Funding and Focus: Resource Dependence in Public Higher Education

Fowles, Jacob

doi:10.1007/s11162-013-9311-x

Cited by 70 publications

(64 citation statements)

References 41 publications

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“…Consistent with the aforementioned premises of RDT, these findings suggest that organizational responses to external conditions are proportional to the degree of dependence exhibited by the recipient organization (Pfeffer & Salancik, 1978). This is consistent with the results of other recent studies, which have found resource dependency effects among the behavior of nonprofit service providers (Garrow, 2011;Mosley, 2012), the design of public contracts (Malatesta & Smith, 2011), the social structure of policy networks (Park & Rethemeyer, 2012), and the expenditure patterns of colleges and universities (Fowles, 2014). The overall relevance of RDT to public school districts is certainly in need of further examination, but these findings suggest that further analysis should be a worthwhile pursuit.…”

Section: Discussionsupporting

confidence: 90%

“…More recently, Fowles (2014) applied RDT in a panel study of U.S. colleges and universities, and he found that universities with greater dependence on tuition revenues tended to spend more on educational activities. He argues that this is consistent with the predictions of RDT, and that these institutions are responding to the interests of those stakeholders upon which they are most heavily dependent.…”

Section: Resource Dependence Theorymentioning

confidence: 99%

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No Child Left Behind and Administrative Costs: A Resource Dependence Study of Local School Districts

Neely

2015

EPAA

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This study considers the impact of federal funding on the administrative expenditures of local school districts since the passage of the No-Child-Left-Behind (NCLB) Act of 2001. Under NCLB, federal education funds were made contingent upon a variety of accountability and reporting standards, creating new administrative costs and challenges for local school districts. According to the premises of resource dependence theory, these increases in administrative costs will likely be most pronounced among those local districts with the greatest reliance on federal revenue. Repeated measures models are constructed for a multi-state sample of public school districts to test the extent to which these policy changes may be influencing administrative expenditures at the local level. While effect sizes are small, the results do demonstrate a significant resource dependence effect, suggesting that districts with greater reliance on federal revenue are experiencing larger increases in administrative expenditures over time. Keywords: No child left behind; resource dependence theory; fiscal federalism; education policy. El Acta No Child Left Behind y Costos Administrativos: Un Estudio de la Dependencia de Recursos de los Distritos Escolares Resumen: Este estudio analiza el impacto de los fondos federales en los gastos administrativos deEducation Policy Analysis Archives Vol. 23 No. 26 2 los distritos escolares desde la aprobación de la legislación NCLB de 2001. En virtud de la ley NCLB, los fondos federales para la educación poní an como condición una variedad de medidas de responsabilidad educativa y presentación de informes, que generaron nuevos costos administrativos y desafí os para los distritos escolares. De acuerdo con las premisas de la teorí a de dependencia de recursos, estos aumentos en los costos administrativos probablemente será n má s pronunciados entre los distritos con mayor dependencia de ingresos federales. Generamos modelos de medidas repetidas para una muestra multi-estatal de distritos escolares públicos para poner a prueba el grado en que estos cambios de polí ticas influirí an en los gastos administrativos de los distritos. Mientras que los tamaños del efecto son pequeños, los resultados demuestran un efecto significativo en la dependencia de recursos, lo que sugiere que los distritos con mayor dependencia de ingresos federales está n experimentando mayores incrementos en sus gastos administrativos. Palabras clave: NCLB; teorí a de la dependencia de recursos; federalismo fiscal; polí tica educativa. A Legislação No Child Left Behind e os Custos Administrativos: Um Estudo de Recursos Distritos Escolares DependênciaResumo: O presente estudo analisa o impacto dos recursos federais para as despesas administrativas dos distritos escolares, desde a adopç ã o da legislaç ã o NCLB em 2001. De acordo com NCLB, o financiamento federal para a educaç ã o tinha como condiç ã o uma sé rie de medidas responsabilizaç ã o educacional e relatórios, gerando novos custos administrativos para os distritos escolar...

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Section: Discussionsupporting

confidence: 90%

Section: Resource Dependence Theorymentioning

confidence: 99%

No Child Left Behind and Administrative Costs: A Resource Dependence Study of Local School Districts

Neely

2015

EPAA

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“…Furthermore, their leaders must be prepared to enact these goals. The restrictive context of funding provides real challenges to these higher education organizations and their leaders; research has shown us the potential and realized implications of these constraints in various areas of institutional activity (e.g., Fowles, 2014;Jaeger & Thornton, 2005;Jaquette & Curs, 2015;Jaquette, Curs, & Posselt, 2016). The US system of higher education can, and must, do better.…”

Section: Recommendations For Research and Practicementioning

confidence: 99%

A Critical Look at Perspectives of Access and Mission at High Latinx-Enrolling Urban Universities

2018

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This article examines administrators' perspectives related to embracing and fulfilling a diversityand access-centered mission at urban-serving universities with high Latinx enrollment.Considering today's context of higher education-whereby access and opportunities for Latinx and other marginalized populations has become increasingly stratified-this timely work seeks to foster dialogue regarding how to best uphold an access-centered mission. To achieve this, we framed the study using a critical lens that defines leadership for access as a leadership model that must focus on transformation for the greater good. Our critical lens also critically interrogates the meaning and implementation of "diversity" agendas on America's college campuses. Organizational sensemaking offers an analytical frame to situate administrators' accounts and trigger sensemaking processes, particularly with respect to identity and enactment of the environment. The study analyzes interviews with 21 administrators across four urban campuses within the same state and examines the administrators' commitment to and fulfillment of an access-and diversity-centered mission. The study categorizes the administrators' perspectives into three key areas: 1) diversity as an assumed identity as a byproduct of situation within a diverse region; 2) diversity as a double-edged sword; and 3) enactment of a diversity-and access-centered mission.

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Section: Resource Dependence Theorymentioning

confidence: 99%

“…Researchers have applied this theory to higher education funding (Fowles, 2014;Pilbeam, 2012;Santos, 2007). Fowles (2014) observes that resource dependence theory "presents a powerful alternative lens through which to explain the behaviors of public institutions of higher education" (p. 273). Fowles (2014) applies the perspective to the context of public higher education, and speculates that, given that institutions are indebted to the funding party, "a shift in revenue structure away from public appropriations and towards increased reliance on tuition payments has had serious and perhaps unintended consequences for public universities" (p. 273).…”

Section: Resource Dependence Theorymentioning

confidence: 99%

A Systematic Literature Review of Funding for Higher Education Institutions in Developed Countries

Zhang¹,

Kang²,

Barnes³

2016

Front Educ China

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Resource allocation and funding in higher education is crucial to the success of reform and transformation of our higher education system. With a view to identifying trends and best practices in the area, utilizing a method of systematic literature review, we have critically reviewed relevant theories and practices from developed counties that are covered in the scholarly literature published in English in the past 10 years. Our review has revealed: (1) Several universal trends have exerted a decisive impact on resource allocation in higher education, for example, funding reduction and tuition fee increases, performancebased funding, privatization, corporatization, and internationalization; (2) Several theories underpin key research in the area, for example, new institutional economics, resource dependence theory, and political economy; (3) Several controversial issues have made their way into public debate, for example, higher education as a public good or private good, academic capitalism, educational equity, and the role of econometrics.

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Funding and Focus: Resource Dependence in Public Higher Education

Cited by 70 publications

References 41 publications

No Child Left Behind and Administrative Costs: A Resource Dependence Study of Local School Districts

No Child Left Behind and Administrative Costs: A Resource Dependence Study of Local School Districts

A Critical Look at Perspectives of Access and Mission at High Latinx-Enrolling Urban Universities

A Systematic Literature Review of Funding for Higher Education Institutions in Developed Countries

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