Public‐Private Substitution in Higher Education: Has Cost‐Sharing Gone Too Far?

Carpentier, Vincent

doi:10.1111/j.1468-2273.2012.00534.x

Cited by 31 publications

(19 citation statements)

References 39 publications

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“…The perception is that quality has deteriorated and universities have over-done the ''dual-track'' funding model. Instead of complementing government resources, fees have in real terms increasingly displaced government funding, a valuable result that has also been observed by Carpentier (2012) in the UK. Teaching work load has been increased leaving little breadth for research.…”

Section: Models Of Fundingmentioning

confidence: 92%

Financing higher education in sub-Saharan Africa: some reflections and implications for sustainable development

Oketch

2016

High Educ

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The purpose of this article is to discuss how best to finance higher education in low-income countries of sub-Saharan Africa, drawing on benefits and drawbacks of the prevalent models of higher education finance, and lessons to be learned from countries which have seen greater expansion of their higher education systems in recent decades. Two main aspects are distinguished: first, a recognition of the powerful evidence that the general level of education in a country, its human capital, matters in determining a path to economic development; second, understanding that it does not help to produce large number of unemployed graduates whose only option due to absence of jobs is to engage in rent-seeking activities which in the end undermine both the essence of the human capital investment made, and job creation to be associated with human capital skills. Three areas are discussed, fully publicly financed ''free'' university education model; feasibility and lessons about fees; feasibility and lessons about loans. In addition, the paper makes suggestions on the measures to widen participation and promote equity and quality.

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Section: Models Of Fundingmentioning

confidence: 92%

Financing higher education in sub-Saharan Africa: some reflections and implications for sustainable development

Oketch

2016

High Educ

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“…It was announced in the 1980 Public Expenditure White Paper that there would be a 15 % cut in expenditure on higher education in the following three years, which is the first time that there has been a reduction in funding for higher education since World War II. This was following the previous removal of funding for non-EU international students (Williams, 2012;Carpentier, 2012). In 1990, grants for domestic and EU students began to be gradually replaced by loans.…”

Section: Decline In Funding and Rise In Tuition Feesmentioning

confidence: 99%

“…The 2004 Higher Education Act introduced deferred variable fees of up to £3,000, which took effect in 2006 (Williams, 2012). The fees were then raised to £6,500, and further raised to £9,000 by the 2011 White Paper (Carpentier, 2012). The essence of the replacement of grants with loans was to convert direct subsidies to higher education institutions into decisions by students themselves on whether, how, and whom they pay, and therefore confer students with purchasing power.…”

Section: Decline In Funding and Rise In Tuition Feesmentioning

confidence: 99%

“…Under the student loan plus high fees policy, financial power has been transferred from the government to students, and in the long run, government expenditure will be reduced as student loans are repaid (Choi, 2015). Carpentier (2012) considered the rise of the fee ceiling to £9,000 to be "part of a longer historical trend" (p. 373).…”

Section: Decline In Funding and Rise In Tuition Feesmentioning

confidence: 99%

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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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“…However, the scale of the transformations leads us to question whether the crisis might represent a turning point leading either to the intensification of market reforms or to their weakening as part of a wider reassessment of the links and tensions between inequalities, economic performance and taxation (Carpentier 2012). Stephen Ball is one of the key scholars who have explored the origins of these educational transformations and examined their implications for pupils, students, the educational workforce and the wider society.…”

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confidence: 99%

Inquiring into educational policies: a special issue on the contribution of Stephen Ball

Carpentier¹

2013

London Review of Education

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The reforms that followed the socio-economic crisis which unfolded in 2008 should not be considered as completely new, but rather as the acceleration of a longer trend in educational change (Ball, Maguire, and Goodson 2010). However, the scale of the transformations leads us to question whether the crisis might represent a turning point leading either to the intensification of market reforms or to their weakening as part of a wider reassessment of the links and tensions between inequalities, economic performance and taxation (Carpentier 2012). Stephen Ball is one of the key scholars who have explored the origins of these educational transformations and examined their implications for pupils, students, the educational workforce and the wider society. His policy cycle approach (Ball 1994; Bow, Ball, and Gold 1992) led him to develop research in key interconnected areas of education policy which are more than ever relevant to the understanding of the current context. These include the relationships between the intersected inequalities (in terms of social class, gender and 'race') in societies and access and participation in education (Ball 2003a; Gillborn 2008; Reay, David, and Ball 2005; Vincent et al. 2013); the policies related to choice (Ball and Vincent 1998), marketisation and privatisation (Ball and Youdell 2008); the channelling of power through performativity (Ball 2003b) and the development of (increasingly global) networks (Ball 2012).This special issue of the London Review of Education gathers six papers reflecting on the contribution of Stephen Ball to educational research, policy and practice. There are many ways of looking at this and the specific approach chosen here is to look at how his ideas travel (in the broadest sense) and to explore the ways in which they are used and recontextualised. This task informed the successive versions of the papers which were enriched by the comments from our anonymous reviewers.A key common reflection from the papers is that the contribution of Stephen Ball's research to the exchange of ideas is driven by a capacity to cross many boundaries. First of all, the papers show how his research incites dialogues between and across disciplines, theories and methods. The combination of the approaches of Foucault and Bourdieu (Ball 2013) and the use of the policy cycle do not only contribute to methodological and theoretical developments in the sociology of education and policy sociology but are also widely used by wider communities interested in exploring education policy. Another cross-boundary aspect which became apparent in this special issue relates to the dynamics between research, policy and practice. For example, the papers highlight many occurrences when Stephen Ball's research led some teachers and other education professionals to recontextualise the way they experienced policy and, as a result, to reflect on their practice (Ball and Olmedo 2013). This sense of empowerment is made all the stronger when his research invites us to reflect on policy and practice rath...

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Public‐Private Substitution in Higher Education: Has Cost‐Sharing Gone Too Far?

Cited by 31 publications

References 39 publications

Financing higher education in sub-Saharan Africa: some reflections and implications for sustainable development

Financing higher education in sub-Saharan Africa: some reflections and implications for sustainable development

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

Inquiring into educational policies: a special issue on the contribution of Stephen Ball

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