are uncertain about quality prior to purchase. Higher education services are the most complex types of ?experience goods?; a service whose quality can only be determined after a purchase has been made. Applying formal economic theory to higher education, Robert Martin examines how and why attempts to control costs are controversial and the damaging effects these controversies have on institutions? reputations. Arguing that the college access problem cannot be solved until colleges and universities find a way to control their costs, this book brings to the fore the leading ideas that will bring about much-needed budgetary reform in higher education.Governing boards, administrators and faculty members should find much to think on and learn from here; parents, students, alumni and taxpayers will find the research and conclusions alarming, though eye-opening.Trade Review‘The College Cost Disease is indeed a useful reading, not only for the students of economics of education, but also for others interested in quality and also that the costs of higher education would immensely benefit from.’ -- Jandhyala B.G. Tilak, Journal of Educational Planning and AdministrationTable of ContentsContents: Preface 1. Cost, Quality, and Anomalies in Higher Education 2. Statistical Measures: Teaching Productivity, Cost, Financial Burden, and Quality 3. Reputations and the Chivas Regal Effect 4. The Principal/Agent Problem in Higher Education 5. Commercialization: The Devil Made Me Do It! 6. The Gresham Effect, Lemons, and Teaching 7. Inside the Black Box Glossary Bibliography Index

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Book SynopsisInteractions between firms and universities are key building blocks of innovation systems. With a focus on developing countries, this book presents novel comparative research spanning three continents. The result is a more universal and dynamic view of the shaping and reshaping of interactions between firms and universities within different countries in various stages of development.Through expert contributions, a combination of empirical investigations and theoretical discussion is presented, existing studies on innovation systems are quantified and further avenues of research suggested. Readers will establish a more universal understanding of the vibrant relationship between firms and universities, and how this affects innovation for the future.Scholars of innovation, evolutionary economics, science and technology studies, and development studies will find the original research to be of great value. This book will also appeal to public research organizations and policy makers.Contributors: J.O. Adeoti, E. Albuquerque, V. Arza, I. Bortagaray, G. Britto, C. De Fuentes, G. Dutrénit, J.-H. Eun, A.C. Fernandes, G. Kruss, K. Lee, D. Nabudere, D. O'Brien, M. Pinho, L. Ribeiro, D. Schiller, W. Suzigan, C. Vazquez, Y.Wang, G. WuTrade ReviewWhat is similar and what is different about the relationships between how universities and public laboratories interact with firms in developing, as contrasted with advanced, industrial economies? How do these differences reflect and support the differences witnessed in on-going innovations? This book is the first large-scale report on these matters, and their implications for policy in developing countries. --- From the foreword by Richard R. Nelson, Columbia University, USTable of ContentsContents: Preface Richard R. Nelson Introduction Glenda Kruss, Keun Lee, Wilson Suzigan and Eduardo Albuquerque PART I: INTERACTIONS ACROSS REGIONS AT DIFFERENT STAGES OF DEVELOPMENT 1. Bracing for Change: Making Universities and Firms Partners for Innovation in Sub-Saharan Africa Glenda Kruss, John O. Adeoti, and Dani Nabudere 2. Are University–Industry Links Meaningful for Catch-Up? A Comparative Analysis of Five Asian Countries Daniel Schiller and Keun Lee 3. Features of Interactions between Public Research Organizations and Industry in Latin America: The Perspective of Researchers and Firms Gabriela Dutrénit and Valeria Arza 4. China’s University–Industry Links in Transition Jong-Hak Eun, Yi Wang and Guisheng Wu PART II: DYNAMIC INTERACTIONS: MATCHES AND MISMATCHES OVER TIME 5. Relevance of University–Industry Links for Firms from Developing Countries: Exploring Different Surveys Marcelo Pinho and Ana Cristina Fernandes 6. Channels and Benefits of Interactions between Public Research Organizations and Industry: Comparing Country Cases in Africa, Asia, and Latin America Valeria Arza, Claudia De Fuentes, Gabriela Dutrénit and Claudia Vazquez 7. Matrices of University–Firm Interactions in Latin America Eduardo Albuquerque, Wilson Suzigan, Valeria Arza and Gabriela Dutrénit PART III: TOWARD A FRAMEWORK OF GLOBAL INTERACTIONS BETWEEN UNIVERSITIES AND FIRMS 8. Global Interactions between Firms and Universities: A Tentative Typology and an Empirical Investigation Leonardo Ribeiro, Gustavo Britto, Glenda Kruss, and Eduardo Albuquerque Postscript Researching University–Industry Links: Where Do We Go from Here? David O’Brien and Isabel Bortagaray References Index

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Book SynopsisGiven the recent re-evaluation of research funding policy as an issue central to national governments and the EU, it is imperative that underlying rationales and channels for investment in research and development are examined. A pioneering analysis of the complexity, allocation and management of public funding of research, this Handbook explores the strategies whereby research can be successfully targeted and supported to resolve problems of broad public concern.Used effectively, the Handbook finds, research has the potential to support economic growth, create jobs, enhance social welfare, protect the environment and expand the frontiers of human knowledge. Taking a multi-level approach, chapters strategize ways to address various funding objectives through analysis of policy design, policy instruments, research organizations and researchers, while remedying disparities resulting from the distribution of research funds. The Handbook’s expansive scope, which covers variation in goals and instrument management over time and across countries, facilitates an approach that not only scrutinizes existing paradigms of public research funding but also looks to the future.With authoritative analysis and theoretical frameworks by leading scholars, the Handbook employs an interdisciplinary approach that combines sociology of sciences, political sciences and economics. It will prove a useful resource for scholars and researchers in science policy studies, alongside policy analysts in ministries and research funding organizations seeking to better understand their working environment.Trade Review‘Public funding of research is crucial for independent, creative knowledge production in universities and research organisations, certainly in view of the great societal challenges of our time. This Handbook offers analyses by leading international scholars, showing how modes of funding have changed in the 21st century, with both pitfalls and promising avenues. A must-read for academics and policymakers engaged in transformative knowledge politics.’ -- Stefan Kuhlmann, University of Twente, the Netherlands‘This Handbook is timely as our science systems are under increasing pressure to deliver impact with tighter resources and increased performance pressure for individuals and organisations. It provides creative perspectives and concepts to better understand how different funding systems and policies and their changes interact with research organisations, research practices and researcher careers. In providing thorough reflection on these interactions it presents a step-change in science policy research and is highly meaningful for scholars, funders, policy makers and politicians.’ -- Jakob Edler, Fraunhofer Institute for Systems and Innovation Research, Germany and University of Manchester, UK‘A unique Handbook addressing the radical changes public research and universities have witnessed during the last 20 years. It is unique by its national, organizational and individual analyses of transformations, and by its ability to question established categories (e.g. top down vs bottom-up, or basic vs applied). -- Philippe Larédo, University of Manchester, UK'Many should be grateful for the publication of this important Handbook. Scholars from different disciplines provide significant insights into a system that has both expanded considerably as well as changed towards project financing. It offers highly recommended reading for politicians at the top of the system down to individual researchers.' -- Lars Engwall, Uppsala University, SwedenTable of ContentsContents: 1 Introduction to the Handbook of Public Funding of Research: understanding vertical and horizontal complexities 1 Benedetto Lepori, Ben Jongbloed and Diana Hicks PART I PUBLIC POLICIES AND RESEARCH FUNDING 2 What is public about public research? The case of COVID-19 R&D 21 Barry Bozeman 3 Motivations guiding public research funding in science, technology and innovation (STI) policy: a synthesis 38 Aixa Y. Alemán-Díaz 4 Politics of public research funding: the case of the European Union 55 Inga Ulnicane PART II POLICY MIXES IN PUBLIC RESEARCH FUNDING: LAYERING AND COMPLEXITY 5 Ideas and instruments in public research funding 73 Giliberto Capano 6 Performance-based research funding and its impacts on research organizations 90 Gunnar Sivertsen 7 R&D programs as instruments for governmental R&D funding policy 107 Emanuela Reale, Magnus Gulbrandsen and Thomas Scherngell 8 Size matters! On the implications of increasing the size of research grants 123 Carter Bloch, Alexander Kladakis and Mads P. Sørensen 9 Potentials and limitations of program-based research funding for the transformation of research systems 139 Susanne Bührer, Sarah Seus and Rainer Walz 10 Targeting research to address societal needs: what can we learn from 30 years of targeting neglected diseases? 156 Josie Coburn, Ohid Yaqub and Joanna Chataway 11 The construction of competition in public research funding systems 172 Stefan Arora-Jonsson, Nils Brunsson and Peter Edlund PART III INTERACTION OF FUNDING SYSTEMS WITH ORGANIZATIONAL STRUCTURES AND HIERARCHIES 12 Incentives, rationales, and expected impact: linking performance-based research funding to internal funding distributions of universities 186 Jussi Kivistö and Charles Mathies 13 Research funding in the context of high institutional stratification: policy scenarios for Europe based on insights from the United States 203 Arlette Jappe and Thomas Heinze 14 Public research organisations and public research funding 221 Laura Cruz-Castro and Luis Sanz-Menéndez PART IV RESEARCHERS’ INTERACTION WITH THE FUNDING ENVIRONMENT 15 Reframing study of research(er) funding towards configurations and trails 242 Duncan A. Thomas and Irene Ramos-Vielba 16 Researchers’ responses to their funding situation 261 Grit Laudel 17 Gender and underrepresented minorities differences in research funding 279 Laura Cruz-Castro, Donna K. Ginther and Luis Sanz-Menéndez 18 Research funding and scientific careers 301 Julia Melkers, Richard Woolley and Quintin Kreth 19 Research funding and academics’ scholarly performance 322 Hugo Horta and Huan Li PART V SYSTEM PERSPECTIVES AND COUNTRY VARIATIONS 20 Context matters: conceptualizing research funding policies through the lens of the varieties of academic capitalism approach 340 Olivier Bégin-Caouette, Silvia Mirlene Nakano Koga and Émanuelle Maltais 21 System-level insights into public funding of research from emerging economies 361 Juan D. Rogers 22 Public research funding in Asian latecomer countries: developmental legacy and dilemmas 378 So Young Kim Index 395

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Book SynopsisFinancial incentives play an important role in the behaviour of public institutions of higher education. Incentive-Based Budgeting Systems in Public Universities examines alternative uses of these financial incentives, and reviews the consequences of their implementation.The contributors to the book explore diverse areas including: faculty behaviour in an incentive-based environment effects on teaching, evaluation of decentralized approaches to budgeting efficiency implications at the state level the ramifications of revenue flux on institutional behaviour. Case studies from the University of Toronto, the University of Michigan and Indiana University are also presented, and the volume concludes with recommendations regarding possible implementation strategies. The first to analyse the implementation of various permutations of incentive based budgeting in public institutions of higher education, this book will be of enormous interest to policy makers, trustees, administrators and faculty members of these institutions. It will also appeal to those involved in higher education programmes offering courses in the economics and finance of colleges and universities.Trade Review'The collection of papers in Incentive-Based Budgeting Systems in Public Universities is sure to warm the hearts of university presidents, budget directors, department chairs, faculty, and others who have long suspected that budgeting and education, research and service must somehow be related. It will also serve as a reference for those who have their doubts. . . The benefit of a volume such as Incentive-Based Budgeting Systems in Public Universities is that it provides the reader with the background and basis for thinking about alternatives to the status quo as applied to higher education finance. When the issues are as complex as budgeting in higher education, and when much of the potential audience is likely to be dubious that change might be effective, the discussion must be comprehensive enough to encourage further investigation while keeping an open mind. Incentive-Based Budgeting Systems in Public Universities meets these criteria.' -- Stephen Chaikind, Journal of Education Finance'This book provides an excellent set of stories on the trials, tribulations and successes of this inevitable university adjustment.' -- Stephen P. Heyneman, International Journal of Educational Development'Incentive-based budgeting in higher education comes in many guises: and this edited collection, Incentive-Based Budgeting Systems in Public Universities, does a good job in reviewing the theory, describing case studies, and offering analysis of this multifaceted practice. The book is well written, sufficiently rigorous, and insightful of how such budgeting systems work in higher education; it describes a sensible alternative to the more common practices of formula funding, activity-based costing, and incremental budgeting. . . Incentive-Based Budgeting Systems in Public Universities serves as an up-to-date, interesting, and useful treatment of funding systems within US universities. The case studies in particular are useful evidence that, even for complex enterprises such as colleges, incentives can be made to count.' -- Clive R. Belfield, The Economic Journal'As public universities are facing severe financial pressures due to rising costs and declining revenues, innovations in budgeting formats provide the best hope of coping with the problem. The advantages and limitations of public universities adopting the incentive-based budgeting approach that has been used in private universities are expertly and articulately examined in this book. It is a 'must read' for all university administrators, members of governing boards, legislators, and policy analysts who are seriously searching for innovative ways to increase universities' efficiency in their use of increasingly scarce resources.' -- Charles G. Leathers, University of Alabama, USTable of ContentsContents: 1. Why Incentive-Based Budgeting Systems in the Public Sector and Why Now? Part I: Overview 2. The Case, if Any, for Responsibility Center Budgeting 3. The Efficiency of Responsibility Center Management within State Universities 4. Revenue Flux and University Behavior Part II: Case Studies 5. Responsibility Center Budgeting and Management at Indiana University 6. Responsibility Center Budgeting at the University of Toronto 7. Activity-Based Budgeting at the University of Michigan Part III: Effects and Lessons 8. Budget Incentive Structures and the Improvement of College Teaching 9. Reward Structures and Faculty Behavior Under Responsibility Center Management 10. Using Performance Indicators to Evaluate Decentralized Budgeting Systems and Institutional Performance 11. Incentive-Based Budgeting: An Evolving Approach Index

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Book SynopsisCollege cost per student has been on the rise at a pace that matches ? or exceeds ? healthcare costs. Unlike healthcare, though, teaching quality has declined, and rapidly rising costs and declining quality are not trends easily forgiven by society. The College Cost Disease addresses these problems, providing a behavioral framework for the chronic cost/quality consequences with which higher education is fraught. Providing many compelling insights into the issues plaguing higher education, Robert Martin expounds upon H.R. Bowen?s revenue theory of cost by detailing experience good theory, the principal/agent problem, and non-profit status. Reputation competition dominates higher education. Students and their parents, and public opinion in general, associate higher tuition with higher quality and greater accolades; price is used as a proxy for quality only when consumers are uncertain about quality prior to purchase. Higher education services are the most complex types of ?experience goods?; a service whose quality can only be determined after a purchase has been made. Applying formal economic theory to higher education, Robert Martin examines how and why attempts to control costs are controversial and the damaging effects these controversies have on institutions? reputations. Arguing that the college access problem cannot be solved until colleges and universities find a way to control their costs, this book brings to the fore the leading ideas that will bring about much-needed budgetary reform in higher education.Governing boards, administrators and faculty members should find much to think on and learn from here; parents, students, alumni and taxpayers will find the research and conclusions alarming, though eye-opening.Trade Review‘The College Cost Disease is indeed a useful reading, not only for the students of economics of education, but also for others interested in quality and also that the costs of higher education would immensely benefit from.’ -- Jandhyala B.G. Tilak, Journal of Educational Planning and AdministrationTable of ContentsContents: Preface 1. Cost, Quality, and Anomalies in Higher Education 2. Statistical Measures: Teaching Productivity, Cost, Financial Burden, and Quality 3. Reputations and the Chivas Regal Effect 4. The Principal/Agent Problem in Higher Education 5. Commercialization: The Devil Made Me Do It! 6. The Gresham Effect, Lemons, and Teaching 7. Inside the Black Box Glossary Bibliography Index

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Book SynopsisThe debate regarding the increased funding of higher education has focused on specific issues - such as whether higher education should be financed through general taxation and the implications of collecting fees later in life through the use of a tax surcharge - while largely ignoring the important economic interdependencies which affect them.In The Economics of Higher Education, John Creedy explores the economic foundations of the debate and focuses attention on the process of government decision-making including the precise way that these decisions are affected by the possible external effects of higher education. This book addresses the key issues in the debate using a fully specified model which allows for dispersion of abilities, the individual’s decision to invest in higher education and the government’s choice of higher education grant, along with the government’s budget constraint. This model is also used to consider the effects of alternative tax and grant systems on the distribution of lifetime income within a cohort of individuals, and is extended to allow for the general equilibrium effects of other social transfers to the low paid, along with means testing of grants.The non-technical introduction discusses the author’s approach, the framework of analysis and the conclusions which he has reached. As a rigorous analytical contribution to a major public policy debate, this book will be welcomed by policymakers and educationalists, as well as by teachers and researchers in the field of public economics.Trade Review’John Creedy provides a highly rigorous technical analysis. . .’Table of ContentsContents: 1. Introduction 2. A General Framework of Analysis 3. Extensions to the Model 4. Majority Voting Over Progressive Taxation 5. Higher Education and Progressive Taxation 6. Further Extensions of the Model 7. Higher Education and Inequality 8. The Use of a Tax Surcharge 9. Conclusion References Index

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Book Synopsis#FeesMustFall, the student revolt that began in October 2015, was an uprising against lack of access to, and financial exclusion from, higher education in South Africa. More broadly, it radically questioned the socio-political dispensation resulting from the 1994 social pact between big business, the ruling elite and the liberation movement.The 2015 revolt links to national and international youth struggles of the recent past and is informed by Black Consciousness politics and social movements of the international Left. Yet, its objectives are more complex than those of earlier struggles. The student movement has challenged the hierarchical, top-down leadership system of university management and it’s ‘double speak’ of professing to act in workers’ and students’ interests yet enforce a regressive system for control and governance. University managements, while one one level amenable to change, have also co-opted students into their ranks to create co-responsibility for the highly bureaucratised university fi nancial aid that stand in the way of their social revolution.This book maps the contours of student discontent a year after the start of the #FeesMustFall revolt. Student voices dissect coloniality, improper compromises by the founders of democratic South Africa, feminism, worker rights and meaningful education. In-depth assessments by prominent scholars refl ect on the complexities of student activism, its impact on national and university governance, and offer provocative analyses of the power of the revolt.Trade Review"This book, one of the first on the topic, gives a good sense of the excitement of the 2015 movements, their portentous language and heady ideas, and will be welcomed by those sympathetic to the students. More sober academic or technical discussions provide background to the history of student protest in Africa and the dilemmas of university funding." -William Beinart, professor of Race Relations, African Studies Centre, St Antony's College, University of OxfordTable of ContentsAcknowledgements; Introduction; Power redefined - 'what happened to governance?'; Two weeks in October - changing governance in South Africa Susan Booysen; Primary voices - 'the roots of the revolution'; The roots of the revolution Gillian Godsell, Rekgotsofetse Chikane; The game's the same: #MustFall; moves to Euro-America Sizwe Mpofu-Walsh; #OutsourcingMustFall through the eyes of workers Omhle Ntshingila, with workers; Documenting the revolution Gillian Godsell, Refiloe Lepere, Swankie Mofoko, Ayabonga Nase; The revolt - 'rising against the liberators', South Africa in Africa; Standing on the shoulders of giants? Successive generations of youth sacrifice in South Africa David Everatt; Learning from student protest in Sub-Saharan Africa Lynn Hewlett, Gugu Mukadah, Horacio Zandamela, Koffi Kouakou; Unfinished revolutions: The North African uprisings and notes on South Africa William Gumede; Power and class redefined - 'sit down and listen to us'; To win free education, fossilised neoliberalism must fall Patrick Bond; Bringing class back in: Against outsourcing during #FeesMustFall at Wits Vishwas Satgar; Between a rock and a hard place: University management and the #FeesMustFall campaign Patrick Fitzgerald, Oliver Seale Financing universities: Promoting equity or reinforcing inequality Pundy Pillay; Justice, identity, force and rights - 'we came for the refund'; Excavating the vernacular - 'ugly feminists', generational blues and matriarchal leadership Darlene Miller; The South African student/worker protests in light of just war theory Thad Metz; Conclusion; Conclusion: Aluta continua! Editorial collective / Susan Booysen.

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Book SynopsisThe future of public higher education is being held hostage by financial institutions and actors. How did it get this way? Lend & Rule reveals the “shadow governance” of debt and credit in the United States higher education system. With sharp and hard-hitting insight, the Coalition Against Campus Debt exposes how institutional debt is a primary driver of university austerity, miseducation, and the deepening of societal inequality.Addressing how our lives are entangled in a debt economy, they develop the analysis necessary to transform higher education in today’s neoliberal racial capitalist political economy.Part theoretical analysis, part toolbox for organizers in higher education, Lend & Rule is an invaluable resource for anyone engaged in debt abolition struggles or looking to acquire a critical and transformative vision of higher education today.

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