A sequel to an earlier article about the first round of Dutch retrenchment in higher education looks at the response to the second round, with the introduction of the concept of selective retrenchment and growth, a new approach to resource allocation. (Author/MSE)

The relationship between evaluation of research and resource allocation in universities is examined. Some areas of concern include the institution's capability to evaluate research, its objectives, problems of peer evaluation, and the search for new methodologies. (MSE)

The Internal Research Program at the University of Bremen is a young university's approach to the strategic planning and development of its research capacity and its faculty by providing incentives for faculty to undertake short-term research and development projects supported by institutional funds. (MSE)

The Netherlands' experience with the Conditional Finance System, introduced in the universities in 1982 make explicit the distribution of research effort and allocate research resources on bases other than enrollments, is discussed. (MSE)

The Technical University of Denmark has tried to free resources in a stagnant or declining budget for development of new subject areas by planned contraction of ordinary activities, with only moderate success due to low mobility and strong specialization of the scientific staff. A more realistic planning system has been introduced, using…

Current directions in institutional evaluation, guidelines for evaluating institutions, types of evaluation, and some problems in assessing institutional quality are discussed. (MSE)

The University of Montpelier I's 1969 statutes permitting maximum autonomy for the faculties of law and economics, medicine, and pharmacology resulted in a well-established division between the university's constituent parts and an unwillingness to pool resources to effect savings. (MSE)

A Swiss technological institute's 10 years' experience with resource allocation based on competitive research project selection, originally conceived to preserve flexibility in a staffing crisis and found to be an efficient research management tool, is outlined and discussed. (MSE)

Previous financial planning and resource allocation models have generally been designed for specific types of institutions in specific countries. A set of design characteristics that help make a model internationally applicable are identified, and an American modeling system implemented at the University of Louvain is described. (Author/MLW)

The procedures and effects of the reallocation of vacant teaching posts as a response to economic constraints in Finland's higher education system and as a method of carrying out national educational resource policy are examined. Two institutions are described. (MSE)

Describes recent financial problems in support service provision faced by France's fourth largest university due to a steep rise in operating costs, a government mandate to maintain high academic and research standards, decreased resources, and efforts to improve resource use in the period 1977-81. (MSE)

Switzerland's overall plan for planning and coordinating university functions, the administrative and funding trends noted since the plan was first implemented, and the experience of Fribourg University in implementing the national plan are outlined and discussed. (MSE)

The impact that the changing environment of university planning, the end of growth, budgetary cuts, and new priorities have had on internal resource allocation procedures and on institutional management are assessed. The study is based on experience and practice in 13 universities in Britain. (Author/MLW)

The origin and objectives of the HIS, MSAR, TUSS, and Gern models are explained and main characteristics are compared regarding: estimates of student numbers, teaching curricula, size of groups, hourly workload of teaching staff, calculation of space requirements, non-teaching staff, operating and capital budgets. Pooling of efforts is…

Ohio has begun statewide use of performance indicators in higher education to strengthen selected university programs, attract better faculty and students, leverage additional federal and private financial support, increase Ohio's visibility, and help higher education resolve state and broader social problems. (MSE)