Performance-Based Funding of Higher Education: Analyses of Policy Discourse across Four Case Studies

Autor/inn/en	Ziskin, Mary B.; Rabourn, Karyn E.; Hossler, Donald
Titel	Performance-Based Funding of Higher Education: Analyses of Policy Discourse across Four Case Studies
Quelle	In: Journal for Critical Education Policy Studies, 16 (2018) 2, S.164-210 (47 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1740-2743
Schlagwörter	Higher Education; Educational Finance; Public Colleges; Universities; Neoliberalism; Educational Policy; Policy Analysis; Foreign Countries; Accountability; Performance Based Assessment; Marketing; Commercialization; Privatization; Competition; Human Capital; Partnerships in Education; Tennessee; Washington; United Kingdom; Italy + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Bildungsfonds; University; Universität; Neo-liberalism; Neoliberalismus; Politics of education; Bildungspolitik; Politikfeldanalyse; Ausland; Verantwortung; Leistungsermittlung; Privatisation; Privatisierung; Wettkampf; Humankapital; Hochschulpartnerschaft; Großbritannien; Italien
Abstract	Performance-based funding (PBF) for public colleges and universities is increasingly prevalent worldwide, as a part of a broader pattern of marketisation in public education. This study focused on developing an empirical view of how, and in what contexts, policy makers use the concepts of neoliberal economics to design and support PerformanceBased Funding (PBF) policies in higher education. We analysed 121 policy documents, white papers, evaluation reports, and news items related to PBF policies in four case jurisdictions: Tennessee, Washington, United Kingdom, and Italy. We employed critical discourse analysis methods as framed by Fairclough and colleagues and implemented this approach within the broader methodological guidance of Carspecken's critical qualitative research. Grounded in social theory, this study illuminates the role PBF policies play internationally in moving higher education institutions closer to markets. Moreover, it provides an empirical view of the mechanisms and networks built into PBF policy debates. Finally, it contributes to a theoretically and empirically grounded view on the discursive uses of neoliberalism in education policy (As Provided).
Anmerkungen	Institute for Education Policy Studies. University of Northampton, School of Education, Boughton Green Road, Northampton, NN2 7AL, UK. Tel: +44-1273-270943; e-mail: ieps@ieps.org.uk; Web site: http://www.jceps.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01