Modul de formare-Managementul resurselor financiare - uefiscdi

The research in Danish universities is financed in the form of grants. In addition to the basic
allowance, the institutions can compete for additional funding, based on projects submitted to
the Danish Research Council and Danish Research Foundations. This is a dual system of
financing: both from the government grants and research contracts.
The basic research grant is awarded to the institutions under a global form. It has a maximum
limit and should not exceed one third of total funding for education and research. In addition,
5% of basic research funding is redistributed: 2.5% on a quantitative parameters basis (the
number of active students, the number of postgraduate students and the value of the research
contracts) and 2.5% on qualitative criteria 10 .
The Danish Ministry of Education has found that a funding system based on outputs faces
problems with the quality. As such, the Ministry has established (since 1992) an assessment
centre: The Danish Evaluation Institute. By conducting regular evaluations of educational
programs this centre improves and maintains the quality of the higher education.
Many Danish universities apply the same funding principle in the internal allocation of funds
too. The internal application of the principle of funding means that a department with low
performance of the students (e.g. several students who have not passed the exams) will have
allocated fewer funds.
1.3.4. The financing of the public higher education institutions from Australia
Since 1974 the Federal Government is responsible for public funding of the higher education.
Higher Education Funding Act (1988) allows the allocation of the grants for higher education
institutions for teaching activities, capital and research. The manner of grants distribution to
institutions is published by the Ministry for Education, Employment, Workplace Relations and
Social Inclusion in the triennial funding report (made once every 3 years), which is usually
made in December, each year.
Thus, the main source of funding for higher education (federal state operational grants) includes
components for education and research. It cannot be made a clear distinction between teaching
and research components.
The operational grants are distributed according to a normative allocation model, called The
Relative Funding Model 11 . This model was introduced in 1991 to establish an equal distribution
of funds among the institutions of higher education. In coming years, the institutions funding
was based on negotiations between the institutions and ministry. The number of places for the
public funded students has occupied a central position in negotiations. As a basis for the
bilateral negotiations, the institutions must offer annually the educational profile. During the
debate on the annual educational profiles between the Ministry and the higher education
institutions, an assessment of the higher education institutions for the proposed allocation of
public funds is made.
The operational grants are determined on the basis of total state-funded places in one year,
taking into account all the disciplines. The institutions predict a minimum number of
students. Additionally, the educational profiles quotas include a residual number of students
(postgraduate studies equivalent), the quotas for new registered ones and a margin of potential
changes in the students’ number.
10 Maassen P. (2003), Models of Finanncing Higher Education in Europe, Center for Higher Education Policy
Studies, pg. 26, also available on-line at: www.cheps.org/radstfjarmModelsofFinancingHigher.pdf , accessed on
12.02.2006.
11 Kaiser F., Beverwijk J., Cremonini L. ş.a. (2006), Issues in Higher Education Policy 2005: An Update on
Higher Education Policy Issues in 2005 in 10 Western Countries, CHEPS, pg. 4-17, also available on-line at:
www.minocw.nl/documenten/beleidsgerichtestudies121.pdf, accessed on:07.08.2006
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