ERIC Number: ED355852
Record Type: RIE
Publication Date: 1993-Feb
Higher Education Finance Issues in the Early 1990s.
Hauptman, Arthur M.
This report identifies a number of financing issues facing American higher education in the early 1990s, including: (1) the future federal role in postsecondary education in light of lagging participation rates of low-income and minority students and public concerns about many aspects of campus-based research; (2) the extent of state financial support of higher education when there is growing competition with other state responsibilities such as prisons, health care, and elementary and secondary education; (3) the changing role of colleges and universities in the face of limited resources; and (4) the responsibilities of students and their families should tuitions and other charges continue to rise faster than the ability of many families to pay for college. The report suggests that the states should bear the primary responsibility for financing higher education and should deal with equity issues internally. Institutions need to improve their efficiency in administrative operations, raising faculty productivity, and employing available technology to achieve cost savings, while the federal role includes assisting disadvantaged students, ensuring the existence of loan programs, and assisting nontraditional students in meeting their particular needs. A summary presents key issues and recommendations surrounding the federal, state, institutional, and parent and student roles. Contains 40 references. (GLR)
Descriptors: Educational Finance, Federal Aid, Financial Needs, Financial Problems, Financial Support, Government Role, Higher Education, Institutional Role, Parent Role, Resource Allocation, State Aid, Student Financial Aid, Student Role
CPRE, Eagleton Institute of Politics, Rutgers, The State University of New Jersey, New Brunswick, NJ 08901-1568 ($10).
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: Administrators; Practitioners
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Consortium for Policy Research in Education, New Brunswick, NJ.
Grant or Contract Numbers: N/A