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Descriptors:
Money Management; Criminals; Case Studies; Compensation (Remuneration); Correctional Institutions; Correctional Rehabilitation; Males; Budgeting

Abstract:
A modified version of the Federal Deposit Insurance Corporation's Money Smart financial training program was provided for 14 exonerees in an urban Texas setting, in preparation for receiving their compensation awards relating to their wrongful convictions. Researchers sought to investigate the usefulness of the modified program in assisting in the financial literacy of exonerees transitioning to society postrelease. This case study provides an overview of the observations of the process, and implications for future trainings and practice with this population. Overall, the exonerees in this case study benefited from the program. However, exonerees expressed unique concerns about family issues, budgeting, spending habits, credit, taxes, retirement, exploitation, and the media. The observations made throughout this process are relevant to the criminal justice field since Texas has adopted a policy whereby the Department of Criminal Justice provides initial postrelease case management and oversight of initial compensation funds. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Educational Finance; Budgeting; Funding Formulas; Resource Allocation; Expenditure per Student; Public Schools; School Choice; Educational Equity (Finance); Student Characteristics

Abstract:
One way districts can enable funding portability is with the use of student-based allocation formulas that allocate funds to districts and schools based on enrollment of students and student types. The student-based allocation model enables "pocketbook power," creating incentives for schools to attract students, keep full enrollment, and demonstrate excellent student performance. Student-based allocation models (also known as "weighted student funding") have been around for two decades, but not always as a mechanism to enable choice and accountability. Some policymakers implemented these kinds of policies to create more financial equity across schools, or as a component of school-based decision-making. This brief explains the need for a student-based allocation system in the context of school choice, and provides an overview of the key features that enable student choice across schools within districts. Specifically, the brief covers: (1) How traditional staffing-based allocation schemes clash with choice policies; (2) How student-based allocation can enable more portable funding across schools; and (3) Whether it is feasible for schools to lose funds as students choose other schools. (Contains 6 figures and 9 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (521K)

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Higher Education; Stakeholders; Best Practices; Sustainable Development; Sustainability; Program Implementation; Educational Finance; Colleges; Money Management; Interviews; Institutional Characteristics; Educational Research; Models; Budgets; Budgeting; Financial Support

Abstract:
The goal of this introductory implementation guide is to provide practical guidance for designing, implementing, and managing a green revolving fund (GRF) at a college, university, or other institution. The GRF model is widespread in higher education, with at least 79 funds in operation in North America representing over $111 million in committed investment as of late 2012. GRFs have proven their ability to reduce operating costs and environmental impact while promoting education and engaging stakeholders. The number of GRFs in operation has increased 60 percent since 2010 and 15-fold in the last decade. In 2011, the Sustainable Endowments Institute (SEI) launched The Billion Dollar Green Challenge, an initiative that encourages colleges, universities, and other nonprofit institutions to invest in their own GRFs. As part of this initiative, SEI has researched GRFs at a wide range of institutions and has developed a suite of tools and resources to support GRF adoption. However, it can be difficult to establish and manage an effective GRF. There is a need for a guiding document that taps into the expertise of presidents, administrators, facility managers, sustainability directors, students, consultants, and other stakeholders with GRF experience to establish best practices. This Guide--a co-publication of SEI and the Association for the Advancement of Sustainability in Higher Education (AASHE)--is intended to fulfill that need. The Guide is informed by data and insights from schools that have already incorporated GRFs into their campus operations. It includes information from (1) interviews with dozens of stakeholders representing institutions that vary in size, setting, and wealth; (2) research conducted by SEI, AASHE and other organizations; (3) and the direct experience of its authors in implementing and advising on GRFs at a variety of institutions. A list of resources is included. (Contains 1 figure.) [Additional funding for this paper was provided by the David Rockefeller Fund, John Merck Fund, Merck Family Fund, Roy A. Hunt Foundation, and Wallace Global Fund.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (5060K)

Descriptors:
Budgeting; Educational Improvement; Children; Budgets; Retrenchment; Health Services; Education; Well Being; Elementary Secondary Education; School Funds; Funding Formulas; Patients; Child Health

Abstract:
For the first time in many years, the Administration's proposed state budget does not project a deficit. Painful budget cutting in recent years combined with voters passing Proposition 30 in November to generate revenues finally have put California on more stable fiscal ground. However, it is critical to recognize that kids have borne a disproportionate share of the cuts over time, and these cuts go largely unrestored in the 2013-2014 state budget proposal. As a result, all Californians will continue to pay for the long-term consequences of underinvesting in children's health, education, and overall well-being. This paper details these and other ways the January state budget proposal impacts kids. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (80K)

Descriptors:
Preservice Teacher Education; Minority Group Teachers; Teacher Shortage; Jews; Arabs; Foreign Countries; Teacher Supply and Demand; Educational Policy; Enrollment; Budgeting; Admission Criteria; Disproportionate Representation; Cultural Background

Abstract:
This article explores the nexus between pre-service teacher education polices and the supply and demand of minority teachers. It problematizes the recent reports on teacher shortages in Israel, which tend to focus on the shortage of Jewish teachers while dealing with the surplus of Arab teachers only tangentially. Specifically, this article examines how teacher education policy in Israel generates a surplus supply of Arab teachers through 3 mechanisms: (a) the disregard for the cultural needs of Arab teachers and their exclusion from policymaking circles; (b) the Ministry of Education's budgeting criteria, which entice colleges to enroll more Arab students, especially when the enrollment of Jewish students is in decline; and (c) the admission policies of teacher education colleges, which contribute to the overrepresentation of Arab students in these colleges and allow the enrollment of students above the quota approved annually by the Ministry of Education. (Contains 2 tables and 2 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Grantsmanship; Proposal Writing; Course Content; Course Descriptions; Classification; Content Analysis; Online Surveys; Graduate Study; Textbooks; Decision Making; Grants; Logical Thinking; Models; Budgeting

Abstract:
Little information exists about the structure and content of grant writing courses offered in the United States. To fill this gap, we used multiple data sources, including a content analysis of syllabi from 93 graduate-level grant writing courses in the United States, and an online survey that sought insight into (a) the ways in which textbooks for graduate-level grant writing courses are selected and, (b) the specific features that instructors value in grant writing textbooks. Syllabi data included course department, structure, description, requirements, and objectives, as well as required and recommended readings. The themes derived from the data attested to an applied focus on proposal writing, budgeting, and the identification of funding sources. The survey data suggested that instructors valued the inclusion of example proposals and would like to see logic models as they apply to writing grant proposals in course textbooks. (Contains 2 tables, 1 figure, and 2 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Cooperation; Foreign Countries; Research Design; Social Work; Professional Development; Individual Development; Budgeting; Guidelines; Financial Support; Role; Research

Abstract:
International collaboration in social work research, particularly research in the global south, presents unique opportunities for the personal and professional development of researchers and students alike. Yet data to help direct the process are limited. Using a research project recently carried out in Ghana as background, the authors present some guidelines for planning and conducting international research collaborations and underline challenges and opportunities in each. Factors highlighted include the process of building a collaboration, development of a research plan, funding and budget concerns, human subject considerations, sample selection, issues in collecting and analyzing data, and dissemination of research findings. Throughout, the authors address the role of respect, mutuality, and science in the conduct of international research in resource-constrained countries. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Student Financial Aid; Well Being; College Environment; Paying for College; School Counselors; Higher Education; Guidance Centers; Federal Legislation; Budgets; Budgeting; Undergraduate Students; Financial Needs; College Choice; Financial Support

Abstract:
Counselors who work in a college environment are aware that financial aid is available to help students with college costs, but they may not be aware of all the financial pressures on students that may influence a student's psychological well-being. This article gives an overview of financial aid programs and financial factors affecting students, and explores practical ways that counseling centers and financial aid offices may interact. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Budgeting; Educational Finance; Governance; Institutional Characteristics; Higher Education; Organizational Theories; Sociology; Research

Abstract:
Budgeting--i.e. the decision on the level of expenditures and on the repartition of resources among organizational subunits--can be conceived as a critical organizational process, which is closely related to key choices concerning strategic priorities and to resources acquisition strategies. Overall, it is increasingly being recognized as one of the central places where steering and governance take place, and where higher education institutions are supposed to take initiative. Accordingly, this paper pursues two aims: first, it provides a review of existing studies about budgeting in higher education, according to the literature on changes in its organizational characteristics, and with a focus on approaches from Organizational Theory and Sociology. Second, it identifies some future directions of research, thus easing the integration of these two bodies of literature. This integration may help in providing researchers with a deeper understanding of the current functioning of budgeting processes, their variations across higher education institutions and countries, as well as their implications for organizational behavior. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Higher Education; College Faculty; Governing Boards; Search Committees (Personnel); Leadership; Strategic Planning; Department Heads; College Administration; Budgeting; Teacher Attitudes; Decision Making; Governance

Abstract:
Colleges and universities looking to recruit leaders from within the faculty ranks will face more and more difficulty. From their respective positions--as a provost (Janel) and a search consultant (Dennis)--they often hear senior executives in higher education say that building a new generation of faculty leaders will be a major challenge in the next decade. They hear the same thing from trustees and members of search committees seeking college and university leaders. At stake is the effective governance of the academy. All too often in academe, taking an appointment as department chair is seen as a demotion or simply a temporary term of service. Those who do become chairs are thought to be sacrificing what they want for what the institution decides it needs. Department chairs see themselves as mere paper-pushers rather than leaders. That represents a lost opportunity, because they are on the first crucial step toward leadership on campus. Decision-making structures in higher education also contribute to limited leadership development for faculty members. Faculty members must accept that change is the norm. Higher education is going through significant changes at a fast pace. Some faculty members simply do not comprehend how challenging the times are. Governing boards may grasp that better, but they have difficulty understanding the decision-making culture of academe. The question is: Can faculty members lead in this context of rapid change? The times demand a different sort of academic leader, one adept at strategy. Can this culture be changed? The authors believe it can, but it will take intentional action on the part of the faculty and those in administration. Structures need to be developed that provide professors with meaningful opportunities to learn vision-setting, strategic planning, and budgeting at the departmental level. But it will also take a change on the part of faculty. What is needed are breed of professors who will not nurture antipathy toward leadership. Maybe the immediacy of the leadership dilemma will galvanize faculties and administrations alike to re-examine their prejudices. Then again, maybe this culture is too entrenched, and higher education will have to continue looking beyond the traditional faculty for its leaders. Either way, one thing is clear: Faculty members can lead. Everything they need is available to them. The future of leadership in the academy, then, turns on that latter question: Will they? Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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