Information-technology planning at higher-education institutions should be derived from academic planning at the institutional, school, and department levels, and must respond to associated issues of leadership, sustainable funding, productivity, and faculty motivation. The academic information-technology-planning process at the University of…

Urges governing boards at public colleges and universities to support budgeting for performance as a means of assuring public accountability while protecting academic autonomy. Considers performance incentives, the role of performance indicators, the distinction between performance funding and performance budgeting, possible problems, and the role…

Examines how colleges are using financial aid to achieve enrollment and financial objectives. Discusses how use of financial aid to achieve enrollment goals presents these ethical concerns: access and equity for all students; schools who do not engage in these practices are at a competitive disadvantage; and colleges are generally only promising…

Describes main trends in the administration and financing of higher education in China over two decades and analyzes the resource allocation under the reform policies of administrative decentralization and financing diversification. Points out the economic significance of overcoming diseconomies of scale and inefficiencies. (SLD)

Describes new methods of financing higher education in the Czech Republic. Key elements include the regionalization of higher education through tying regional institutions to some financing from the region's industry and increasing the role of local government, as well as a shift toward financial support by students and their families and a…

The three articles of this special section address developments and prospects for economic analyses of education policy. Issues addressed relate resources to outcomes in education and cost benefit analysis in education. Balancing economics and educational improvement is a focus throughout. (SLD)

Describes five case studies of high-performing public schools that have organized professional resources in innovative ways. Outlines principles of successful resource allocation. Presents a framework and methodology for examining a school's current use of resources. (MAK)

A study of selected districts in 18 states concluded that economies of scale consistently and significantly influence how educational resources are allocated among schools. District size figures significantly in inequalities present within districts. Equalizing both school and district size is essential for achieving equitable distribution…

Examines off-balance sheet financing, the facilities use of outsourcing for selected needs, as a means of saving operational costs and using facility assets efficiently. Examples of using outside sources for energy supply and food services, as well as partnering with business for facility expansion are provided. Concluding comments address tax…

Examines possible strategies that department chairs can use to better manage scarce resources. Strategies such as addressing issues of human resource management jointly with fiscal issues and relying more heavily on academic program planning at the departmental level were found to be effective. Conversely, reduced program offerings and longer work…

Reviews literature on resource allocation in schools, arguing that collecting data at the student level (rather than at the school level) can be more cost-effective and more useful in improving understanding of student learning. Discusses four school finance areas that would benefit from student-level data: equity, adequacy, accountability, and…

Restructuring programs and reallocating resources (to smaller classes, teacher planning, professional development, and tutors for struggling students) constitute a complex, large-scale change process. Steps include recognizing the need for change, evaluating strategies, and creating a new educational strategy for all organizational levels. (MLH)

Discusses scenario planning, a method for evaluating capital investments by weighing their potential benefit to the future of the institution. (EV)

Introduces a character-education framework to guide principals in designing programs. Critical elements include discussion of values to be fostered, development of a comprehensive vision and purpose, consensus on expectations, adequate resources and training, parent/community partnerships, program and implementation standards, and assessment. (MLH)

Companies are scrutinizing resources they allocate to performance programs and are asking questions like: "What is the value?" and "How do you know?" This article advocates for an increased focus on the return on expectations (ROE) via evidence of the three Cs: consensus, correspondence, and consistency. (Author/AEF)