Regulating financial stability in higher education


Book Description

The Higher Education Funding Council for England, the funder and regulator of the higher education sector, has overseen the financial sustainability of the sector through a period of growth in income and student numbers. It has taken a cost-efficient approach and delivered value for money in the context in which it has operated to date. However, the sector is facing a period of transition to a very different financial environment with an increased level of risk. The Council has contained the cost of its own regulatory activities and minimised the burden of its activities on higher education institutions. It has focused on supporting those institutions at highest risk, whilst managing to maintain the confidence of the sector. There is a wide variation in the financial performance of institutions. The Council's current assessment of financial sustainability of institutions provides effective coverage of medium-term risks but methods of detecting short term risks need reinforcing. The Council does not routinely publish its assessments of individual institutions as part of its annual assessment of risk within the sector, and delays its naming of "at higher risk" institutions by at least three years to give them time to rectify their problems. Even so, some institutions in difficulty can take a long time to resolve their weaknesses. But the Council needs to consider the balance between protecting institutions and their students and enabling prospective students to take more informed decisions on where to study.




Regulating financial stability in higher education


Book Description

Over the last five years student numbers and income have grown annually by 2 per cent and 6 per cent respectively. As the sector has begun the transition to a new system of funding in which Funding Council grants to institutions will be replaced by higher tuition fees the Higher Education Funding Council's role in the allocation of funds & influence will diminish. The Department for Education will need to provide new powers for the Funding Council to regulate these institutions and the Funding Council must monitor risks as they emerge and respond quickly. All the indications are that more institutions will charge significantly higher fees than was anticipated by the Department. The Office for Fair Access has yet to agree the measures universities will adopt to widen participation where the proposed fees are above the £6000 level. However it is likely that a significant funding gap of hundreds of millions of pounds for the taxpayer will occur. The Funding Council also has a responsibility for promoting value for money, although it does not assess the value for money of institutions. In future, prospective students will need better information to make an informed choice about where they will study, including comparable information on the financial health of, and value for money provided by, individual institutions. The Funding Council does not normally publish the names of institutions it judges to be at financial risk, so as to protect them while they are in recovery. Now that students are required to make a substantial financial investment in their degree, the Funding Council needs to strike a suitable balance between the interests of institutions and those of prospective students







Sustainability in Higher Education


Book Description

Support in higher education is an emerging area of great interest to professors, researchers and students in academic institutions. Sustainability in Higher Education provides discussions on the exchange of information between different aspects of sustainability in higher education. This book includes chapter contributions from authors who have provided case studies on various areas of education for sustainability. - Focus on sustainability - Present studies in aspects related with higher education - Explores a variety of educational aspects from an sustainable perspective




Handbook of Research Methods on Trust


Book Description

Drawing together a wealth of research methods knowledge gained by trust researchers into one essential volume, this book provides an authoritative in-depth consideration of quantitative and qualitative methods for empirical study of trust in the social







The Role of University Governing Boards in Canadian Higher Education


Book Description

This book explores the historical and social foundations of Canadian higher education and provides a detailed analysis of university boards within this broader context of university governance. By examining rich empirical data from a sociological perspective, it offers unique insights into the role of boards, and the structures and practices that frame their work. It explores board composition, the professional backgrounds of board members, how members perceive their role, and the complex relationships between the board and the university president. The authors also compare and contrast the Canadian experience with governance reforms in Europe and other regions over recent decades. Drawing on multiple theoretical perspectives, the authors provide a nuanced analysis of the role of boards in terms of oversight, protecting university autonomy, representing societal interests, and dealing with increasing complexity and expectations. This innovative, original study makes an enormous contribution to our understanding of the role and work of Canadian university boards, and to international scholarship on higher education governance. It will appeal to scholars and researchers with interests across higher education, international and comparative education, and the sociology of education.




HC 504 - The Implications of Scottish Independence on Business; Higher Education and Research; and Postal Services


Book Description

A 'Yes' vote for independence will break up the UK single market and in the short-term could leave Scottish businesses uncertain of their position in Europe, says the Business, Innovation and Skills Committee in this report. A protracted Scottish negotiation over EU membership, and the uncertain investment environment arising from a 'Yes' vote, will have a damaging impact on businesses in Scotland, as well as other parts of the UK. The Committee raises serious concerns that a 'Yes' vote may also leave Scotland facing a currency 'limbo' and in the short term unable to join a sterling currency union and without the prospect of adopting the Euro. Also, the Scottish Government's stated intention to renationalise the Royal Mail upon achieving independence is an un-costed aspiration, bereft of any detail of how it is to be paid for or how it would be done. The Committee also fears for the future of the Universal Postal Obligation in an independent Scotland with its continued survival likely to be secured only at significant additional cost. On higher education, the Committee explored the topics of student fees and UK research collaboration. The central plank of the Scottish Government's HE policy, to charge tuition fees to students from other parts of the UK, was likely to be illegal under EU law. The Committee also expressed concerns this policy would result in Scottish universities facing a financial shortfall, given the significant income currently received for non-domiciled UK students.




Conflicting Stakeholders in Higher Education Assessment


Book Description

Assessment requirements in universities have become nearly universal. Evaluation efforts typically focus on documenting student and program learning outcomes. Despite being framed as tools for enhancing educational quality, decades of assessment efforts suggest that this goal is not being met. This critique is contextualized within broader social-historical shifts in higher education, pointing out how assessment practices have paralleled trends toward corporatization and heightened administrative oversight. Many assessment professionals adopted methodologies from behavioural science and educational measurement, while neglecting essential measurement principles, resulting in data quality issues. Existing assessment measures often exhibit questionable reliability and validity, undermining their effectiveness. This book suggests that the prevalent summative approach to course objectives may not be the best method for improving instruction or assessing student learning. Alternatives such as research derived from the Scholarship of Teaching and Learning and qualitative, formative assessments may yield more meaningful, quality-driven information.




Sustainability and Social Responsibility: Regulation and Reporting


Book Description

This book addresses key issues related to the choice between governments regulating and enforcing society’s sustainability and social responsibility objectives, and firms reporting on their sustainable and socially responsible activities so stakeholders can exert pressure on firms to achieve society’s goals. While these may be considered as the two endpoints of a continuum, it is clear that there are differing perspectives on the role of governments in sustainability and responsibility. At one end of this continuum are stakeholders who believe the only way to achieve a sustainable and socially conscious society is to establish and enforce regulations with the concomitant governmental organizations to oversee and enforce those regulations. At the other end are those who consider firms to be crucial organizations for achieving sustainability and socially responsible outcomes, and who feel it is the responsibility of stakeholders to determine the legitimacy of firms’ actions. It is probably not the case that any economies exist at either end of this continuum, but it is clear that the availability of reliable information is critical for any stakeholder to review the performance of either the governments or the firms. This book presents a varied set of papers that explore the issues that must be considered, regardless of which position a stakeholder takes.