A New Compact for Higher Education: Funding and Autonomy for Reform and Accountability
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A New Compact for Higher Education: Funding and Autonomy for Reform and Accountability James M. Kallison Jr. & Philip Cohen
Published online: 1 October 2009 # Springer Science + Business Media, LLC 2009
Abstract Over the past few decades, America’s social compact for higher education as a public good has effectively lapsed as government support of higher education has diminished. Given the need for a highly educated workforce in today’s knowledge-based global economy, we propose a new compact for higher education that couples increased funding with increased institutional accountability. While the compact must retain academic freedom as an essential component of higher education, this autonomy must co-exist with rigorous accountability standards. Accountability systems should be multifaceted, as different methodologies have differing strengths and limitations. All systems should, however, inform the public and provide for institutional improvement. Key Words higher education . funding . accountability . assessment
Dr. James Kallison is an educational consultant who has recently retired from the faculty of the Department of Educational Leadership at The University of Texas at Arlington. Previously, Dr. Kallison served as Acting Deputy Assistant Commissioner at the Texas Higher Education Coordinating Board. He holds a B.E. degree from Vanderbilt University, an M.A. from Peabody College, and a Ph.D. from The University of Texas at Austin. His interests include higher education policy, accountability, governance, and college readiness. Email contact: [email protected] Dr. Philip Cohen is the Dean of the Graduate School, Vice Provost for Academic Affairs, and a Professor of English at The University of Texas at Arlington. He holds degrees from American University, the University of Southern California, and the University of Delaware. Dr. Cohen is a member of the executive committee of the Council of Southern Graduate Schools and President of the Association of Texas Graduate Schools. He has published widely on American literature, William Faulkner, and on the relationship between literary studies and textual scholarship and editorial theory. Email contact: [email protected] J. M. Kallison Jr. (*) Department of Educational Leadership and Policy Studies, The University of Texas at Arlington, 701 Planetarium Place, Box 19575, Arlington, TX 76019-0227, USA e-mail: [email protected] P. Cohen Office of Graduate Studies, The University of Texas at Arlington, Box 19167, Arlington, TX 76019-0227, USA e-mail: [email protected]
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Innov High Educ (2010) 35:37–49
After World War II, the United States pursued a broad range of policies and programs designed to fund and encourage access, affordability, and participation in higher education. Broad support for increased federal and state funding for public colleges and universities, state regulation of tuition at public institutions, and more need-based financial aid for lowincome students were based on the assumption that higher education was a critical public as well as individual good
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