ERIC Number: ED112728
Record Type: RIE
Publication Date: 1975-Jun
Reference Count: 0
Government Funding Policies and Nontraditional Programs.
Meeth, L. Richard
Innovation programs in higher education are generally received with some skepticism and are often asked to justify their existence and the funding they are accorded. Since the programs are largely efforts to explore and demonstrate effective teaching and learning not present in traditional postsecondary education, the appropriateness of judging their financial right to life by traditional standards is questionable. This study was commissioned to determine the nature and extent of restraints imposed by state and federal funding formulas, guidelines and regulations on emerging, innovative, time- and place-free opportunities in postsecondary education. Administrators from several nontraditional colleges and programs were interviewed in person and 300 questionnaires were mailed to others, with 134 responding. The analysis of these questionnaires revealed much frustration with state and federal funding policies and specific funding and approval problems. It also produced a number of proposed solutions to these problems. Largely these centered on restructuring formulas and guidelines to take into account the special features and purposes of nontraditional education ranging from adding flat or percentages increments specifically for nontraditional program development to finding a more equitable unit of measure than the credit hour. (JMF)
Descriptors: Educational Finance, Educational Innovation, Experimental Colleges, Federal Aid, Financial Policy, Financial Problems, Financial Support, Government Role, Higher Education, Innovation, Nontraditional Education, Program Development, Questionnaires, State Aid
Institute for Educational Leadership, Suite 310, 1001 Connecticut Avenue, N.W., Washington, D.C. 20036 (1 copy, free, 1-10, $0.50 ea., 11 or more, $0.45 ea.)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Fund for the Improvement of Postsecondary Education (DHEW), Washington, DC.
Authoring Institution: George Washington Univ., Washington, DC. Inst. for Educational Leadership.