The Politics of Calendars: State Appropriations of the Contested Iranian Past

This paper seeks to investigate how commemorative practices, rituals, and holidays are invented, deployed, and recast for political and ideological purposes, to reinforce and sustain a particular narrative of national identity. It argues that the choice of particular moments of a country’s past to be commemorated in calendars as national holidays and the way in which the collective past is preserved and remembered both reflect and articulate a country’s vision of its present essence, of who its people are. Recognizing the link between the collective memory and national identity, the Iranian states before and after the 1979 revolution made a special effort to articulate their narrative of the past by commemorating a particular set of holidays and rituals. Viewing the calendar as a political artifact, this paper compares changes in the Iranian national calendars in the Pahlavi era (1925–1979) and the Islamic Republic (1979–2018). It examines the inclusion of new religious holidays and the removal of national days associated with the monarchy as well as the assignment of new meanings and celebratory practices to the old ones as the signifiers of a political maneuver to articulate a new shared public memory and narrative of identity since the 1979 revolution. It then examines two nationwide celebrations before and after the 1979 revolution, representing two state-sponsored, competing narratives of Iranian identity: firstly, the 2500-year celebration of the Persian Empire in 1953, and, secondly, the Ashura commemoration, a religious gathering dedicated to the remembrance of Shia Imams. These commemorations provided the state a unique political opportunity to present its own appraisal of the past and, in turn, national identity.

The Organizational Ecology of State Support for Public Flagship Universities

Background/Context: Several studies have investigated state political and economic factors that explain differences in levels of state appropriations for colleges and universities. Few studies have considered how stakeholder beliefs or taken-for-granted assumptions about various institutions may impact budgeting decisions for specific campuses. A gap in the literature remains in understanding how normative agreements about various institutional types—such as public flagship universities—may influence levels of state appropriations for these institutions. Purpose/Objective/Research Question/Focus of Study: This study investigates how levels of state support for research universities might relate to their formal, informal, or even contested status as public flagship institutions. The research question guiding this study is: How might flagship identity relate to differences in levels of state appropriations for public research universities across states? Research Design: This multicase study examines differences in levels of state support for four flagship universities between 1984 and 2004. Case institutions were generated from an analysis of outlier institutions that received lower- or higher-than-predicted levels of appropriations during the two-decade period. Outliers analyzed for this study include the University of Massachusetts-Amherst and University of Virginia (lower-than-predicted support) and the University of Connecticut and the University of Maryland-College Park (higher-than-predicted support). Qualitative data were collected and analyzed to investigate disparities in state support among these four institutions. Findings/Results: This study found that a “flagship ideal” exists across the four cases, which provides meaning for stakeholders as they consider levels of state funding for these institutions. Idealized views of flagships provided advantages to some institutions and disadvantaged others in state budgeting processes during the study period. In addition, normative beliefs about the case institutions were mediated by state culture, politics, and powerful regional influences. Higher education governance structure was less important than cultural and political context in making sense of variations in state support across the institutions. Conclusions/Recommendations: The study suggests that flagship university leaders must be mindful about taken-for-granted assumptions held by key stakeholders and resource providers as they create appeals for state support. Across all institutional types, leaders must be attuned to the historical, cultural, economic, or political factors that shape understandings about their institutions. In addition, leaders must evaluate the influence of allies or foes in shaping the narrative about the institution’s unique identity and need for funding. Strategic leaders leverage their institutional identities and unique governing arrangements in ways that expand resource opportunities.

Inside the Wuhan cabin hospital: Contending narratives during the COVID-19 pandemic

This article examines the making and circulation of vlogs on the Chinese platform Douyin during the Wuhan lockdown. We specifically draw attention to vlogs made in mobile cabin hospitals. Constructed between February and March in 2020, cabin hospitals were part of the state’s isolation and quarantine efforts, and these hospitals created spaces of confinement within a city under lockdown. The vlogs that we refer to are often bursting with energy, optimism, and play, and seem to be expressive of new modalities of care and social relationality. But they are also appropriated by the Chinese state, who used them as examples of ‘positive energy’ (正能量), and to promote the collective commitment to contain the virus. Focusing on the videos, blogs, and narrative storytelling of Li Jing, we show how the state appropriated her work to further its attempt to control the meaning of life and death during the ‘people’s war’ on the coronavirus. These and other state appropriations must also be understood within the context of the state’s involvement in platforms such as Douyin and the ‘platformization’ of everyday life both before and during the Wuhan lockdown.

Higher Education in the Age of COVID-19: Leadership Challenges and Strategies

Reduced state appropriations and academic program prioritization compounded the pressure on institutions of higher education while responding to COVID-19. This situation has put leaders in uniquely challenging positions. This article, drawing on autoethnographic approaches, summarizes the first-person experiences of women leaders in this setting. Particularly, their reflections regarding the experiences of planning and implementing their COVID-19 responses will be discussed. Recommendations to address the challenges faced will also be illuminated.

Student selectivity and higher education institutions credit ratings

Purpose This paper aims to investigate the relation between the creditworthiness of US institutions of higher education and their student selectivity (i.e. demand and quality). Design/methodology/approach The authors study whether the impact of student selectivity differs across public vs private universities; across the credit quality of the given public university’s state; and across the level of state appropriations for the given public university. Findings The authors find that student quality and demand measures are significantly associated with their corresponding institution’s creditworthiness, especially for private universities. Originality/value For public universities the association is weak and, contrary to the expectations, does not depend on the state credit quality or level of state funding. The findings are robust to the inclusion of control variables.

Decreased State Appropriations and their Impact on Texas Public Four-Year Higher Education Institutions Tuition Rates through Deregulated Tuition

The purpose of this nonexperimental quantitative correlational study was to examine the relationships between state appropriation decreases and the deregulated tuition cost increases in Texas public four-year higher education institutions. State appropriation decreases are those decreases in the state’s financial investment in higher education. Deregulated tuition is the tuition rate set by higher education institutions that is not regulated by the Texas Legislature. By studying the decreases in state appropriations and the increases in institution tuition rates, an understanding can take shape of what impact, if any, the disinvestment by state legislatures has caused to the operations of higher education institutions. Findings from this study showed no evidence of a correlation existing between the decrease in state appropriations and the increase of Texas public higher education institution tuition costs, when the analysis reviewed the timeframe from fiscal years 2003 to 2016.

A Passage to America: University Funding and International Students

The number of international undergraduate students at US public research universities increased dramatically over the past two decades, alongside concurrent reductions in state support for universities. We show that these trends are closely connected as public research universities relied on foreign students to cushion the effects of falling appropriations. The growing capacity in emerging economies to pay for a US education provided opportunities for universities to recover revenues from full-fare-paying foreign students. We estimate that between 1996 and 2012, a 10 percent reduction in state appropriations led to an increase in foreign enrollment of 16 percent at public research universities. (JEL H75, I22, I23)

Supplement or Supplant? Estimating the Impact of State Lottery Earmarks on Higher Education Funding

In the wake of declining state support for higher education, many state leaders have adopted lottery earmark policies, which designate lottery revenue to higher education budgets as an alternative funding mechanism. However, despite the ubiquity of lottery earmarks for higher education, it remains unclear whether this new source of revenue serves to supplement or supplant state funding for higher education. In this paper, we use a difference-in-differences design for the years 1990–2009 to estimate the impact on state appropriations and state financial aid levels of designating lottery earmark funding to higher education. Main findings indicate that lottery earmark policies are associated with a 5 percent increase in higher education appropriations, and a 135 percent increase in merit-based financial aid. However, lottery earmarks are also associated with a decrease in need-based financial aid of approximately 12 percent. These findings have serious distributional implications that should be considered when state lawmakers adopt lottery earmark policies for higher education.