Public higher education increasingly relies on performance-based funding (PBF) policies to enhance accountability. These policies attempt to steer institutions towards successful outcomes via performance indicators, such as graduation rates. Nationally, PBF policies continue to grow in popularity despite limited evidence that they are effective (Hillman, Tandberg, and Gross, 2014).
Motivated by the apparent conflict between the widespread adoption of PBF policies and the lack of evidence that they actually improve outcomes in higher education, this dissertation investigates the perceived impacts of PBF policies. Florida’s public university system serves as the setting for the study due to its uniquely punitive PBF policy design and the model’s non-standardized performance indicators. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2019. / FAU Electronic Theses and Dissertations Collection
| Identifer | oai:union.ndltd.org:fau.edu/oai:fau.digital.flvc.org:fau_41909 |
| Contributors | Capp, James (author), Sapat, Alka (Thesis advisor), Florida Atlantic University (Degree grantor), College for Design and Social Inquiry, School of Public Administration |
| Publisher | Florida Atlantic University |
| Source Sets | Florida Atlantic University |
| Language | English |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation, Text |
| Format | 243 p., application/pdf |
| Rights | Copyright © is held by the author with permission granted to Florida Atlantic University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder., http://rightsstatements.org/vocab/InC/1.0/ |
Page generated in 0.0203 seconds