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This thesis investigates the marketisation of further education (FE) in England in the 1990s with specific reference to gender. A major restructuring of the public sector has taken place in recent years, and colleges have undergone significant changes, with reductions in funding, an increased emphasis on efficiency and accountability, and a new business ethos all evident. This research was conducted in two inner-city colleges m 1997-98, usmg a combination of in-depth interviews, observation, and the examination of documents. The main aim was to identify dominant discourses and practices in the newly corporatised colleges, and to investigate the impact of these on gendered (raced, and classed) power relations. The thesis explores issues of funding and quality, new managerialism, and the restructuring of staffing, spaces and spatial relations. The importance given to new technological developments and their perceived role in the reconstruction of learning, learner and professional identities are also discussed. A further chapter explores the attention paid to equality concerns. A Foucauldian concept of discourse is used to examine the knowledges and perspectives that are legitimised or suppressed within the new FE, and the research draws upon feminist and other critical analyses of marketisation, organisation and management. It is argued that the Cartesian mind-body dichotomy, with its reification of 'rationality' and gendered implications, can be 3 seen to underpin the dominant discourses of the market, managerialism and new learning technologies in further education, and the thesis explores the processes by which gendered identities and power relations are maintained and reconstructed in this context. Differences within and between the colleges are discussed, and oppositional discourses which assert professional educational values, an ethic of care and a commitment to challenging inequalities are all identified. The thesis concludes with an analysis of resistance, and an account of more recent policy developments in the sector.

<p>The research is based on the Financial crisis of the Historically Black Universities as well as the access problems encountered by students from poor backgrounds. Furthermore the research highlights the problems encountered by these students once they are accepted into these universities for example, the inability to cope withe the high standards of sudying at these institutions as well as the problem of paying their fees. the thesis shows the history of university funding in South Africa with emphasis on the differentfunding formulas, dating back to the era of the Holloway funding formula as well as the Van Wyk de Vries report, the SAPSE funding formula and different other mechanisms up to the present funding formula. Views of different educationalists will also be dealt with in regard to the funding problems of university education in South Africa.</p>

<p>The research is based on the Financial crisis of the Historically Black Universities as well as the access problems encountered by students from poor backgrounds. Furthermore the research highlights the problems encountered by these students once they are accepted into these universities for example, the inability to cope withe the high standards of sudying at these institutions as well as the problem of paying their fees. the thesis shows the history of university funding in South Africa with emphasis on the differentfunding formulas, dating back to the era of the Holloway funding formula as well as the Van Wyk de Vries report, the SAPSE funding formula and different other mechanisms up to the present funding formula. Views of different educationalists will also be dealt with in regard to the funding problems of university education in South Africa.</p>

Magister Administrationis - MAdmin / The research is based on the Financial crisis of the Historically Black Universities as well as the access problems encountered by students from poor backgrounds. Furthermore the research highlights the problems encountered by these students once they are accepted into these universities for example, the inability to cope withe the high standards of sudying at these institutions as well as the problem of paying their fees. the thesis shows the history of university funding in South Africa with emphasis on the differentfunding formulas, dating back to the era of the Holloway funding formula as well as the Van Wyk de Vries report, the SAPSE funding formula and different other mechanisms up to the present funding formula. Views of different educationalists will also be dealt with in regard to the funding problems of university education in South Africa. / South Africa

The purpose of the study was to assess the sustainability of dual credit programs from 2013-2016 across U.S. public community and junior colleges and the effect of 2 funding variables associated with these course offerings. The literature postulated that dual credit programs have continued to grow in demand since their origin with no indication of decreasing in the near future. The researcher chose 2 funding mechanisms to associate with dual credit enrollment: governance structure of the state and the state funding model as it pertains to dual credit enrollment. Tuition revenue totals were extracted from the Integrated Postsecondary Education Data System for each fall semester from 2013-2016. This data set included 48 states in the U.S. The only non-reporting states were Alaska, Delaware, and The District of Columbia. This study uses a quantitative approach to determine if state governance structure and state funding model had an impact on tuition revenue. The statistics computed included an Independent Samples T-test. In summary, the analysis did support the research hypothesis in that there was statistically significant differences based on the governance structure of the state for the years of 2013 and 2014, but not years 2015 and 2016. The analysis did not support the research hypothesis in that there were no statistically significant differences based on the state funding model in tuition revenue derived from enrollment. Limitations in the current study that may have influenced the outcome of the analysis and recommendations for further studies are discussed.

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The formula method of allocation was used in the Commonwealth of Virginia to fund institutions of higher education from 1968 until the recession of 1990. Prior to the early 1990s recession, operational funding for institutions of higher education in the Commonwealth was derived from a framework for staffing guidelines, faculty peer-group benchmarks, and a student tuition policy. Revenue shortfalls caused by the recession were insufficient to fund the resources demanded by the guidelines or funding formulas. This led to the discontinuance of the funding formulas that had guided Virginia's higher education funding for more than two decades (Report of the Joint Subcommittee on Higher Education Funding Policies, 1999). The purpose of the study was to find out how and why the decision was made to discontinue formula funding of institutions of higher education. The decision-making process at the state level is often complex, uncertain, and difficult. The emphasis of the study was to examine the rationale for discontinuing formula funding for resource allocation to institutions of higher education.The study explored why the Commonwealth of Virginia made this important decision. The subjects of the study are the state-level decision-makers responsible for funding institutions of higher education in the Commonwealth of Virginia. Information on how and why the Commonwealth of Virginia reached the decision to discontinue formula funding could only be obtained by in-depth interviewing of the participants in the decision-making process. Data were analyzed using the four streams of Cohen and March's decision making model. Triangulation of the data served as a means of data validation. Conclusions and recommendations for future study and practice are included. The major findings were that were many complaints regarding the former formula funding model. The model was a demand driven, rigid input based model that was not linked directly to state revenues. The model was not mandated by the Code of Virginia as was K-12 formula. As required with time-sensitive matters, decisions have to be made to address the issues at hand. The funding formulas were simply discontinued in the face of adversity. Consensus was basically that the demand driven formulas were the wrong methodology given the recession and demands for attention in other areas. / Ph. D.

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