Course: Higher Education (828) Semester: Spring, 2021

Level: MA/M.Ed

ASSIGNMENT No. 1

Q.1 Critically examine the significant aspects of perspective plannning of higher educaiton
in Pakistan with specific reference to important developments proposed to take place
during 1997-2010.

Perspective planning is also known as Strategic Planning or Long-term Planning. The term
‘Perspective’ means viewpoint or outlook about the scenario of education system.

Perspective planning is also termed as ‘strategic’ because a strategy is designed to accomplish

the objectives of the educational institution in this type of planning. Generally the term
‘strategic’ means management of army before war. A special and systematic technique is used in
this type of planning. Again, the planning is also known as long-term planning for the reason that

from educational point of view, this planning determines future course of action or foresight
education system for a long term. The long-term planning may be done for almost 15-20 years.

In the following, characteristics of perspective planning are stated. Let us read these
characteristics so that a clear picture about the concept of perspective planning can be acquired.

1) The perspective planning is holistic. It includes all levels of education from pre-primary stage
to higher stage and all types of education-formal and non-formal.

2) This planning is prepared for 10 -20 years. But, it is also separated between sub-sector plans
which range from 3-5 years. These sub-sector plans are periodically reviewed.
3) It is related with future trends. It is a long term planning.

4) It is a dynamic continuous process. This planning is a never ending process.

5) This Planning is based on teamwork, vision of the institution, creativity and commitment

to work.

6) It is systematic in nature. This plan is prepared sequentially.

7) Perspective planning depends on the changing environmental circumstances.

Hence, it can be summarized that perspective planning is an innovative, continuous, future

oriented and holistic plan of education system or of an educational institution which is

executed periodically for a range of 3-5 years.

When they first came to power in 1997, Tony Blair, the leader of Labour Party (dubbed ‘New
Labour’*) announced that his priorities were ‘education, education and education

New Labour polices inspired by the New Right

The New Right emphasized the importance of introducing free-market principles into education
in order to make schools more competitive and give parents more choice – New Labour carried
this on by keeping all of the main policies associated with marketization (league tables,
OFSTED etc.) and by increasing the number of specialist schools; they also increased the role of
the private sector in education through academies and PFI initiatives; and they increased
expenditure on vocational, work-related training, which was in line with New Right ideas that
education should prepare children for the world of work. 

Specific details of how neoliberal ideas influenced New Labour education policy

Labour greatly expanded the role of specialist schools 

State secondary schools can apply to become specialist schools in one or two of ten specialisms
(e.g. maths, science, sports etc.). In order for their application to be successful, they need to raise
£50 000 from private sector sponsors, which will be matched by the government. Specialist
schools are allowed to select 10% of their students who show an aptitude in the schools specialist
subjects (which relates to the seletive education topic, this is a form of selection by aptitude). 

Specialist schools demonstrate New Labour’s rejection of the Old Labour idea of of the ‘one size
fits all comprehensive school’. Specialist schools provided diversity and offered more parental
choice, fitting in with the New Right’s marketization agenda. According to the then education
secretary Estelle Morris ‘ Specialist schools and Colleges will have a key contribution to make in
raising standards and delivering excellence in schools’. (Chitty 2002)

In 1997 New Labour inherited 196 specialist schols from the Conservatives. Then years later,
there were over 2500 specialist schools, over 75% of all specialist schools.

Labor Increased the Number of Assessments and Targets schools were subjected to

New Labour largely welcomed the testing and assessment regime introduced by the
Conservatives. They increased the number of targets schools had to reach, as well as the amount
of information which schools had to publish in league tables.
New Labour continued to assess schools regularly using a range of ‘target indicators’ such as
pupil achievement Key Stage Tests, GCSEs and A Levels, OFSTED inspections and also truancy
and exclusion rates.

League Tables were changed so that schools had to publish data on ‘value added’ – the
difference between the level of achievement students came into a school with (measured through
SATs) and what they left with (ultimately still measured by GCSEs.

New Labour policies inspired by the Social Democratic View of education 

The Social Democratic view of education emphasized improving equality of opportunity and

tackling social disadvantage through state education. The main policies introduced to achieve
these goals included Academies, Sure Start, Education Maintenance Allowance and also a
general increase in state-expenditure on education. 

Education Action Zones 

Education Action Zones were set up to raise the attainment levels of students in low income,
inner city areas. By 2003 there were 73 EAZs in England, funded by central government with
additional funding from business. An action forum, made up of parents and representatives from
local schools and businesses and from local and national government ran each zone.

Aan Ofsted report on EAZs praised some initiatives, such as homework and breakfast clubs. The
report found some improvements in standards at Key Stage 1, but no change at Key Stage 3 or
GCSE.

Excellence in Cities

The Excellence in Citiies programme gradually replaced EAZs, targetting local education
authorities in deprived areas. The main initiatves of EiC were special programmes for gifted
 students, city learning centres with IT facilities, learning mentors and low-cost leasing for home
computers.

Various reports evaluating the EiC programme produced mixed results: in general they indicated
only limited success and the EiC programme was ended in 2006.

Sure Start

Sure Start Children’s Centres are responsible for delivering services for children under 5 and
their families.

The core purpose of Sure Start Children’s Centres are to improve outcomes for young children
(primarily aged 2-4) and their families, with a particular focus on the most disadvantaged
families, in order to reduce inequalities in child development and school readiness.

Four core aims of Sure Start Centres included:

 To provide high quality and affordable early years education and childcare.
 To raise Parenting aspirations, self esteem and parenting skills.
 To improve child and family health, primarily through providing education and
information about local health services.
 To acting as a hub for the local community, building social capital and cohesion.

In centres in the 30% most disadvantaged areas extra the centres provides childcare for a
minimum of 10 hours a week, while in more affluent areas, support was limited to drop-in
activity sessions for children, such as stay and play sessions.

By 2010, there were over 3300 Sure Start Centres.

A major evaluation of Sure Start programmes examined over 7,000 families in 150 Sure Start
areas and found that while parents valued them, there was little measurable improvement in child
development, with the exception of lower levels of childhood obesity.

Academies

The academies programme introduced by New Labour was primarily aimed at failing schools
and by May 2010 there were 203 academies in England. New Labour thought that Academies
could both raise standards and tackle inequality of educational opportunity simultaneously.

Traditionally school have been overseen by local councils who have managed admissions
policies, term dates, pay for staff and other aspects of education in their areas, and they have
provided a number of services to schools as well. In return, schools have given councils 10% of
their funding. This ensured uniformity across a council area and meant the provision of
education could be managed effectively.

Academies are schools which are no longer controlled by local councils and they get to keep
10% extra funding for their schools. More importantly, academies are completely independent
from local councils and can set their own term dates, admissions policies; staff pay levels and
much more. It is argued the extra freedom for schools gives allows them raise standards.

Academies are sponsored by an organisation which is responsible for overseeing the running of
the schools. Sponsors could include businesses, charities and faith groups. For example, Lord
Harris, the owner of “Carpet Right”, runs the Harris Academies which now operate 23 schools,
including the Harris Academies in Purley, Crystal Palace and Merton. Commercial sponsors
which take over schools must provide £2 million of additional finance.

A 2010 study by Stephen Machin (Machin and Vernoit 2010) found that academies that had been
open for at least 2 years had 3% more students who achieved 5 GCSEs at grades A-C.
However, critics of academies say that the only reason they achieve better results is because they
take fewer pupils with special needs or behavioral problems.

The Education Maintenance Allowance 

Education Maintenance Allowance (EMA) was paid to students aged 16-19 who were from
lower income families. Students received the funding if the attended all there lessons and
achieved their performance targets. The funding was designed to help with the hidden costs of
education and there was a progressive approach, with the least well of pupils receiving £30 a
week and the better off pupils received £20 or £10.

Evaluation of New Labour’s Education Policies

In short, New Labour successfully raised standards in education, but they were much less
successful in reducing inequality of educational opportunity – the ‘attainment gap’ between
working class and middle class children remained stubbornly high under New Labour.

Focusing on the successes, it’s important not to understate the importance of this as an
achievement – the number of students passing 5 good GCSEs (the early academies helped here),
and progression onto Further (EMA helped here) and Higher Education increased steadily under
New Labour.

Specialist schools were very successful in raising standards, however, this was largely because
they selected a disproportionate amount of middle class pupils.

In terms of tackling social class inequalities, most of their policies failed (except for the early
academies and the EMA) – EAZs, EiCs and Sure Start were appear to have ultimately been a
waste of money in this regard.
Paul Trowler (2003) argued that Labour were unrealistic in their expectations of what education
could achieve in terms of tackling social class inequality. As Trowler sees it, education alone
cannot tackle deep-rooted social inequalities.

Reference:

https://onlinenotebank.wordpress.com/2020/03/12/perspective-planning-meaning-
objectives-and-steps-in-perspective-planning/

https://revisesociology.com/2017/10/26/education-policy-new-labour/

Q.2 What is meant by philosophy of higher educaiton. Explain the philosophy of higher
education with reference tto Pakistan

The philosophy of education examines the goals, forms, methods, and meaning of education.

The term is used to describe both fundamental philosophical analysis of these themes and the
description or analysis of particular pedagogical approaches. Considerations of how the
profession relates to broader philosophical or sociocultural contexts may be included.[1][2][3] The
philosophy of education thus overlaps with the field of education and applied philosophy.

For example, philosophers of education study what constitutes upbringing and education, the
values and norms revealed through upbringing and educational practices, the limits and
legitimization of education as an academic discipline, and the relation between educational
theory and practice.

In universities, the philosophy of education usually forms part of departments or colleges of

education

Philosophy of Higher Education

I’m quite taken with Elizabeth Lehfeldt’s recent piece suggesting that administrators should be
asked about their philosophy of higher education. It’s a relatively common question to ask of
prospective faculty, but in my experience applying for various administrative roles over the
years, it doesn’t come up often. It should.
I can see a few upsides to bringing up the question.
At a really basic level, it would help filter out the folks who don’t really have one. 
Reflectiveness can’t be assumed, no matter how educated someone is. In this context, the ability
to see the big picture matters a lot, because these roles feature no end of surprises. 
Circumstances present themselves in which you have to make quick decisions based on limited
information. That’s when you fall back on what feels like instinct, but which is really the
bedrock set of assumptions with which you work.

I’ve noticed, too, that the most bitter and persistent conflicts usually occur when two sets of
assumptions crash into each other. To the extent that you’re able to place initially-puzzling
reactions into larger contexts, you’re probably better able to get past unproductive conflicts.
Alternately, you’ll be better able to recognize conflicts that just don’t lend themselves to
solutions, and not waste your time in quagmires.

For example, if you see higher education as an individual good, you will make different
decisions than if you treat it as a public good.  If you see it as the guardian of the timeless truths
of high culture, you’ll prioritize differently than if you see it as the personnel office of the
economy.  If you see it as weeding out the untalented, you’ll have different priorities than if you
see it as helping everybody reach their potential.

Most of the time, people take sides in discussions like those without even realizing that they’re
doing it. They just take their position as self-evidently correct. That leads to issues when they
land in circumstances that require a different perspective, or work with people who hold different
unspoken assumptions.  

Take dual enrollment, for example.  (For present purposes, I’ll define that as colleges offering
courses to high school students, with the students getting simultaneous credit for both high
school and college.)  For the “guardian of nearly-forgotten wisdom” school, dual enrollment can
look like selling out or watering-down. The same may be true for the “weed ‘em out” school. But
for the “help everyone” school, dual enrollment can be a positive good.  
Student failure offers another case.  Is a high fail rate for a given class a regrettable sign of “kids
today,” a useful sign of a fixable institutional problem, or a heartening sign of academic rigor? 
Most of us would probably answer “it depends,” but most of us also have a default position. If a
college adopts reforms to increase its graduation rates, is it doing a better job for its community
by arming more students with the tools to succeed, or is it watering down the value of its
credential in the name of filthy lucre?  Your default answer to that will indicate the direction in
which you will tend to lean as circumstances change.

As longtime readers know, I’m a product of the “weed ‘em out” school who switched sides after
exposure to the world.  Now I’m very much along the lines of “help everyone reach their
potential.” That means that I take achievement gaps by race as offensive signs of institutional
failure, rather than regrettable byproducts of rigor.  I assume that “merit” is a loaded term, often
reflective of pre-existing social capital and an increasingly polarized economy; I take it as given
that talent exists in every economic class. Not everybody agrees. My approach might not gain
traction in an exclusive institution, but it fits community colleges pretty well.  It sometimes puts
me at odds with faculty who see themselves as the tragic heroes of a narrative of cultural decline,
who see gatekeeping as their major contribution to the culture. I get that; I came up in a system
that taught that, and for a while, even believed it.

To Lehfeldt’s point, though, the contents of the philosophy is less important, in some ways, than
the ability to articulate one.  Even better, showing the ability to position it against others that
actually exist. The ability to do that offers hope for the ability to find ways to build consensus --
finding the parts of the Venn diagram in which different schools of thought overlap -- and to get
disparate initiatives to reinforce each other.  If you don’t have a thought-out perspective, you will
be susceptible to fads, or to inadvertently pressing the accelerator and the brake at the same time.
Knowing what you’re doing increases the odds of doing it well. That doesn’t stop being true
when you move into administration.

Reference:
https://en.wikipedia.org/wiki/Philosophy_of_education

https://www.insidehighered.com/blogs/confessions-community-college-dean/philosophy-
higher-education

Q.3 Justify the role of various organizations in development of Higher Education in

Pakistan.

Organizational Performance Of Higher Educations In Pakistan

In today’s competitive world organizational performance has become extremely important for
sustainability. Globalization has brought in extensive competition between organizations,
coupled with budgetary constraints and rising cost of operations. The greater realization of public
towards organizational performance has added new dimension to this environment. Budgetary
constraints are more pronounced in public sector organizations where the resource generation is
limited and heavy reliance is on the government to provide for the costs. Coupled with these
constraints, there is enhanced focus on organizational governance.

These dimensions have led to increased public accountability across the world. In the past,
business organizations were the ones focusing on the performance and effectiveness. Not-for
profit organizations especially public sector organizations were excluded from it as it was
thought that the governments are responsible for maintaining and providing the services to
general public through such organizations.

In recent years, the concept of new public management has become the cornerstone of
government policies and public sector institutions are expected to pursue good governance,
transparency, accountability and self sustainability through efficient and effective performance.
In developing countries like Pakistan, with resource constraints, the need for good performance
in educational institutions has become extremely critical for their sustainability.

Another important development that has been witnessed by higher education in Pakistan is the
mushrooming of private sector higher educational institutes. These institutes have brought in
their financial resources generated through private donations or through industry linkages. These
institutes are in a position to attract qualified and skilled human resources and employ them to
achieve competitive advantage, which unfortunately the public sector institutes have been unable
to do so to date. These private sector institutes have also brought with them the performance
oriented culture which again unfortunately is missing in the public sector institutes.

It is clear that the higher education environment has changed considerably over the last couple of
decades and with more business like attitude prevailing in the sector; a new style of leadership is
in demand. The competencies that were once characteristics of the business world are now
becoming important prerequisites for educational leaders as well (Boyett, 1997).

In Pakistan the overall regulatory body for higher education is the Higher Education Commission
(HEC) established in 2002. The establishment of commission came due to the decades of
underinvestment in the field and also the realization that higher education is needed to fuel the
economic growth in the competitive globalized world. The overall task of the commission is to
ensure quality, and improve higher education and research in the country. Keeping to its mandate
commission has taken various revolutionary steps of ensuring that the higher educational
institutes in Pakistan adhere to the quality and show performance within the budgetary
provisions. The strategic aims of the commission are supported by well-integrated cross-cutting
themes for developing Leadership, Governance and Management, enhancing Quality Assessment
and Accreditation and Physical and Technological Infrastructure Development.

CONTEXTUAL ANALYSIS

For the past fifteen years there has been mushroom growth of universities both in the public and
private sectors in Pakistan. At present there are 132 universities operating in Pakistan with sub-
campuses at various cities. In Rawalpindi and Islamabad alone there are twenty one (21)
universities. Out of these 21, seventeen (17) belong to public sector and five (5) belong to private
sector. This figure does not include the campuses of various private sector universities chartered
by provincial assemblies.

For the present study four universities were selected. Out of these four, two belonged to public
sector namely Fatima Jinnah Women University Rawalpindi and International Islamic University
Islamabad and the two private sector universities included SZABIST- Iqra University (Islamabad
campuses). The selection of these four universities was done on the basis of convenience and the
researchers were associated with these universities in one capacity or the other.
SIGNIFICANCE OF THE STUDY

The high growth of universities in Pakistan has compelled the public sector universities to
change their strategies in accordance with the framework given by the Higher Education
Commission. The focus of these universities is to compete for the finances as well as the human
resources and be able to provide graduates that are abreast of changes worldwide and be
competitive at the national and international levels. Given the scenario it becomes imperative for
both public as well as private sector higher educational institutes to have leadership that adapts to
the changing educational environment and needs and sets vision that help increase the
effectiveness and performance of these organizations.

The focus of this study is to investigate the effectiveness of Higher Education Institutions in
Pakistan and empirically test their performance. The present research is important from Pakistani
perspective as Higher Education Commission is now emphasizing on quality and has launched a
Quality Assurance program for all the universities. In this regard the research will focus on the
impact of culture that exists in our universities and its relation with the organizational
effectiveness.

The outcome of the study will facilitate the higher education institutions to identify their
weaknesses and initiate appropriate response strategies to achieve competitiveness.

OBJECTIVES OF STUDY

To analyze the leadership style as practiced by higher educational institutes.

To evaluate the impact of leadership style on organizational performance.

Reference:

https://www.ukessays.com/essays/management/organizational-performance-of-higher-
educational-institutions-in-pakistan-management-essay.php

Q.4 Compare the current status of higher education in Pakistan and Japan. What are the
implications of Japanese System of Higher Education for Pakistan?
Education from Japan

One of the reasons for Japan’s rapid progress in the 20th century was its education system.
Today we discuss some of the salient features of Japanese education and how it has facilitated
the creation of one of the most civilized nations on the globe. Here being ‘civilized’ does not
mean their achievements in science and technology alone, it also means a nation of people who
are caring, considerate, honest, and responsible citizens. This can be seen while travelling across
Japan, and even while walking on the streets in cities from Tokyo to Nagasaki.

On a recent visit to Japan, this writer availed himself of the opportunity to review the elementary
and secondary education system in Japan and also visited a couple of universities. Ms Yumioka
Haruna from the Ministry of Education, Culture, Sports, Science, and Technology (MECSST –
normally written as MEXT) was kind enough to give a detailed briefing about the Japanese
education system. With her impeccable English proficiency, she explained the intricacies of their
system and the challenges they have faced and overcome. She started with the constitutional
provisions for education in her country.

Article 26 of the Japanese constitution says, “All people shall have the right to receive an equal
education corresponding to their ability, as provided by law. The people shall be obligated to
have all boys and girls under their protection receive ordinary education as provided by law.
Such compulsory education shall be free.” Before moving forward, I would like to make two
comments here: first, please have a look at the name of the ministry once again. It is one ministry
that takes care of culture, education, science, sports, and technology.

If you compare this with the countries in South Asia, most have separate ministries for all of the
above. In Pakistan, even almost a decade after the 18th Constitutional Amendment was passed in
2010, we have overlapping ministries at the federal and provincial levels. In Japan, MEXT
combines all related departments such as culture, education, and sports together; and also puts
science and technology (S&T) under the same umbrella. If one of the purposes of education is to
nurture citizens who are cultured and civilized, you cannot separate culture from education.
Being cultured means being caring, considerate, honest, and responsible.

The second comment is regarding Article 26 of the Japanese constitution and its provisions. Its
stress on ‘equal education’ deserves attention as in Japan the state provides almost equal
opportunities to all its citizens. As opposed to South Asian countries where the states have
miserably failed to offer ‘equal education’, Japan has been successful in doing so, mainly thanks
to its appropriate allocations to education. If we look at the Basic Act of Education of Japan, its
Article 5 reads:

“The objective of general education, given in the form of compulsory education, shall be to
cultivate the foundation for an independent life within society while developing the abilities of
each individual, and to foster the basic qualities necessary for those who form our state and
society.”

Please note that there is no mention of any national, patriotic, or religious responsibilities; neither
is there any rhetoric about defending or preserving any ‘Japanese culture’ or any ‘Buddhist or
Shinto’ heritage. Yes, there is emphasis on cultivating “the foundation of an independent life”
and “developing the abilities of each individual”. This is the spirit and the approach for an
effective education system. If you compare this with our myriad education policies, we find them
full of platitudes about our nationalistic and patriotic pride, and cultural heritage and religious
identity, and Pakistani faith, unity, and discipline.

Now some more specifics. The costs of municipal elementary, junior, and high schools are borne
by the government. The national government is merely responsible for establishing a framework
and setting of national standards. It also secures funding sources for preparation of education
conditions. That means the national government provides guidance, advice and assistance
without interfering into the curriculum and syllabus matters, as long as certain national standards
are followed. There are two tiers or boards of education (BoE): prefectural and municipal.
Prefectural is like the provincial board that establishes and operates high schools and special-
needs schools.

Prefectural BoEs also hire teachers and make payments to elementary and junior high school
teachers’ salaries. Municipal BoEs get advice, assistance and guidance from prefectural BoEs,
but they establish and operate their own municipal schools. Interestingly, BoEs are established in
all prefectures and municipalities as administrative committees, but they are totally independent
of the prefectural or municipal head of government. BoEs decide the basic policy and important
matters regarding the administration of education. Each BoE has five members: one full-time
superintendent with a three-year term; and four part-time lay members who can be reappointed
after four years.

The relevant local assemblies approve the appointment of the head of prefectural or municipal
BoE. The BoE ensures political neutrality – meaning the contents of education must be neutral,
fair and free from personal value judgments. The BoE also ensures sustainability and stability of
compulsory education throughout the learning period. That means absenteeism and dropouts are
controlled and minimized. There is a strong provision for pre-primary education (PPE) which
starts at the age of three and ends at the age of six when children start elementary schools. For
PPE there are integrated centres for early childhood education and care (ECEC) established and
run by the kindergarten department.

The elementary department establishes and runs elementary schools that provide primary
education for six years till the age of 12. The last phase of compulsory education is managed by
the lower secondary department which runs lower secondary schools offering three years of
schooling till the age of 15. MEXT, which is a large ministry, has multiple departments for each
level of education. Again, if you compare it with public education in South Asia, here perhaps
the most neglected area is PPE or kindergartens. Lack of facilities and resources, and absence of
committed and qualified ECEC professionals render early childhood education meaningless in
countries such as Pakistan.

After the age of 15, Japanese boys and girls can do part-time courses, join upper secondary
schools, or get into specialized training colleges to do upper secondary courses run by the upper
secondary department. They may also get admitted to colleges of technology run by the higher
education department. At age 18, when they complete 12 years of education, they may get into
junior colleges or specialized training colleges where they can enroll into one-year or two-year
courses. They have an exit option after every year and may also continue for four years doing
multiple courses if they want.

This model is quite contrary to the HEC model in Pakistan which has enforced a four-year
bachelor’s programme without introducing exit options after two years. The provincial HECs in
Pakistan should introduce two-year associate degrees in all disciplines and in all degree colleges
or universities so that students who face family problems or financial issues may exit after two
years and join the workforce. Here we have a lot to learn from the Japanese model of higher
education which offers six years of higher education till the age of 24 but also has multiple exit
options on the way, without forcing students to quit midway without a degree or certificate.

But perhaps the best aspect of Japanese education system is its stress on the three components of
education – intellectual, moral and physical. That’s how they take a holistic approach, and
teachers in Japan are trained not only to teach but also to engage in extracurricular activities to
develop competencies and provide guidance. Lastly, meal provision in schools makes a lot of
difference, where children themselves serve food provided by the school and are encouraged to
clean up after themselves.

Reference:
https://www.thenews.com.pk/print/514098-learning-education-from-japan

Q.5 Identify the important functions of univeristy. Give examples related to each function
from your own context.

Major functions of a university

OMB Circular A-21 defines the major functions of an institution as instruction, organized
research, other sponsored activities and other institutional activities. The following definitions
come directly from OMB Circular A-21: Instruction means the teaching and training activities of
an institution. Except for research training as provided in subsection b, this term includes all
teaching and training activities, whether they are offered for credits toward a degree or certificate
or on a non credit basis, and whether they are offered through regular academic departments or
separate divisions, such as a summer school division or an extension division. Also considered
part of this major function are departmental research, and, where agreed to, university research.

1. Sponsored instruction and training means specific instructional or training activity

established by grant, contract, or cooperative agreement. For purposes of the cost principles,
this activity may be considered a major function even though an institution's accounting
treatment may include it in the instruction function.
2. Departmental research means research, development and scholarly activities that are not
organized research and, consequently, are not separately budgeted and accounted for.
Departmental research, for purposes of this document, is not considered as a major function,
but as a part of the instruction function of the institution.

Organized research means all research and development activities of an institution that are
separately budgeted and accounted for. It includes:

1. Sponsored research means all research and development activities that are sponsored by
Federal and non Federal agencies and organizations. This term includes activities involving
the training of individuals in research techniques (commonly called research training) where
such activities utilize the same facilities as other research and development activities and
where such activities are not included in the instruction function.
2. University research means all research and development activities that are separately
budgeted and accounted for by the institution under an internal application of institutional
funds. University research, for purposes of this document, shall be combined with sponsored
research under the function of organized research.

Other sponsored activities means programs and projects financed by Federal and non Federal
agencies and organizations which involve the performance of work other than instruction and
organized research. Examples of such programs and projects are health service projects, and
community service programs. However, when any of these activities are undertaken by the
institution without outside support, they may be classified as other institutional activities. Other
institutional activities means all activities of an institution except:

1. instruction, departmental research, organized research, and other sponsored activities, as

defined above;
2. F&A cost activities identified in Section F; and
3. specialized service facilities described in Section J.47. Other institutional activities
include operation of residence halls, dining halls, hospitals and clinics, student unions,
intercollegiate athletics, bookstores, faculty housing, student apartments, guest houses,
chapels, theaters, public museums, and other similar auxiliary enterprises. This definition
also includes any other categories of activities, costs of which are "unallowable" to
sponsored agreements, unless otherwise indicated in the agreements.

Reference:

https://fa.oregonstate.edu/business-affairs/faq/what-are-four-major-functions-university-defined-
21