ERIC Number: ED119542
Record Type: RIE
Publication Date: 1975-Dec
Reference Count: 0
The Incentive Grant Approach in Higher Education: A 15 Year Record. Institute for Educational Leadership Reports: Nine.
The incentive grant approach in higher Education is a resource allocation strategy that may have significant positive impact on educational performance. This document covers: (1) the incentive grant approach to resource allocation; (2) the evolution during the past 15 years of types of incentive grant programs and the contrasting roles played by state higher education agencies and multicampus systems in that evolution; (3) major patterns inthe administration of incentive grant programs; and (4) a directory to 55 incentive grant programs administered by higher education agencies and multicampus systems. Findings indicate that the incentive grant approach may: (1) provide incentive for participants to rechannel both efforts and resources into activities that support the new goals of universal access; (2) stimulate initiative for improvement within existing resources; and (3) yield the dual economic benefits of increased productivity and more effective targeting of resources. To these potential assets of the incentive grant approach must be added flexibility. Given these potentially positive impacts and the technique's potential adaptability to a variety of resource allocation situations, the central question becomes: How well does the approach, both generally and in its concrete variations, actually work? (Author/KE)
Descriptors: Accountability, Administration, Directories, Educational Finance, Equal Education, Evaluation Methods, Higher Education, Incentive Grants, Resource Allocation, State Programs, Surveys, Tables (Data), Universities
Institute for Educational Leadership, The George Washington University, 1001 Connecticut Avenue, N.W., Washington, D.C. (free)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: George Washington Univ., Washington, DC. Inst. for Educational Leadership.