Relevant bibliographies by topics / Educational funding

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Educational funding'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 July 2024

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Journal articles on the topic "Educational funding"

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&NA;. "Educational Funding—Who Pays?" Journal of Neuroscience Nursing 44, no. 4 (August 2012): 175–76. http://dx.doi.org/10.1097/jnn.0b013e31826018fb.

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Poole, Millicent E. "Educational research funding in Australia." Australian Educational Researcher 17, no. 1 (May 1990): 49–58. http://dx.doi.org/10.1007/bf03219465.

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Lundy, Rochelle, and Reilly Curran. "Desperately seeking funding: library guides to student funding." Reference Services Review 48, no. 3 (July 23, 2020): 415–31. http://dx.doi.org/10.1108/rsr-03-2020-0021.

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Purpose This study aims to examine online research guides as a measure of academic library support for students seeking educational funding opportunities. Design/methodology/approach The library websites of 38 members of a regional academic library consortium were examined for guides that address funding for educational purposes. The guide content was manually reviewed. Information regarding institutional characteristics was gathered from the Carnegie Classification of Institutions of Higher Education. Findings Despite relatively few reports of educational funding support in the library literature, online guides exist at 42% of studied institutions. However, few guides are comprehensive and many lack features that promote discoverability. Instructional content – guidance, advice or information beyond resource descriptions – and in-person funding support rarely appear in the studied guides, presenting opportunities for academic libraries to contribute to student retention and success. Practical implications This paper provides information on and examples of online guides to educational funding useful to academic libraries looking to support students facing affordability concerns. Originality/value This paper contributes to the literature on non-disciplinary uses of online research guides and is the first to survey academic library guides on educational funding opportunities.
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Harrison, Sarah. "Overseas nurses free educational denied funding." Nursing Standard 19, no. 35 (May 11, 2005): 10–11. http://dx.doi.org/10.7748/ns.19.35.10.s12.

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Greer, David M., Jeremy Moeller, Diego R. Torres, Madhu Soni, Salvador Cruz, Letitia Tornes, Huned Patwa, Laurie Gutmann, Ralph Sacco, and Steven Galetta. "Funding the Educational Mission in Neurology." Neurology 96, no. 12 (February 8, 2021): 574–82. http://dx.doi.org/10.1212/wnl.0000000000011635.

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Although it is self-evident that education in neurology is important and necessary, how to fund the educational mission is a frequent challenge for neurology departments and clinicians. Department chairs often resort to a piecemeal approach, cobbling together funding for educators from various sources, but frequently falling short. Here, we review the various sources available to fund the educational mission in neurology, understanding that not every department will have access to every source. We describe the multiple different teaching models and formats used by the modern student and educator and their associated costs, some of which are exorbitant. We discuss possible nonfinancial incentives, including pathways to promotion, educational research, and other awards and recognition. Neurological education is commonly underfunded, and departments and institutions must be nimble and creative in finding ways to fund the time and effort of educators.
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Smirnov, D. A., V. P. Pavlov, and M. S. Trofimov. "The Legislative Innovations in Educational Funding." EUROPEAN RESEARCH STUDIES JOURNAL XXI, Issue 4 (November 1, 2018): 567–76. http://dx.doi.org/10.35808/ersj/1144.

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Rasmussen, Palle. "Educational research – public responsibility, private funding?" Nordic Journal of Studies in Educational Policy 8, no. 1 (December 22, 2021): 65–74. http://dx.doi.org/10.1080/20020317.2021.2018786.

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Ulwiyah, Nur, Asrop Safii, Mujianto Solichin, Muhammad Syafii, Ali Muhsin, Lilik Maftuhatin, and Dhikrul Hakim. "Policy on the Provision of Educational Funding for State and Private Higher Education Institutions." International Journal of Research Publication and Reviews 4, no. 3 (March 2023): 838–45. http://dx.doi.org/10.55248/gengpi.2023.32036.

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Santo-Novak, Debra A. "P.R.I.C.E. – A Funding Model for Educational Viability." Journal of Nursing Education 29, no. 3 (March 1, 1990): 142–44. http://dx.doi.org/10.3928/01484834-19900301-11.

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Biddle, Bruce J. "Better Ideas: Expanded Funding for Educational Research." Educational Researcher 25, no. 9 (December 1996): 12–14. http://dx.doi.org/10.3102/0013189x025009012.

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Dissertations / Theses on the topic "Educational funding"

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Marsh, Alan John. "Formula funding and special educational needs." Thesis, Open University, 1998. http://oro.open.ac.uk/18863/.

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This thesis is based on a six year research study and is set against the implementation of Local Management of Schools and the formula funding arrangements for pupils with special educational needs (SEN). The main aim of the research is to investigate the principles and practice for allocating additional resources to provide for pupils with SEN but without statements. Two theoretical perspectives are used: the 'special needs pupil' discourse and the 'school and teacher effectiveness' discourse (Galloway, Armstrong and Tomlinson, 1994). The study is in two main parts. First the theoretical component whereby a critical examination is given to the conceptualisation of special educational needs, to the principles or criteria for evaluating a funding formula and to the historical arrangements for funding pupils with SEN. The second part of the thesis is the empirical component consisting of two national surveys, a case study carried out in two LEAS Mercia and Whiteshire, and computer budget modelling for different funding formulae for all primary and secondary schools in Whiteshire (n=690 schools). Evidence is obtained throughout the study relating to the design of an 'improved' SEN formula which is evaluated according to the principles or criteria of simplicity, equity, effectiveness, responsiveness to needs, efficiency, stability of funding, cost containment and accountability
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Siglar, Marlene Smith. "Low incidence funding." CSUSB ScholarWorks, 1988. https://scholarworks.lib.csusb.edu/etd-project/345.

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Luke, Charles A. Camp William E. "Equity in Texas public education facilities funding." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3647.

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Hobby, Jill Leigh. "Strategies to address the effects of reduced funding for music education." [Johnson City, Tenn. : East Tennessee State University], 2004. http://etd-submit.etsu.edu/etd/theses/available/etd-0326104-135413/unrestricted/HobbyJ041904f[1]a.pdf.

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Thesis (Ed. D.)--East Tennessee State University, 2004.
Title from electronic submission form. ETSU ETD database URN: etd-0326104-135413. Includes bibliographical references. Also available via Internet at the UMI web site.
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Sprankle, Betty Sue. "Mission and funding strategies of public education foundations in Oklahoma /." Access abstract and link to full text, 1992. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/9219890.

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Landgraf, Bradley. "Funding Inequity and the Achievement Gap| Statistical Relationships and Administrator Perceptions." Thesis, Southern Illinois University at Edwardsville, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10272279.

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The gaps of school funding and student achievement are particularly pronounced in Illinois, raising statewide concerns about the inequity of school funding and the injustice of the achievement gap. While Illinois educators generally recognize the differences in funding levels and achievement levels in Illinois schools, studies to determine the relationships between the two are lacking. This study examines the relationship between per pupil spending and student achievement in Illinois elementary schools. This study also examines the relationship between student achievement and racial composition of the school and between student achievement and poverty level of the school. Additionally, relationships between per pupil spending and racial composition of the school and per pupil spending and poverty level of the school are examined. Finally, this study investigates the perceptions of principals on how funding inequity in their school affects student achievement.

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Agatha, Rachelle. "The Community College Funding Model| Changes for Success and Sustainability." Thesis, Fielding Graduate University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10599139.

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The California Community Colleges funding model has rich historical, political, and cultural ties embedded in the model foundation. The general funding of the California Community Colleges is enrollment-based and shaped by a long history of legislation based on the K-12 education model. The funding is not tied to performance or outcomes and is driven by how many students are enrolled. Although there has been increased categorical funding in the California Community Colleges over the past 3 years to improve student success and equity, the overall persistence or completion rates of students remains low. Research has demonstrated that many other states are implementing an outcome-based or performance-based funding model to reduce the gaps and improve student success and fiscal sustainability. The purpose of the study was to explore the gaps in the current California Community Colleges funding model and the effect of these gaps on student success and fiscal sustainability for the California Community Colleges. The study additionally investigates effective models in order to design and develop a funding model that will support the mission and outcomes of the California Community Colleges system while planning for fiscal strength.

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Lane, Christopher K. "Measuring the equity of educational funding in New Jersey under the quality education act /." Access Digital Full Text version, 1993. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11543048.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1993.
Typescript; issued also on microfilm. Sponsor: Craig Richards. Dissertation Committee: Jonathan Hughes. Includes bibliographical references (leaves 112-118).
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Klein, Jason P. Lugg Elizabeth T. Wiggall Richard L. "Rich standards, poor schools the new case for adequately funding public education /." Normal, Ill. Illinois State University, 2001. http://wwwlib.umi.com/cr/ilstu/fullcit?p3006620.

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Thesis (Ph. D.)--Illinois State University, 2001.
Title from title page screen, viewed April 25, 2006. Dissertation Committee: Elizabeth T. Lugg, Richard L. Wiggal (co-chairs), Amee D. Adkins, Albert T. Azinger, William C. Rau. Includes bibliographical references (leaves 346-383) and abstract. Also available in print.
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Smith, Sharon D. "Factors that Motivate Faculty to Pursue External Funding at a 4-Year Public Institution of Higher Education." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etd/3011.

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The purpose of this quantitative nonexperimental study was to indicate a better understanding of factors that motivate faculty at a 4-year public institution of higher education to pursue external funding. The study is focused on examining the relationship between characteristics of individual faculty members, productivity related to external funding, and faculty perception of intrinsic and extrinsic motivational factors related to pursuing external funding. External funding is a major source of support for research at institutions of higher education. For universities to increase external funding for research along with increasing research productivity, it is essential that university faculty members are motivated to engage in research and seeking funding to support it (Chval & Nossaman, 2014). In order to provide adequate support universities need a clearer understanding of factors that may contribute to faculty’s motivation to pursue external funding. This study was conducted at a 4-year public university in the Southeastern region of the United States. One hundred sixty-seven full-time tenure-track and tenured faculty participated in the study using the web-based anonymous Motivating Factors to Pursuing External Funding Faculty Survey developed by the researcher. The quantitative data were analyzed using a series of single sample t-test, independent t-test, and chi-squared test. This study revealed that the gender and tenure status of full-time tenure-track and tenured faculty at the participating institution does not significantly affect their productivity as it relates to grant submissions or awards. The findings also indicated that the full-time tenure-track and tenured faculty perceive autonomy and self-actualization as significant intrinsic positive motivators and financial rewards as a significant extrinsic positive motivator to pursuing external funding. Additionally, the study found that the full-time tenure-track and tenured faculty did not perceive institutional support services as an extrinsic motivator to pursuing external funding.
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Books on the topic "Educational funding"

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Publishing, Grayco, ed. The Federal educational & scholarship funding guide. 2nd ed. W. Warwick, R.I: Grayco Publishing, 1990.

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Publishing, Grayco, ed. The Federal educational & scholarship funding guide. 2nd ed. W. Warwick, R.I: Grayco Publishing, 1990.

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Ostendorf, Virginia A. Funding distance education projects. [Littleton, Colo.?]: V.A. Ostendorf, Inc., 1991.

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Bauer, David G. Educator's Internet funding guide: Classroom connect's reference guide for technology funding. Upper Saddle River, N.J: Prentice Hall PTR, 1997.

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Keltner, Brent. Funding comprehensive school reform. Santa Monica, Calif: Rand, 1998.

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New Jersey. Legislature. Education Funding Review Commission. Public hearing before Education Funding Review Commission: Components of an education funding formula. Trenton, N.J: The Commission, 1993.

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New Jersey. Legislature. Education Funding Review Commission. Public hearing before Education Funding Review Commission: Components of an education funding formula. Trenton, N.J: The Commission, 1993.

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Management Analysis & Planning, Inc., ed. Wyoming education funding adequacy study. Sacramento, CA (1130 K St., Ste. 255, Sacramento 95814): Management Analysis & Planning, Inc., 1998.

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Thomas, Parrish, Chambers Jay G, and Guarino Cassandra M, eds. Funding special education. Thousand Oaks, Calif: Corwin Press, 1999.

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Jordan, K. Forbis. State funding for education reform. Washington, D.C: Congressional Research Service, Library of Congress, 1986.

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Book chapters on the topic "Educational funding"

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Daza, Stephanie, Sharon Subreenduth, Jeong-Eun Rhee, and Michelle Proctor. "Funding Re/De/Form in Higher Education." In Neoliberalizing Educational Reform, 149–82. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6209-977-7_7.

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Bridges, David. "Epistemology, Ethics and Educational Research." In Educational Research: Ethics, Social Justice, and Funding Dynamics, 109–20. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-73921-2_8.

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Books, Sue. "Funding the Right to Equal Educational Opportunity." In Constructing Knowledge, 193–211. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-197-9_11.

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Kivistö, Jussi, Janne Elo, and Michael Uljens. "National Funding of Higher Education from a Non-affirmative Perspective." In Educational Governance Research, 97–114. Cham: Springer International Publishing, 2024. http://dx.doi.org/10.1007/978-3-031-55116-1_4.

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AbstractThis chapter aims to demonstrate that the non-affirmative theory of education offers conceptual tools to analyse the tension between universities´ autonomy and accountability. The autonomy of universities becomes affirmative in character when it is geared towards finding the most functional and efficient ways of reaching externally defined performance targets and thereby to implicitly affirm the norms, values and standards that the performance targets rest upon. At the same time societal accountability measures make visible what is hidden or concealed: governmental objectives in higher education and the instrumental emphasis of universities in attaining those objectives. This exemplifies that the second regulative principle of the non-affirmative theory of education always is tied to the first: the governance of education is always linked with the current idea of the role of education in society at large. The non-affirmative theory of education provides us with a view that makes this relative autonomy visible. The chapter argues that the key aspect for universities and their stakeholders today is to find an appropriate balance between instrumental and institutional approaches, accountability and autonomy as well as affirmative and non-affirmative orientations.
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Mead, Molly. "Gender Matters: Funding Effective Programs for Women and Girls." In Gender and Educational Philanthropy, 33–66. New York: Palgrave Macmillan US, 2007. http://dx.doi.org/10.1057/9780230603080_3.

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Bridges, David. "On the Commodification of Educational Research." In Educational Research: Ethics, Social Justice, and Funding Dynamics, 175–90. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-73921-2_12.

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Motala, Shireen, and David Carel. "Educational Funding and Equity in South African Schools." In South African Schooling: The Enigma of Inequality, 67–85. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-18811-5_4.

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Ginsberg, Alice. "Gender Equity in Urban Education: New Relationships between Funding and Evaluation." In Gender and Educational Philanthropy, 203–33. New York: Palgrave Macmillan US, 2007. http://dx.doi.org/10.1057/9780230603080_13.

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Smeyers, Paul, and Marc Depaepe. "Educational Research: A Tale of Tensions and Constraints." In Educational Research: Ethics, Social Justice, and Funding Dynamics, 1–9. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-73921-2_1.

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Hasbullah, Nurul Adilah, and Asmak Ab Rahman. "Theory of Sources of Funding for Higher Educational Institutions." In Higher Education Finance and Islamic Endowments, 19–30. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003435976-2.

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Conference papers on the topic "Educational funding"

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Maslani, Maslani, Ratu Suntiah, Yasniwarti Yasniwarti, and Ujang Dedih. "The Hadith Perspective on Educational Funding." In International Conference on Islamic Education (ICIE 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icie-18.2018.52.

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Zhai, Xuesong, Xiaoyan Chu, and Yan Li. "Exploring the Construction of Innovative Educational Ecosystem Based on the “Internet + Educational Crowd Funding”." In 2021 IEEE 24th International Conference on Computer Supported Cooperative Work in Design (CSCWD). IEEE, 2021. http://dx.doi.org/10.1109/cscwd49262.2021.9437735.

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Rauscher, Emily. "School Funding and State-Level Racial Inequality of Educational Achievement." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1431194.

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Doolittle, Sara. "Educational Rights and the West: Oklahoma State Formation and the Legal Challenges for Educational Funding." In 2023 AERA Annual Meeting. Washington DC: AERA, 2023. http://dx.doi.org/10.3102/2016680.

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Doolittle, Sara. "Educational Rights and the West: Oklahoma State Formation and the Legal Challenges for Educational Funding." In AERA 2023. USA: AERA, 2023. http://dx.doi.org/10.3102/ip.23.2016680.

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Fang, Zhen. "Research on the Impact of Education Funding on Education Digitalization." In Proceedings of the 3rd International Conference on Internet Technology and Educational Informatization, ITEI 2023, November 24–26, 2023, Zhengzhou, China. EAI, 2024. http://dx.doi.org/10.4108/eai.24-11-2023.2343632.

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Kurniady, Dedy Achmad. "Learning Leadership Role in Funding Education in The Era of Regional Autonomy." In 6th International Conference on Educational, Management, Administration and Leadership. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icemal-16.2016.4.

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Huculova, Eva, and Lucia Solcova. "Cluster Analysis of Digital Performance in Educational Techniques in Conditions of EU." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8138.

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Global technological trends affect broad spectrum of areas in our life, and through the implementation of particular tools, they are affecting the development of educational levels in particular countries and also educational process itself. This study is aimed at the comparison and revealing of the effect of digitalization and e-skills on the level of education in 20 selected EU member countries by using Factor Analysis and Cluster Analysis. As a result, we consider four clusters of countries with similar characteristics in terms of education, digital literacy and public funding and expenditure on development of ICT and education. Population e-skills demonstrated almost identical levels. The implementation of technological trends into the educational process does not depend only on its positive effects on the educational level, but also on the real opportunity to use these modern tools within the educational process. This is determined by a number of socio-economic, political and cultural aspects. Their detailed examination requires the access to more structured data. Those conditions also create a platform for a subsequent research.
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Demski, Denise. "Equity Funding Policies as Effective Means to Reduce Educational Inequalities? Findings From Germany." In 2024 AERA Annual Meeting. Washington DC: AERA, 2024. http://dx.doi.org/10.3102/2106223.

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Demski, Denise. "Equity Funding Policies as Effective Means to Reduce Educational Inequalities? Findings From Germany." In AERA 2024. USA: AERA, 2024. http://dx.doi.org/10.3102/ip.24.2106223.

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Reports on the topic "Educational funding"

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Lawrence, Steven Lawrence, and Leslie Marino Marino. Update on Funding for Higher and Graduate Educational Institutions. New York, NY United States: Foundation Center, October 2003. http://dx.doi.org/10.15868/socialsector.13613.

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Fitz, Julie, Marjorie E. Wechsler, and Stephanie Levin. State approaches to developing educational leaders. Learning Policy Institute, May 2024. http://dx.doi.org/10.54300/795.572.

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The purpose of this study was to understand the infrastructure that states have built for leadership-relevant professional learning by identifying the long-term leadership development initiatives supported by states and analyzing their purposes, target audiences, and scope. We conducted a scan between March and May of 2023 using search engines, state department of education websites, and other web-based documents. We found that at least 26 states support ongoing statewide leadership development initiatives to build the knowledge and skills of in-service leaders. This report provides examples of different states’ initiatives related to each of these functions. It also briefly addresses the federal, state, and local funding sources that states draw on to develop and sustain these initiatives.
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López Corral, Antonio M. Learning in Twenty-First Century Schools: Note 3: Public-Private Partnerships in School Infrastructure in Latin America. Inter-American Development Bank, December 2014. http://dx.doi.org/10.18235/0006291.

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The objective of this chapter is to provide the tools needed to support the governments of Latin American countries in assessing potential operations and opportunities that can be carried out as PPPs, a mechanism which facilitates the development of these countries by promoting the participation of the private sector in the provision and funding for infrastructures, facilities, and educational sector services.
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MacLean, Nancy. How Milton Friedman Exploited White Supremacy to Privatize Education. Institute for New Economic Thinking Working Paper Series, September 2021. http://dx.doi.org/10.36687/inetwp161.

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This paper traces the origins of today’s campaigns for school vouchers and other modes of public funding for private education to efforts by Milton Friedman beginning in 1955. It reveals that the endgame of the “school choice” enterprise for libertarians was not then—and is not now--to enhance education for all children; it was a strategy, ultimately, to offload the full cost of schooling onto parents as part of a larger quest to privatize public services and resources. Based on extensive original archival research, this paper shows how Friedman’s case for vouchers to promote “educational freedom” buttressed the case of Southern advocates of the policy of massive resistance to Brown v. Board of Education. His approach—supported by many other Mont Pelerin Society members and leading libertarians of the day --taught white supremacists a more sophisticated, and for more than a decade, court-proof way to preserve Jim Crow. All they had to do was cease overt focus on race and instead deploy a neoliberal language of personal liberty, government failure and the need for market competition in the provision of public education.
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Levine, Felice, Na'ilah Suad Nasir, Cecilia Rios-Aguilar, Ryan Gildersleeve, Katherine Rosich, Megan Bang, Nathan Bell, and Matthew Holsapple. Voices from the field: The impact of COVID-19 on early career scholars and doctoral students. American Educational Research Association, January 2021. http://dx.doi.org/10.3102/aera20211.

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This joint report from the American Educational Research Association (AERA) and the Spencer Foundation explores the impact of the COVID-19 pandemic on early career scholars and doctoral students in education research. The report presents findings and recommendations based on a focus group study held in May and June of 2020. The purpose of the study was to listen to and learn from the experiences of education researchers. The study included separate groups of scholars of color, women of color, and doctoral students of color, given that the COVID-19 crisis was highly racialized and having a disproportionate impact on communities of color. The aim of the report is to provide information that higher education institutions, agencies funding research, professional associations, and other research organizations can use to support the next generation of researchers and help buffer or contain adverse impacts to them. The report offers seven recommendations that could help to foster institutional and organizational responses to COVID-19 that are equitable and enriching. It is part of an ongoing initiative by AERA and Spencer to survey and assess the pressing needs of early career scholars and doctoral students at this pernicious time of a national pandemic.
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Dearden, Lorraine, Claire Crawford, Rowena Crawford, and Jack Britton. Labour’s higher education funding plans. Institute for Fiscal Studies, February 2015. http://dx.doi.org/10.1920/bn.ifs.2015.00164.

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Atienza, Josefina Atienza, and Loren Renz Renz. Foundation Funding for Arts Education. New York, NY United States: Foundation Center, October 2005. http://dx.doi.org/10.15868/socialsector.6400.

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O'Shea, Sarah. Rethinking Student Belonging, Engagement, and Success: An Equity Perspective. Journal of the Australian and New Zealand Student Services Association, April 2024. http://dx.doi.org/10.30688/janzssa.2024-1-03.

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The last weeks have seen a flurry of activity across the Australian university sector with the release of the Universities Accord Final Report. While I write, there is vigorous debate occurring, deliberating both the Accord’s strengths and its inherent limitations, one of the latter being the apparent perpetuation of low expectations for students with disability (see McLennan, 2024). Whilst the relative merits of some of the report’s recommendations have been questioned, there is little doubt that both this document—and the associated review process—have succeeded in placing educational equity at the centre of any future imaginings of the Australian higher education system. This is welcome news for many of us who have worked alongside students from more diverse backgrounds and witnessed the many obstacles encountered in their higher education journeys. To address these and other enduring issues, the Accord recommends significant changes that include accessible preparatory programs for future students, a better integrated tertiary system, and—of course—increases in student funding support. But I would argue there are other, far more fundamental, issues that also need to be addressed if we are to achieve the Accord’s ultimate goal of a “better and fairer education system”. (Department of Education, 2024, p. 23)
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9

Quail, Stephanie, and Sarah Coysh. Inside Out: A Curriculum for Making Grant Outputs into OER. York University Libraries, October 2020. http://dx.doi.org/10.25071/10315/38016.

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Catalyzed by the passing of the York University Open Access Policy last year, a recognition has been growing at York University, like most other institutions, about the value of Open Educational Resources (OER) and more broadly, open education. This heightened awareness led to the formation of a campus-wide Open Education Working Group in January 2020. The group advocated that faculty members who receive internal funding for teaching innovation projects through York’s Academic Innovation Fund (AIF) should include a Creative Commons license on their grant outputs to facilitate the re-use, and potentially re-mixing, of the content by educators inside and outside of York University. A copy and/or link to their grant output would also be deposited into York’s institutional repository, YorkSpace. To support the 71 funded projects in achieving these lofty goals, an open education and open licensing curriculum was developed by two of the librarian members of the Open Education Working Group. This session describes how the librarians created the training program and participants will leave the session better understanding: How to develop learning modules for adult learners and apply these best practices when teaching faculty online (synchronously & asynchronously); How to access York’s open education training program and learn how they can remix the content for their own institution’s training purposes; The common types of questions and misconceptions that arise when teaching an open education and Creative Commons licensing program for faculty. Originally the program was conceived as an in-person workshop series; however, with the COVID-19 campus closure, it was redesigned into a four module synchronous and asynchronous educational program delivered via Moodle, H5P and Zoom. Modeled after the SUNY OER Community Course and materials from Abbey Elder’s OER Starter Kit, the program gave grant recipients a grounding in open educational resources, searching open course material repositories, copyright/Creative Commons licensing, and content deposit in York’s institutional repository, including OER metadata creation and accessibility considerations. The librarians modeled best practices in the use and creation of Creative Commons licensed resources throughout the program. Qualitative feedback was gathered at the end of each module in both the synchronous and asynchronous offerings of the program and will be shared with participants. The presenters will also discuss lessons learned, next steps, and some of the challenges they encountered. https://youtu.be/n6dT8UNLtJo
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10

Kaplan, Greg, Alissa Goodman, Lorraine Dearden, and Gill Wyness. Future arrangements for funding higher education. Institute for Fiscal Studies, April 2010. http://dx.doi.org/10.1920/co.ifs.2010.0115.

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