ArticlePDF Available

The Future of Higher Education: Trends and Innovations

Authors:

Abstract

The future of higher education is shaped by evolving technological advancements, globalization, and the need for institutions to adapt to new economic realities and societal demands. This paper explores the emerging trends and innovations in higher education, focusing on technological innovations, including AI and online learning platforms, and the impact of globalization on educational practices. As institutions grapple with challenges related to accessibility, affordability, and quality, the potential for personalization and the importance of interdisciplinary approaches become increasingly relevant. The discussion highlights how these trends are transforming the higher education landscape and offers insights into potential future scenarios.
This is an Open Access article distributed under the terms of the Creative Commons Attribution License
(http://creativecommons.org/licenses/by/4.0), which permits unrestricted use, distribution, and
reproduction in any medium, provided the original work is properly cited.
Page | 41
The Future of Higher Education: Trends and
Innovations
Sylvie Beatrice E.
Faculty of Business and Management Kampala International University Uganda
ABSTRACT
The future of higher education is shaped by evolving technological advancements, globalization, and the
need for institutions to adapt to new economic realities and societal demands. This paper explores the
emerging trends and innovations in higher education, focusing on technological innovations, including AI
and online learning platforms, and the impact of globalization on educational practices. As institutions
grapple with challenges related to accessibility, affordability, and quality, the potential for personalization
and the importance of interdisciplinary approaches become increasingly relevant. The discussion
highlights how these trends are transforming the higher education landscape and offers insights into
potential future scenarios.
Keywords: Higher Education, Technological Innovations, Globalization, Online Learning Platforms,
Artificial Intelligence in Education.
INTRODUCTION
The future of higher education is uncertain. As new technologies are developed, new industries emerge,
and the global economy continues to evolve, our colleges and universities must also adapt. In many cases,
this dance of adaptation involves facing multiple constraints, especially in the face of accelerating and
often unpredictable change. One of our tasks as educational researchers, organization theorists, and policy
analysts is to understand which changes are likely to emerge and to consider the alternatives we have for
dealing with them. In this context, we can set the stage for this collection of essays by briefly reviewing a
range of present and future trends in higher educationmany of which are explored in greater detail
later onand some strategies that colleges and universities might pursue to deal with those changes [1].
A content analysis of nearly 100 articles about the future of higher education and nearly an equal number
of books written on related topics reveals a range of trends that are likely to reshape the contours of the
field. For each of the five areas, contributors are encouraged to address the challenges facing colleges and
universities in dealing with these trends as well as create alternative scenarios for the future, a process
that allows contributors to consider on the one hand how the obstacles and constraints they outline can
be mitigated or overcome and, on the other hand, assess the implications of neglecting the significance of
these trends [2].
CURRENT CHALLENGES IN HIGHER EDUCATION
Today's higher education institutions face a number of complex challenges. Some of these challenges are
tied to increased access; institutions around the world are pursuing a diverse array of innovations
designed to foster broader student access, to reduce or eliminate disparities in student success, and to help
students succeed in a highly dynamic workforce. Access and success are in turn tied to considerations of
affordability. For decades, policymakers on the left and right of the political spectrum have been
concerned with the rising costs of education and the increased debt that students are taking on to pursue
postsecondary credentials. And increasing access, improving affordability, and maintaining or improving
the quality of education that students receive appear to be largely unrelated, potentially competing,
priorities further complicating an already complex and politically charged landscape [3]. The countries
Research Output Journal of Education 3(3):41-44, 2024
ROJE Publications PRINT ISSN: 1115-6139
https://rojournals.org/roj-education/ ONLINE ISSN: 1115-9324
This is an Open Access article distributed under the terms of the Creative Commons Attribution License
(http://creativecommons.org/licenses/by/4.0), which permits unrestricted use, distribution, and
reproduction in any medium, provided the original work is properly cited.
Page | 42
and regions that are able to mitigate these challenges will be ones that can effect positive and generative
education innovations, especially respond to the diverse educational needs of incoming student
populations. Indeed, the trend is heavily towards a model of higher education that is more diverse, more
accessible and more in line with the needs of the workplace. As a result of these smaller and larger
challenges and trends, higher education is innovating in a variety of ways including a movement towards
inclusivity and personalization, increased emphasis on interdisciplinary programs and on alignment with
workplace skills, and the further enhancement of online education [4].
TECHNOLOGICAL INNOVATIONS IN EDUCATION
Introduction The future of higher education is being strongly discussed nowadays, especially about
aligning educational outcomes of higher education with societal needs, as this is a current issue that
directly concerns society. In a world where digital transformation is accelerating, new forms of learning,
technological trends, innovative teaching approaches, partnerships, and new ways of funding in higher
education will dictate a new era and transcend the traditional boundaries of higher education.
Traditionally, technology has been expensive, difficult to implement, and forced educators to adopt a new
methodology or philosophy [5]. Technological Innovations in Education Several trends, such as machine
learning, internet of things, social-media-based learning, etc., are potentially visionary. The possibilities
and evolutionary processes offered by each technological trend are very perplexing. The possibilities for
each technological trend that are transformative in their own way are almost endless and, as shown over
the long term, the enlightenment potential is terrifying. For instance, the immersive learning experience
at the Faculty of Engineering, University of Michigan, is transforming the education landscape by
employing innovation, technology, and learning science, while providing an educational experience
tailored specifically to each student. Having said that, technology in education has escalated in the last ten
years. As a result, technological investments helped many in and out of the classroom learning. Online
learning is enormous and it drove not only successful education but also successful businesses [6].
ONLINE LEARNING PLATFORMS
Different trends and innovations that we have been discussing in this chapter have been facilitated by the
advent of online learning platforms. These platforms make use of the internet and harness the potential of
digital devices to reach a larger section of the population who are seeking education across different
domains. Online learning platforms have broken the barriers to access hitherto prevalent in higher
education - that of time, space, age, and sometimes merit. At the same time, they are often
indistinguishable from traditional higher education institutions, as many individuals sitting on the
algorithms that direct the products of these platforms were educated in such institutions. Also, they
resemble the old correspondence programs or distance education systems, which focused mainly on
underprivileged and disabled groups who couldn't access educational institutions. The use of television,
radio, and printed materials for instructional delivery in distance education might have used an even more
diverse set of media for a relatively traditional mission. It's the scale and the meticulously devised
platform strategies that differentiate the modern online learning platforms from their predecessors [7].
CHARACTERISTICS OF ONLINE LEARNING PLATFORMS
Online learning has increased data generation, and some platforms claim that massive amounts of data
from their learning platforms have been put into a learning engineering process via a highly evolving
stage called Open Learning at the Massachusetts Institute of Technology (MIT) and at present, "digital
twin" research, where data from online learners can be used to improve outcomes for on-campus students.
It's not only the universities; many online courses such as Khan Academy have been found to have impact
at a personal level. This use of digital pedagogy in a scalably personalized manner is what makes these
platforms unique from their earlier counterparts. It is important to note that it is emergent innovations in
digital technology - in this chapter, we will discuss developments in virtual reality - the makers of these
platforms are utilizing to make use of these changing spaces for pedagogy [8].
ARTIFICIAL INTELLIGENCE IN EDUCATION
Robot teachers may sound like the stuff of sci-fi movies, but the use of artificial intelligence (AI) in
education is quickly gaining traction thanks to its potential to completely personalize learning. From
storing unlimited amounts of information to deducing learning criteria from "minds that think like human
minds," AI checks off various boxes on the 21st-century educator's wishlist, providing quick solutions to
individualize student learning processes. A variety of specialized algorithms, such as neural networks and
machine learning, can revolutionize traditional education, drawing on insights from AI to determine what
constitutes trustworthy or misleading course content, effectively dictate a course of study, and even
communicate with students and faculty [9].
This is an Open Access article distributed under the terms of the Creative Commons Attribution License
(http://creativecommons.org/licenses/by/4.0), which permits unrestricted use, distribution, and
reproduction in any medium, provided the original work is properly cited.
Page | 43
Revitalizing Education with Personalization and Prediction AI in education is generally used to deliver
personalized learning experiences to students. Platforms developed by learning scientists noninvasively
and inexpensively monitor students' learning outcomes in order to predict their academic success across
short and long timescales based on their course interactions. Algorithms identifying at-risk students alert
educators so they might provide outreach sooner and help prevent failure or early student dropout.
Educators and students benefit from the rich personal insights and personalized actions that web-based
platforms can generate. A fundamentally different kind of personalized system given the collaboration and
teamwork among students, with a focus on student as team or group member, offering insights on team
composition, at-risk group members, and so on. Increased human-AI collaboration is leveraged in other
educational settings with applications specifically designed for teachers, instructional designers, and
mentors who would help develop an AI mindset. While the administrative portion is being mainly
developed, the idea of AI serving as a teaching assistant is also personalizing education, although there
can be a variety of AI teaching assistants developed with differences in reinforcing motivational
approaches or explanations for learning material [10].
GLOBALIZATION AND INTERNATIONALIZATION OF HIGHER EDUCATION
The trends and forces described above affect each of us personally and professionally, as individuals and
systems, institutions, and societies. Nationally and regionally, there are visible impacts on economic
development, educational systems, healthcare, and the life expectancy of people. Understanding and
addressing these trends and forces, as well as rearranging existing socio-political systems and developing
accurate ways for more sustainable solutions, requires active and ongoing collaboration between
individuals and institutions across all borders [11]. There is a need for comprehensive educational reform
at the secondary and post-secondary levels that will address itself to those areas that are key to the
development of tomorrow's leaders and other professionals, including the sciences, ethics, cultural
differences, people to people diplomacy, monetary systems, global warming, environment, diversity and
inequality and the mixed blessings of advanced technologies. This reform should facilitate the pursuit of
individual career goals while preparing students to work closely with people from other countries on
issues of global significance. This change will not happen exclusively by revising curricular content nor
by expanding study abroad programs, nor by merely increasing numbers of foreign nationals - students
and scholars - in residence at U.S. institutions. Higher Education Background: We live in a rapidly
changing and interconnected world, and changes in one area influence other areas. This is especially the
case with higher education. Like many other sectors, higher education is going global, seeking to
encompass a global outlook. Therefore, a deeper understanding of these global issues by higher education
professionals is critically important. Globalization is so omnipresent and widespread that we must now
consider coining a new and broader term: 'pax-mundus-ization.' Within this context, we must encompass
an understanding of the serious challenges and issues of international higher education on
'Internationalization.' Internationalization refers to the processes of integrating an international,
intercultural or global dimension into the purpose, functions and delivery of post-secondary education. It
embraces significantly wider activities than just a focus on student or academic mobility, including
recruitment, risk management, planning, establishment of international campuses and collaboration
within an international environment [12].
FUTURE TRENDS IN HIGHER EDUCATION
There is little doubt that future higher education institutions will compete in a global marketplace for the
world's best students. As the internet and growing trends for incorporating educational technologies into
the classroom environment worldwide become more and more prevalent, remote access to higher
education will likely become a more common practice. In fact, with eLearning becoming such an integral
part of society's interests, it is increasingly becoming more available, in some cases even being the only
form of education [13]. In addition, courses with hands-on instruction such as Medicine also cannot be
done through eLearning. Conducting such a test would be a costly endeavor but would have to be
maintained in a lab environment. As with any form of technology, there is always future trends. A concept
or practice that will shape the future of higher education is the Flipped Classroom. This trend will have
adjustments to both learning and teaching. This will allow students to have a more active participation in
their education. With this increased focus on active learning and group work, as a result, collaboration
increases and the subject does not seem that difficult [14].
Micro-Learning, another one of the future trends in higher education, is a method that colleges and
universities have designed to bring education in small portions, from an informational aspect. This is
geared toward complementing education with training but also presupposes the necessity of formal
education. Online models offer choices to the system, which doesn't require students to be physically
This is an Open Access article distributed under the terms of the Creative Commons Attribution License
(http://creativecommons.org/licenses/by/4.0), which permits unrestricted use, distribution, and
reproduction in any medium, provided the original work is properly cited.
Page | 44
present at a specified location and schedule. As the popularity and use of mobile devices increase, tuning
into education "on the go" will also become a regular occurrence, so colleges and universities [15].
CONCLUSION
The future of higher education is marked by both opportunities and challenges as institutions navigate a
rapidly changing global landscape. Technological innovations, such as AI and online learning platforms,
are driving significant changes in how education is delivered and personalized, while globalization is
reshaping the very foundations of educational practices. As these trends continue to evolve, higher
education institutions must adopt flexible strategies to remain competitive and relevant. The success of
these institutions will depend on their ability to balance accessibility, affordability, and quality while
fostering innovation and collaboration across disciplines. Ultimately, the future of higher education will
require a concerted effort to align educational outcomes with the needs of a dynamic, globalized world.
REFERENCES
1. Blankenberger B, Williams AM. COVID and the impact on higher education: The essential role
of integrity and accountability. Administrative Theory & Praxis. 2020. researchgate.net
2. Esfahani MN. Content Analysis of Textbooks via Natural Language Processing. American
Journal of Education and Practice. 2024. ajpojournals.org
3. Berchin II, de Aguiar Dutra AR, Guerra JB. How do higher education institutions promote
sustainable development? A literature review. Sustainable Development. 2021 Nov;29(6):1204-
22. [HTML]
4. Buerkle A, O'Dell A, Matharu H, Buerkle L, Ferreira P. Recommendations to align higher
education teaching with the UN sustainability goalsA scoping survey. International Journal of
Educational Research Open. 2023 Dec 1;5:100280. sciencedirect.com
5. Ortagus JC, Kelchen R, Rosinger K, Voorhees N. Performance-based funding in American higher
education: A systematic synthesis of the intended and unintended consequences. Educational
Evaluation and Policy Analysis. 2020 Dec;42(4):520-50. [HTML]
6. Zhang C, Khan I, Dagar V, Saeed A, Zafar MW. Environmental impact of information and
communication technology: Unveiling the role of education in developing countries.
Technological Forecasting and Social Change. 2022 May 1;178:121570. [HTML]
7. Simamora RM, De Fretes D, Purba ED, Pasaribu D. Practices, challenges, and prospects of
online learning during Covid-19 pandemic in higher education: Lecturer perspectives. Studies in
Learning and Teaching. 2020 Dec 29;1(3):185-208. academia.edu
8. Komljenovic J. The rise of education rentiers: digital platforms, digital data and rents. Learning. .
[HTML]
9. Abulibdeh A, Zaidan E, Abulibdeh R. Navigating the confluence of artificial intelligence and
education for sustainable development in the era of industry 4.0: Challenges, opportunities, and
ethical …. Journal of Cleaner Production. 2024. sciencedirect.com
10. Chen Y, Jensen S, Albert LJ, Gupta S, Lee T. Artificial intelligence (AI) student assistants in the
classroom: Designing chatbots to support student success. Information Systems Frontiers. 2023
Feb;25(1):161-82. [HTML]
11. Burbules NC, Fan G, Repp P. Five trends of education and technology in a sustainable future.
Geography and sustainability. 2020. sciencedirect.com
12. Shahjahan RA, Edwards KT. Whiteness as futurity and globalization of higher education.
Higher Education. 2022. nmedsup.cl
13. Eringfeld S. Higher education and its post-coronial future: utopian hopes and dystopian fears at
Cambridge University during Covid-19. Studies in Higher Education. 2021. academia.edu
14. Galindo-Dominguez H. Flipped classroom in the educational system. Educational Technology &
Society. 2021. researchgate.net
15. Kossen C, Ooi CY. Trialling micro-learning design to increase engagement in online courses.
Asian Association of Open Universities Journal. 2021. emerald.com
CITATION: Sylvie Beatrice E. The Future of Higher Education: Trends and Innovations.
Research Output Journal of Education, 2024 3(3):41-44.
ResearchGate has not been able to resolve any citations for this publication.
Article
Full-text available
Global challenges such as climate change, limited resources, and an ever-growing world population demonstrate a perceptible impact on the lives of people around the globe. To tackle the arising issues and to enable peace and prosperity in the future, the United Nations (UN) have defined 17 interlinked sustainable development goals. A major facilitator to achieve these goals is considered through education. Consequently, higher education in- stitutes have started to align their curricula with sustainable development. Yet, lesser attention has been paid to teaching methods themselves. Hence, in this paper, a scoping survey is performed on how higher education teaching can be inspired by the UN sustainable development goals, specifically, by a summarized subset of 7 goals: (1) Tackle Poverty, (2) Enable Good Health and Well-Being, (3) Establish Quality Education, (4) Reduce Inequalities, (5) Embrace Environmental Sustainability, (6) Foster Innovation, and (7) Establish Partnerships. Overall, the discussed recommendations show a promising potential towards having a positive impact on higher education, yet, also unveil conflicts between different goals. Nevertheless, this paper could provide an orien- tation to critically reflect on current means of higher education teaching.
Article
Full-text available
Amid growing debates about globalization of higher education (HE) reproducing inequalities, an analysis of race as the organizing influence underlying this global phenomenon remains absent. This conceptual essay argues that our understanding of globalization of HE would benefit from an intersectional understanding of critical Whiteness studies and temporal studies to help racialize and further temporalize this phenomenon. It introduces Whiteness as futurity framework and its three components: Whiteness as (a) aspiration, (b) investment, and (c) malleability. Drawing on this framework, it provides a critical race temporal account of globalization of HE by critically examining two contemporary global HE trends, namely: (a) the global diffusion of liberal education, and (b) the growing use of global university rankings (GURs). It argues that Whiteness as futurity colonizes (or orients) global subjects’ (nation-states’, policy makers’, institutions’, and individuals’) imaginaries and reinforces the asymmetrical movements, networks, and untethered economies underpinning global HE. The article concludes that educators should consider seriously the insights of Whiteness studies in reconceptualizing globalization of HE.
Article
Full-text available
This study aimed to investigate the lecturer' perspectives during COVID-19 pandemic in higher education. The participants have consisted of 8 from various universities in Indonesia. In this study, researchers chose narrative analysis as a research approach. A narrative analysis was used to explore lecturer perspectives or views on e-learning based on the practices, challenges, and prospects during COVID-19 pandemic. Based on the lecturers' perspective, the researchers concluded that online learning applications are beneficial for some lecturers to deliver lecture material without face to face, although there are some obstacles such as inadequate internet access. Some campuses provide self-developed applications to facilitate teaching lecturers and provide access to students to study lecture material. Some teachers also used online learning service provider applications or third parties such as Youtube, Zoom, Google Meet, Google Classroom and other online applications. Overall lecturers in universities can use existing learning applications. Efforts are needed to develop further, train, and improve infrastructure facilities to support online learning in the future. Online learning has high prospects and potential to be applied due to its extremely related to technological developments and ever-changing times wherever everything is quick and economical.
Article
Full-text available
In this article, we discuss the impact of COVID-19 on higher education using Gaus’s ecological approach. We open by exploring the higher education market and accountability environment into which the COVID catastrophe was introduced. We follow with brief discussions of the impacts of COVID on Gaus’s ecological elements of people, place, physical and social technologies and how the system will adjust in areas such as budgets, recruiting, accreditation, and program delivery. Ultimately, we contend that institutional integrity and accountability and the importance of recognizing the role higher education plays in advancing social equity will be key for postsecondary institutions in the COVID era and post-COVID recovery.
Article
Full-text available
Quality education is one of the pillars in the United Nations 2030 Agenda for Sustainable Development, which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. This overall goal can be connected to some general trends affecting education in the information age. We argue that education is key to the future quality of human life and the sustainability of the world. Generally, education is being transformed in both formal and informal learning contexts by new digital technologies. Overall, some of these major innovations and how they are changing education can be summarized into the following aspects: 1) our educational aims and objectives; 2) educational ecologies and contexts of learning; 3) the processes of learning; 4) the processes of teaching; and 5) educational governance and policy. Meanwhile, we note some of the potential risks and downsides of these technology trends. From the sustainable perspective, our review points to a great potential for educational reform, but it can only be achieved if we are willing to rethink and even abandon some of our traditional ways of doing things in education.
Article
4 5 The emergence of Industry 4.0 marks a transformative era for businesses and industries, 6 characterized by advanced technologies like automation, Internet of Things (IoT), artificial 7 intelligence (AI), smart factories, and cyber-physical systems. This revolution promises significant 8 advantages, including enhanced productivity, sustainable progress, and heightened resilience. 9 However, the integration of Industry 4.0 is challenged by the need for a skilled workforce with 10 expertise in areas such as information technology and data analytics. Higher education institutions 11 (HEIs) play a vital role in equipping future professionals with these skills, necessitating curriculum 12 updates and infrastructure enhancements. Simultaneously, the importance of education for 13 sustainable development (ESD) has been underscored by global initiatives like the Sustainable 14 Development Goals (SDGs). ESD instills a sense of responsibility for economic, ecological, and 15 equitable well-being. As digital technologies blur the lines between industries, education faces the 16 challenge of adapting to evolving demands. The integration of AI tools in education has emerged 17 as a catalyst for reshaping learning experiences, fostering innovation, and preparing individuals 18 for the digital age. AI chatbots such as ChatGPT have garnered widespread attention and possess 19 the potential to revolutionize various aspects of education. However, their integration raises ethical 20 concerns, necessitates curriculum redesign, requires strategies for continuous learning, and 21 demands alignment with industry standards. While the potential of AI integration in education is 22 promising, there is a notable gap in the existing literature when it comes to exploring the ethical 23 implications, the influence of AI on ESD, the impact on the structure of Blooms Taxonomy, 24 collaboration between academia and industry, strategies for continuous learning, and the effective 25 integration of AI tools for personalized learning. This paper aims to critically examine the 26 integration of AI tools, with a specific emphasis on ChatGPT, in education within the context of 27 ESD. It delves into the transformative potential, ethical considerations, imperatives for continuous 28 learning, and the role of industry partnerships. By providing insights and strategies, this paper 29 contributes to the ongoing discussion about the evolving nature of education in a technologically 30 driven world, equipping academic institutions to navigate the complexities and opportunities 31 associated with AI integration in education more effectively. 32 33
Article
The penetration of information communication and technology (ICT) has increased in the developing world but there is still a huge gap between the need for ICT infrastructure and its availability. Alongside this, previous literature on ICT and CO2 emissions provides that ICT is a double-edged sword that can increase/decrease emissions. Against this background, this study checks the role of ICT and education with environmental quality by controlling the role of globalization, income, and financial development for developing countries over the period of 1996-2019. For empirical analysis, we use second generation econometric methods which overcome the issue of heterogeneity in the study variables. The Westerlund cointegration test results show the presence of long-run link among the variables. The long-run estimates of Cup-FM and Cup-BC indicate that ICT increases environmental quality by reducing the emissions level while education, income, financial development, and globalization decrease environmental quality by increasing emissions level. The Panel quantile regression technique results also explain that information communication technology has a statistically negative and significant relationship with CO2 emissions in all low, medium, and high quantiles in each section from Q0.1 to Q0.9. The environmental effects of the governance index are positive until quantile 0.6. However, it has become negative in high quantiles like 0.7 and 0.8. Policymakers are suggested to encourage investment building ICT infrastructure, develop and implement modern information systems, use the financial sector to devise policies regarding funding ICT projects at an affordable interest rate, and increase public pressure on political leadership to reduce unsustainable practices improving environmental quality.
Article
The Covid-19 crisis has given rise to existential questions around the university during and after Covid-19. How might we re-imagine the future of HE and the post-coronial university? This article reflects on utopian and dystopian imaginaries which have emerged from the pandemic by narrating the hopes and fears for the future as held and felt by students and academics at the Faculty of Education at Cambridge University. My podcast Cambridge Quaranchats forms part of the methodology of this project: set up as an affective, collaborative and open access audio journal, I have used podcasting since the beginning of the UK lockdown to publicly document the crisis of Covid-19 and its impact on Cambridge’s academic community. Podcast conversations were used in private research interviews with students and academics to sonically elicit further reflections on new horizons of the possible for the post-coronial university. The resulting data reveal that in the shift to online learning, the most prominent fears connect to the loss of education as an embodied and communal experience. A fully online university is consistently described as a dystopian outcome of the pandemic, yet moving some educational activities online may lead to increased accessibility and participation in HE. The post-coronial university will need to develop a blended approach to education that safely and flexibly combines virtual with face-to-face teaching in order to inclusively accommodate the diverse needs of students, whilst retaining a sense of embodiment and community in HE.
How do higher education institutions promote sustainable development? A literature review. Sustainable Development
  • I I Berchin
  • A R De Aguiar Dutra
  • J B Guerra
Berchin II, de Aguiar Dutra AR, Guerra JB. How do higher education institutions promote sustainable development? A literature review. Sustainable Development. 2021 Nov;29(6):1204-22. [HTML]
Performance-based funding in American higher education: A systematic synthesis of the intended and unintended consequences. Educational Evaluation and Policy Analysis
  • J C Ortagus
  • R Kelchen
  • K Rosinger
  • N Voorhees
Ortagus JC, Kelchen R, Rosinger K, Voorhees N. Performance-based funding in American higher education: A systematic synthesis of the intended and unintended consequences. Educational Evaluation and Policy Analysis. 2020 Dec;42(4):520-50. [HTML]