Electronic Thesis and Dissertation Repository

Thesis Format

Monograph

Degree

Doctor of Philosophy

Program

Education

Supervisor

LI, Jun

Abstract

This study examines the tensions between Ontario's Performance-Based Funding (PBF) policies and the United Nations Sustainable Development Goal 4 (SDG 4), focusing on how the PBF model impacts higher education institutions' (HEIs) ability to promote inclusive and equitable quality education. PBF policies, which tie funding to economic-based performance metrics such as graduate employment rate, employment earnings, and graduation rate, create significant challenges. These metrics often prioritise economic outcomes over inclusion, undermining equitable access to quality education and exacerbating inequities for underrepresented groups.

Drawing on theoretical frameworks on New Managerialism, Principal-Agent Model, and Resource Dependency Theory, this qualitative case study employs semi-structured interviews with administrators and faculty members from Ontario’s U15 group of research-intensive universities, alongside document analysis. Findings reveal that stable and reliable funding is essential for universities to contribute meaningfully to SDG 4. The PBF model's emphasis on performance metrics risks lowering academic standards, institutional autonomy and academic freedom, increasing class sizes, and decreasing per-student funding. The study highlights the need to recalibrate PBF policies to align performance metrics with the broader mission of higher education and SDG 4. Recommendations include increasing stable provincial funding, halting PBF policies for 3 to 5 years and revising metrics to balance economic and equity-based outcomes. Ultimately, this research advocates for a balanced approach that supports equity, inclusivity, and academic excellence, enabling Ontario’s universities to advance their critical role in fostering equitable and inclusive quality education.

Summary for Lay Audience

Higher education plays a crucial role in shaping the future of students and society. In Ontario, the government has introduced a Performance-Based Funding (PBF) model, which links university funding to specific outcomes like graduate employment rates, earnings, and graduation rates. While this approach aims to meet economic outcomes, it raises concerns about fairness, quality, and accessibility in education.

This study examines how PBF policies align or conflict with the United Nations’ Sustainable Development Goal 4 (SDG 4), which focuses on ensuring inclusive and equitable quality education for all. By prioritizing economic outcomes over equity, PBF policies may disadvantage students from underrepresented backgrounds and limit universities' ability to provide quality education.

To explore this issue, the research draws on interviews with university administrators and faculty from Ontario’s leading research universities, along with policy document analysis. Findings suggest that universities need stable and predictable funding to fulfil their role in SDG 4. The current PBF model risks lowering academic standards, increasing class sizes, reducing financial aid for students, and limiting universities’ ability to serve diverse student populations.

This study recommends a temporary halt on PBF policies for 3 to 5 years and a revision of funding metrics to better balance economic goals with equity and educational quality. Ultimately, the research calls for a more thoughtful approach to university funding, one that supports both economic and social goals, ensuring that higher education remains accessible and beneficial for all students.

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