Dissertations / Theses: 'Government aid to higher education'

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Ali, Ray. "An analysis of the degree of transformational leadership exhibited by administrators of 1862 and 1890 Cooperative Extension Programs in states with both systems as a predictor for the attainment of state match in Federal fiscal year 2004." Huntington, WV : [Marshall University Libraries], 2005. http://www.marshall.edu/etd/descript.asp?ref=564.

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Barnes, Edward Bulen. "Legislative policy toward public higher education in Oklahoma during the 1980s a decade of inaction /." Access abstract and link to full text, 1994. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/9513941.

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Dynarski, Susan M. "Student aid and college attendance : analysis of government intervention in the higher education market." Thesis, Massachusetts Institute of Technology, 1999. http://hdl.handle.net/1721.1/9517.

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Thesis (Ph.D.)--Massachusetts Institute of Technology, Dept. of Economics, c1999.
Includes bibliographical references.
This thesis consists of three essays in public finance and labor economics, with a focus on the economics of higher education. Chapter J estimates the effect of grant aid on college attendance. I exploit the variation in aid created by the elimination of the Social Security Student Benefit Program, which at its peak provided grants totaling $3.3 billion a year to one out of ten college students. I find that $ I 000 ($1997) of grant aid increases educational attainment by about 0.20 years and the probability of attending college by five percentage points. The elasticities of attendance and completed years of college with respect to schooling costs are estimated to be 0.90 to J .0. Given plausible values for the rate of return to a year of college, the aid program examined by this chapter was a cost-effective use of government resources. Chapter 2 explores the response of middle- and upper-income youth to tuition subsidies. Traditionally, federal student aid has focused on low-income students. However, the new federal Hope Scholarship is aimed squarely at middle-and upper-income families. In order to determine how middle-class aid programs will affect college attendance, I examine the impact on college attendance of the Georgia program that is the namesake and inspiration of the federal Hope Scholarship. I find that Georgia's program has increased the college attendance rate of J 8- to J 9-year-olds by 7 .5 to 8.3 percentage points. Among the subset of youth most likely to be eligible for the Georgia program, attendance has risen 10.9 percentage points. The increase is concentrated among Georgia's white students, who have experienced a J 2.3 percentage point rise in their enrollment rate. Black enrollment rates in Georgia are unaffected by the program. Chapter 3, written jointly with Jonathan Gruber, considers the ability of families to smooth consumption in the face of variable income. We find that families are fairly well able to smooth their consumption in the face of variable earnings. Roughly half of this consumption smoothing occurs through offsetting income flows, and, in particular, through the tax system; the other half comes through saving and dissaving. Government transfers play a particularly large role in smoothing consumption against income shocks caused by unemployment.
by Susan Marie Dynarski.
Ph.D.

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Spaulding, Randall S. "Access, opportunity, and choice : developing financial aid packaging strategies to facilitiate choice in higher education /." Thesis, Connect to this title online; UW restricted, 2003. http://hdl.handle.net/1773/7891.

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Lee, Seong Soo Chizmar John F. "Public finance of higher education and income distribution some evidence from the state of Illinois /." Normal, Ill. Illinois State University, 1993. http://wwwlib.umi.com/cr/ilstu/fullcit?p9411041.

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Thesis (D.A.)--Illinois State University, 1993.
Title from title page screen, viewed February 23, 2006. Dissertation Committee: John F. Chizmar (chair), Rati Ram, David D. Ramsey, Anthony L. Ostrosky, William T. Gorrell. Includes bibliographical references (leaves 93-95) and abstract. Also available in print.

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Prompalit, Rux. "Student personal finance and government student loans : a case study of Thailand /." view abstract or download file of text, 2003. http://wwwlib.umi.com/cr/uoregon/fullcit?p3095272.

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Thesis (Ph. D.)--University of Oregon, 2003.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 185-194). Also available for download via the World Wide Web; free to University of Oregon users.

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Higham, Joseph R. Hines Edward R. "Explaining trends in interstate higher education finance, 1977 to 1996." Normal, Ill. Illinois State University, 1997. http://wwwlib.umi.com/cr/ilstu/fullcit?p9803723.

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Thesis (Ph. D.)--Illinois State University, 1997.
Title from title page screen, viewed June 2, 2006. Dissertation Committee: Edward R. Hines (chair), Paul J. Baker, G. Alan Hickrod, Kenneth H. Strand. Includes bibliographical references (leaves 167-177) and abstract. Also available in print.

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Bell, Bethany Duncan. "Texas community college funding structure : closing the gaps while assessing the attitudes and perceptions of community college senior administrators /." View online, 2006. http://ecommons.txstate.edu/arp/200/.

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Karr, Mary Beth Hines Edward R. "Organizational adaptation to a reduction in state-funded student assistance an analysis of independent colleges and universities in Illinois /." Normal, Ill. Illinois State University, 1993. http://wwwlib.umi.com/cr/ilstu/fullcit?p9411039.

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Thesis (Ph. D.)--Illinois State University, 1993.
Title from title page screen, viewed February 22, 2006. Dissertation Committee: Edward R. Hines (chair), Paul J. Baker, Donald E. Fouts, Sally B. Pancrazio. Includes bibliographical references (leaves 155-165) and abstract. Also available in print.

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TOCZKO, LESLIE JOSEPH. "AN ANALYSIS OF ENROLLMENTS AND STATE APPROPRIATIONS IN PUBLIC HIGHER EDUCATION." Diss., The University of Arizona, 1985. http://hdl.handle.net/10150/188079.

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The relationship between FTE enrollments and state appropriations to public four-year colleges and universities is a fundamental issue basic to numerous institutional and state policy decisions. Yet, the relationship is obscure and may have changed during the period from 1965 to 1982. Data for this dissertation were obtained from three sources. Enrollment data were obtained from the Higher Education General Information Survey (HEGIS) information as edited and entered onto computer data tape by the Center for the study of Higher Education (CSHE) at the University of Arizona. Appropriations data were obtained from the annual issues of M. M. Chambers' Appropriations of State Tax Funds for Operating Expenses of Higher Education as edited and entered onto computer data tapes at the CSHE. Variations in the reporting of these sources were obtained through a mail survey instrument. Appropriations data were adjusted for inflation using the national and regional Consumer Price Indices (CPI). The appropriations data were corrected so that all states are reported consistently for (1) tuition, (2) employee benefits, and (3) capital equipment. The edited enrollment and the corrected appropriations data were then regressed for two time periods (1965-77 and 1977-82). The results determined the nature of change in the enrollment/appropriation relationship over time. The results show that there does appear to be a relationship between enrollments and appropriations which is stronger for certain types of institutions. Nationally, the relationship in mean constant dollar appropriations per FTE enrollments has not undergone any radical changes. However, the slopes of the regression lines have undergone statistically significant changes from period 1 (1965-66 to 1976-77) to period 2 (1977-78 to 1982-83). Yet the regression coefficients did not decline in a major way over time for the national sample, for institutions by Carnegie Classification System or by state. Wide ranges of difference were found to exist among states. However, a considerable majority of 35 states and most Carnegie classification institutions did not demonstrate a significant change in the amount of constant dollar or adjusted funding per FTE student over time.

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Newcomer, Julia D. "Perceptions of Decision-Makers of the Future Role of the Texas Higher Education Coordinating Board in the Funding Process for Public Senior Colleges and Universities." Thesis, University of North Texas, 1988. https://digital.library.unt.edu/ark:/67531/metadc331376/.

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This study compares the perceptions of presidents and academic and fiscal vice presidents of Texas public senior colleges and universities and with those of (appointed) members of the Texas Coordinating Board. A survey instrument was developed, based upon appropriate coordinating board functions discussed in the literature review, A five-point scale was used to measure intensity or agreement or disagreement. Responses were subjected to one way analysis of variance to determine differences between administrators and board members. Differences significant at the .05 level are reported. Administrators and board members differed significantly on all statements related to centralized control versus internal autonomy. Board members endorsed a greater variety of roles and a higher level of activity for the board than did administrators, although members were not expansionistic. Administrators indicated diverse opinions regarding the board's role. Responses related to formula funding were similar. Board members believed that requests to the legislature for higher education funding needs should be presented in terms of a statewide system; administrators indicated uncertainty. Both agreed on the increasing importance of long-range planning in formula development, but administrators were unsure whether such planning would help provide stability and realistic expectations in funding. Both groups endorsed a greater role for the board in collecting, interpreting, and disseminating information regarding higher education institutions. Neither subgroup offered an opinion regarding subjection of higher education budget requests to the criteria used for other state agencies. Board members and administrators disagreed as to whether private business standards were appropriate for higher education institutions. The relationship between funding recommended by the board and appropriations passed by the legislature was not considered appropriate for evaluating board success. State appropriations for higher education were seen as an investment in the state's economic future. Administrators did not believe college and university faculties understood the board s role in funding; board members were undecided.

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Goode, Jackie. "Governmentality : welfare, health and higher education as sites of agency, resistance and identity." Thesis, University of South Wales, 2007. https://pure.southwales.ac.uk/en/studentthesis/governmentality-welfare-health-and-higher-education-as-sites-of-agency-resistance-and-identity(6eb9fc1a-f35f-491b-a049-bb5f0b9186c6).html.

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The work that is submitted here for the degree of PhD by publication comprises one book, one book chapter, and fourteen papers published in peer-reviewed journals. Many arise from qualitative research projects on which I was the appointed researcher. I am sole author on five of the publications, lead author on seven, and joint author on four. The publications span the years 1998-2007. They are included in full, and are examined, using Foucault's notion of 'governmentality', in an overview. The projects were designed and conducted during a particular era in history (characterised as 'risk society' or Yeflexive modernity'), dominated by a particular political ideology (characterised as 'neo-liberal'), and all examined aspects of public service delivery and use. Using Foucault's notion of governmentality, this body of research is concerned with questions of how we govern, and how we are governed, and with the relation between the government of ourselves, the government of others, and the government of the state. Foucault suggests that it is only through the analysis of various micro-sites that practices of power or governmentality might be identified. The research collected here represents a study of governmentality in the 'micro-sites' of welfare, (in this case, the provision and use of social security benefits); health care (the delivery and 'consumption' of NHS Direct, an innovative health care service); and education (in particular, the management of change in Higher Education, and the production of university learning, teaching and research).

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Ashcroft, Craig, and n/a. "Academics� experiences of Performance-Based Research Funding (PBRF) : governmentality and subjection." University of Otago. Faculty of Education, 2006. http://adt.otago.ac.nz./public/adt-NZDU20070125.162438.

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In 2002 New Zealand�s government set out to "accelerate" the nation�s "transformation into a knowledge society" (Ministry of Education, 2002a, p. 16). Underpinning the development of this so-called 'knowledge society' was a new approach in the way tertiary education was funded. This included introducing a new contestable model of research funding called Performance-Based Research Funding (PBRF). The research reported here was conducted at a critical juncture in the ongoing development and implementation of PBRF because it captures the experiences of fifteen academics as they encounter PBRF and the Quality Evaluation exercise for the first time. Their experiences of the inaugural 2003 Quality Evaluation exercise were examined using a discourse analysis approach informed by Michel Foucault�s (1926-1984) ideas of 'subjection' and 'governmentality'. 'Subjection' occurs when individuals shape their identities by responding to the multiple discourses that are available to them at any particular time and within any historical context (Foucault, 1969). 'Governmentality' refers to a particular instrument, technique or activity that guides and shapes conduct by producing a compliant human subject capable of supporting the interests and objectives of the state (Foucault, 1994a). In the case of academics this might mean conforming to PBRF policies and practices and participating in the development and transformation of a new 'knowledge society'. In this thesis I examine the potential for PBRF to reshape and redirect the nature of research and suggest that some assessment elements of the 2003 Quality Evaluation were flawed and, as a result, a number of participants in this study were now making decisions about their research that appeared contrary to their best interests. I also investigate PBRF as a field of compliance and argue that the Quality Evaluation exercise represents a technology of government that targets the activities and practices of New Zealand�s research academics with the effect of manifesting a more docile and compliant academic subject. I then question PBRF�s impact on the career aspirations and opportunities of academics and claim that the PBRF Quality Evaluation framework has already shifted from being a mechanism for distributing funds for research to one that identifies and rewards the most 'talented' researchers via institutional appointments and promotions. Finally, I interrogate the pursuit and practice of academic freedom and argue that as a consequence of PBRF, a number of participants in this study have positioned themselves in ways that could diminish and constrain their traditional rights to academic freedom. PBRF has the potential to locate academics within a new status-driven hierarchy of professional validation whereby the Quality Evaluation exercise will purportedly measure, evaluate and reward the most 'talented' researchers and the 'best' research. In this thesis I argue that the PBRF Quality Evaluation framework operates as a form of disciplinary power exercised as part of an international trend of intensifying audit and assessment practices in higher education. In this sense, I claim that PBRF exists as an instrument of governmentality capable of constituting a new type of academic subject by significantly shifting the way academics will have to think and conduct their professional selves in relation to their work and research.

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Saleh, Abdelrahim. "The Local Economic Impact of Alternative State Budget Reductions for Selected Texas Community Colleges." Thesis, North Texas State University, 1988. https://digital.library.unt.edu/ark:/67531/metadc332446/.

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The purpose of this study was to determine the local economic impact of alternative state budget reductions for Texas community colleges by investigating the income losses to the Metropolitan Statistical Areas (MSAs) if state appropriations were reduced by 10, 15, and 20 percent. The objective of this study was achieved through an economic analysis of the local economy of selected MSAs and by computing the income size which was generated by selected colleges. Eight community colleges located in eight MSAs participated by answering mailed questionnaires. The model of Direct Economic Impact was applied to describe the colleges' economic impact. The model was composed of college expenditures, employee expenditures, student expenditures, and the economic multiplier. The study revealed that the selected community colleges were responsible for creating new jobs and increasing the income of the local economies. These eight colleges were responsible for increasing the income of the local economies by $294,945,560 and for creating 5,129 jobs. Reduction in state appropriations to the selected community colleges will reduce the income they produce. A state appropriation cut of 10 percent will result in a loss to the local economy of $6,153,951. A 15 percent reduction in state appropriations will cause the local economy to lose $9,230,943. A 20 percent reduction in state appropriations will reduce the local economic income by $12,307,920.

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Kaulinge, Victor Hatutale. "Analysing the efficacy of the Namibia's student financial assistance fund." Thesis, Stellenbosch : Stellenbosch University, 2011. http://hdl.handle.net/10019.1/18022.

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Thesis (MPA)--Stellenbosch University, 2011.
ENGLISH ABSTRACT: Student Financial Support Schemes (SFSS) have become increasingly important in providing financial assistance for students pursuing higher education, in both developed and developing countries. SFSSs were first established in the 1950s. The years that followed saw an increase steady expansion of student loan programs, through the introduction of student loans in more countries and expansion in the number of loans available in relation to their size and new expanded approach. The trend was in response to higher education expansion, combined with increasing financial toughness and concern for equity, while at the same time there was a surge of interest in student loans in the late 1980s and 1990s, with new programs introduced in Australia, New Zealand, and the United Kingdom; several countries in eastern Europe, considering introducing student loans for the first time; and some developing countries in Asia, Africa, and Latin America establishing or expanding student loan programs. The need for financial assistance is to enable students from low-income families to meet direct and indirect costs of higher education, and to ensure equality of opportunity, equity, and social justice. Recent arguments focused on whether student financial supports should be provided by governments, private agencies, employers, or institutions, and whether it should be in the form of scholarships, bursaries, grants either available to all students and or means-tested or fully repayable loans. Increasingly, debates also surrounds the question of how student loans should be administered in particular, eligibility and terms of repayment of loans, appropriate rates of interest, and mechanisms to target disadvantaged students while minimising default rates. Firstly, this study did a comparison between the SFSSs of the four different countries. Secondly, the best practices were identified and the Namibian case study was evaluated against the four countries. Lastly, some conclusions and recommendations were made that are aimed to improve the SFSS in Namibia.
AFRIKAANSE OPSOMMING: Studente finansiële ondersteuningskemas in ontwikkelde en onder ontwikkelende lande lewer ‘n belangrike bydrae tot die finansiële ondersteuning van studente in höer onderwys. Studente finansiële skemas is tot stand gebring in die 1950s. In die daarop volgende dekades het daar ‘n enorme groei plaasgevind in die daarstelling van studente leningskemas. Nie net het die aantal leningskemas vermeerder nie, maar meer en meer lande het van die benadering gebruik gemaak. Gedurende die 1980s en 1990s was daar ‘n toename in studentegetalle in höer onderwys wat gevolglik gelei het tot ‘n toename in finansiële ondersteuning van studente. Die implementering van nuwe programme in Australië, Nieu-Seeland en die Verenigde Koninkryke het gelei tot ‘n toename in finansiële ondersteuningskemas van studente. Verskeie lande in Europa het oorweging geskend aan die implementering van finansiële ondersteuning van studente tewyl onder ontwikkelende lande in Asië, Afrika en Latyns Amerika oorweging geskenk het aan die uitbreiding van finansiële ondersteuningskemas aan benadeelde en opkomende studente. Finansiële ondersteuning van behoeftige studente is gedoen om die direkte en indirekte koste verbonde aan onderwys te dek, gelyke geleenthede tot onderwys te skep, toegang tot ondewys te verbreed en om sosiale geregtigheid te verseker. ‘n Debat het egter onstaan oor wie verantwoordelikheid moet aanvaar vir die toekenning van studiebeurse, lenings of skenkings aan studente. In die verband is daar spesifiek gevra oor watter bydrae instellings in die openbare en privaat sektore maak tot finansiële ondersteuning van studente. Verdere aangeleenthede wat tydens die debat geopper word is vrae soos, wie moet verantwoordelikheid aanvaar vir die bestuur van sodanige finansiële skemas, lenings, die rentekoers ter sprake by die terugbetaling van die lenings en watter metodes kan gebruik word in die geval van minder gegoede studente wat nie hul finansiële terugbetaling ooreenkomste kan na kom nie. Die studie is onderneem na aanleiding van ‘n vergelykende studie tussen vier verskillende lande se finansiële ondersteuningskemas. Daarna is ‘n beste praktyk ontwikkel waarteen die Namibiese finansiële ondersteuning skema geevalueer is. Sekere gevolgtrekkings en aanbevelings is gemaak om die bestaande skema te verbeter.

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趙勳. "中國高校校園貸政策制度建設的研究." Thesis, University of Macau, 2018. http://umaclib3.umac.mo/record=b3959201.

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Cilliers, Johann J. "Die effek van die afstudering van MBA-studente op owerheidsbefondsing." Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/52195.

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Thesis (MBA)--Stellenbosch University, 2001.
ENGLISH ABSTRACT: The theme of this study is an investigation of the financing issues of Universities, with specific reference to the Graduate School of Business of the University of Stellenbosch. The goal of the study is to determine what influence the successful or non-successful completion of studies at the Management School have on the subsidies that the University of Stellenbosch, and therefor the Business School, receive from the state. The following critical factors influence the University's revenue from subsidies. Firstly, time plays a role. It is a fact that when a student is successful in obtaining a degree within the minimum period or longer, or not al all, this directly influences the funding of the University, and therefor also that of the specific department, because each cost unit at University and Faculty level is directly influenced by the number of enrolled students who successfully complete their credits. The principles of the subsidising of instruction inputs and outputs causes that it is more important for the university that students attain their specific credits and therefor their degrees in the minimum prescribed period of time, rather than eventually attaining their degrees. If a student enroll for a number of credits in a specific year, but he does not attain those credits that year, it means that the university will effectively only receive half of the normal subsidy amount, because subsidy will not be calculated for the next year for success. The second factor is the demographic profile of students. Because of the entry of previously disadvantaged communities, and their bigger demand and need for training, there will in future be more and more pressure on the funding principles and the subsidies that universities receive from the government. This will force universities to find ways to support students, and encourage them to attain their degrees within the prescribed time frame, without compromising standards. The third factor is that the central government does not pay the subsidies that it should pay in terms of the so-called subsidy formula. These factors make it imperative that enrolled students should attain their degrees as soon as possible. This study focuses therefor on the so-called subsidy formula and how the success ratio of MBA-students impact on the financing of current expenditure of the Business School of the University of Stellenbosch. In order to make recommendations on which actions the Business School needs to take in the light of successful completion of studies, the following work method was followed. Various personnel of the Administrative Department of the University of Stellenbosch (US), as well as the Business School of the University of Stellenbosch (USB), was interviewed to determine how the formula is used within the framework of the University, as well as to obtain information and statistics on the study patterns of students of the USB. A study was conducted of previous, the current and future funding formulae. Personal interviews were conducted with people at the Management School of the University of Potchefstroom to compare their MBA-course with that of the USB. The most important finding of this study is that Universities should do everything in their power to ensure that students successfully obtain their course credits within the prescribed minimum period, as the subsidy payable for non-successful students are half of that payable for successful students.
AFRIKAANSE OPSOMMING: Die tema van hierdie studie is 'n ondersoek na die finansieringsvraagstukke van universiteite, met spesifieke verwysing na die Bestuurskool van die Universiteit van Stellenbosch. Die doelwit van die studie is om te bepaal watter invloed die afstudering of nie-afstudering van studente aan die Bestuurskool (USB) het op die subsidie wat die Universiteit van Stellenbosch, en uiteindelik die Bestuurskool, van die Staat ontvang. Die volgende kritieke faktore beïnvloed die Universiteit se inkomste uit subsidies. Eerstens speel tyd 'n rol. Dit is 'n feit dat indien 'n student suksesvol binne die minimum tydperk of langer afstudeer, of glad nie, dit 'n direkte invloed op die befondsing van die Universteit, en uiteindelik die befondsing van die departement het, omdat elke koste-eenheid op Universiteits- en Fakulteitsvlak direk geraak word deur die getal ingeskrewe studente wat hulle krediete suksesvol voltooi. Die beginsels ten opsigte van die subsidiëring van instruksie-insette en -uitsette veroorsaak dat dit belangriker is vir die universiteit dat studente hulle spesifieke krediete en dus hulle grade binne die voorgeskrewe minimum periode moet behaal, eerder as dat hulle uiteindelik grade moet behaal. Indien 'n student inskryf vir 'n aantal krediete in 'n sekere jaar, maar nie in daardie jaar sy krediete behaal nie, beteken dit dat hy effektief net die helfte van sy normale subsidiebedrag vir die universiteit beteken, aangesien daar vir die volgende jaar nie weer subsidie bereken kan word ten opsigte van sukses nie. Die tweede faktor is die demografiese profiel van studente. Die toetrede van die voorheen agtergeblewe gemeenskappe, en hulle groter eise en behoefte aan opleiding, veroorsaak dat daar in die toekoms meer en meer druk op die befondsingsbeginsels en die subsidie wat universiteite van die staat ontvang, gaan wees. Dit sal universiteite noodsaak om wyses te vind om studente te ondersteun en aan te moedig om hulle grade binne die voorgeskrewe tyd te behaal, sonder om standaarde te verlaag. Die derde faktor is dat die sentrale regering vir die afgelope paar jaar al, nie die volle subsidies betaal wat hy behoort te betaal ingevolge die sogenaamde subsidieformules nie. Hierdie faktore noodsaak dit dat ingeskrewe studente dus so vinnig as moontlik moet afstudeer. Die studie fokus derhalwe op die sogenaamde subsidieformule en hoe die suksesratio van MBA-studente impakteer op die finansiering van lopende uitgawes van die Bestuurskool van die Universiteit van Stellenbosch. Ten einde aanbevelings te maak oor watter optredes die Bestuurskool in die lig van suksesvolle afstudering behoort te neem, is die volgende werkswyse gevolg. Onderhoude is gevoer met verskeie persone verbonde aan die Administratiewe Departement van die Universiteit van Stellenbosch (US), sowel as die Bestuurskool van die Universiteit van Stellenbosch (USB), om te bepaal hoe die formule binne die raamwerk van die Universiteit toegepas word, asook om inligting te opsigte van die afstuderingstendense van studente aan die USB te bekom. Daar is 'n studie gedoen ten opsigte van vorige, die huidige en toekomstige subsidieformules. Die respondent het ook onderhoude gevoer met persone verbonde aan die Bestuurskool van die Potchefstroomse Universiteit vir Christelike Hoër Onderwys om vergelykings te tref tussen hulle MBA-program en die van die USB. Die belangrikste bevindings van hierdie studie is dat Universiteite alles in hulle vermoë moet doen om te verseker dat studente hulle kursuskrediete op tyd suksesvol voltooi, aangesien die subsidie betaalbaar ten opsigte van nie suksesvolle studente die helfte beloop van die subsidie wat betaal sal word vir 'n suksesvolle student.

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Stanglin, Gerald Minor. "Perceptions and Assessments of Power in Legislative Politics for Texas Public Community College Administrative Leadership." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc332283/.

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The problem with which this study was concerned is the political influence of community/junior college chief executive officers (CEOs) and campus presidents on the state legislature, both directly and indirectly, in the funding of community colleges in Texas. Perceptions of effectiveness were recorded by survey from campus presidents and CEOs as well as from legislators and key legislators. In addition, interviews were conducted with several key legislators and the chief administrators of the two statewide community college organizations. The purpose of the study was to analyze the policy-making process in Texas of which community/junior colleges are a part. The influential relationships and interactions of the sixty-five CEOs and campus presidents of the public community college districts and campuses in Texas were analyzed after a survey instrument was administered. Perceptions of rank—and—file legislators were gathered through use of another survey instrument and perceptions of key legislators were gathered in the same manner but with the addition of a personal interview. Certain questions were asked of them concerning interactions and communication with leaders of community colleges. With the legislators and the presidents certain demographic data was collected and analyzed as a part of the study. Among the findings, campus presidents and CEOs do not have sufficient levels of acquaintance, interaction and communication to heavily influence local people whom they consider powerful in state funding of community colleges. Furthermore, legislators do not receive enough communication from powerful local group members to positively influence their decisions regarding community college funding. Presidents and CEOs from the metropolitan districts communicate most often with their legislators followed by those from rural districts. Board members from the metropolitan districts are most active in communicating with their legislators. Finally, legislators view the community college nearest them as equal to or better than community colleges statewide.

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Jiao, Junhui. "Student aid policy of Chinese higher education /." Oslo : Pedagogisk forskningsinstitutt, Universitetet i Oslo, 2008. http://www.duo.uio.no/publ/pfi/2008/72091/Thesis-JunhuixJiao.pdf.

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Wan, Kar-ho Calvin. "Government policy on tertiary education." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B41006094.

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Martin, Jeremy Paul. "Tuition discounting through unfunded institutional aid at private baccalaureate colleges." W&M ScholarWorks, 2012. https://scholarworks.wm.edu/etd/1550154126.

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溫家豪 and Kar-ho Calvin Wan. "Government policy on tertiary education." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B41006094.

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Hickman, Monty K. "Financial aid literacy| Minority student and stakeholder perceptions of barriers and challenges." Thesis, Hampton University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3700979.

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This study explored the challenges minority students face in obtaining and understanding information when trying to apply for financial aid. One-to-one interviews, a focus group, and a review of documents were sources of data for the study. Themes emerging from the investigation were accessibility to financial aid information, dissemination of financial aid information, navigating the financial aid process, addressing institutional barriers to financial aid, and increase collaboration between high school and colleges/universities. Findings from the study included a need for earlier information to assist in navigating the financial aid process and a need for increased parental access to information. Recommendations for research include expanding the study to include quantitative research on the challenges facing minority students who apply for financial aid. Further research may be conducted on the community and non-profit organizations whose mission it is to help families navigate financial aid and college preparation.

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Gunter, Deborah Ann Hickrod G. Alan. "The financial support to education Illinois /." Normal, Ill. Illinois State University, 1988. http://wwwlib.umi.com/cr/ilstu/fullcit?p8907674.

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Thesis (Ph. D.)--Illinois State University, 1988.
Title from title page screen, viewed September 21, 2005. Dissertation Committee: G. Alan Hickrod (chair), Ramesh B. Chaudhari, Edward R. Hines, Franklin G. Matsler, Patricia McKenzie. Includes bibliographical references (leaves 127-132) and abstract. Also available in print.

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MURDOCK, TULLISSE ANTOINETTE. "THE EFFECT OF FINANCIAL AID ON PERSISTENCE IN AMERICAN HIGHER EDUCATION." Diss., The University of Arizona, 1986. http://hdl.handle.net/10150/183966.

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The purpose of this study was to ascertain the relationship between student persistence and financial aid through a meta-analysis of existing empirical research. The significance of the study was that financial aid policy would be enhanced if the facts regarding the relationship were clearly known. The meta-analysis assessed forty-nine studies, representing seventy samples. Studies were organized into two categories: (1) studies that compared financial aid recipients to nonrecipients and (2) studies that examined persistence differences among financial aid recipients. Studies were integrated by converting each study result into the common metric of effect size. The meta-analysis results were reported in average unweighted and weighted effect sizes. In the latter case results were weighted by the number in the treatment group. Average effect sizes were interpreted by (1) absolute magnitude of effect sizes, (2) graphic representation, and (3) an elasticity measure. The meta-analysis examining the total sample found financial aid to have a small, but significant, positive effect on student persistence, thereby enabling lower income students to persist at a rate roughly equal to that of middle and upper income students. The average unweighted and weighted effect sizes of the total sample were +.13 and +.06, respectively. The length of persistence measured, the type of institution attended, and whether studies controlled for academic ability were found to be mediators influencing the magnitude and direction of the effect size. When results of studies that examined persistence differences among financial aid recipients were integrated, the following conclusions were reached: (1) there was little difference in the persistence of males and females, (2) minority students persisted significantly less than white students, and (3) the amount of financial aid had a significant positive effect on persistence. When forms of financial aid were analyzed, although the effect sizes were reasonably small and the differences in effect sizes among forms were minimal, combinations of aid were determined to be more effective than single forms. This finding probably reflects more the amount of financial aid than the form of financial aid.

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Finger, Mary Catherine. "Limited reach| The role of mission and institutional aid in supporting minority students." Thesis, University of Pennsylvania, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3562285.

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This study uses a mixed methods research design to explore the relationship between institutional financial aid practice and graduation rates at a subset of private, non-profit four-year colleges and universities and explores how institutions prioritize allocations to financial aid within the framework of institutional mission, culture, and leadership. The quantitative part of the study explored the relationship between the percentage of need met and graduation rates: overall, African American, and Latino and the percentage of institutional aid allocated to needy students and graduation rates of the same student populations. Four qualitative case studies explored how institutional leaders interpreted mission and made decisions with regard to enrollment and financial aid policy especially as it relates to underrepresented minority students.

The quantitative path analyses showed no relationship between financial aid (percentage of need met and the percentage of institutional aid allocated to students with need) and graduation rates overall and of African American and Latino students at the institutions in the population examined. The qualitative case studies found that institutions, consistent with their espoused missions, sought to support—financially and programmatically—underrepresented minority students but face economic, demographic, and political trends that are making it increasingly difficult to align mission with financial aid practice. There were distinct differences among the institutions in the case studies in terms of tactics they adopted to respond to these economic, demographic, and political trends.

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Alvarenga, Camila Rafaela. "The effects of brazilian government policies on higher education." Universidade Federal de Viçosa, 2016. http://www.locus.ufv.br/handle/123456789/9903.

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Submitted by Marco Antônio de Ramos Chagas (mchagas@ufv.br) on 2017-03-27T18:51:54Z No. of bitstreams: 1 texto completo.pdf: 459245 bytes, checksum: f4069d46eb9f424ef59ea44f118f809a (MD5)
Made available in DSpace on 2017-03-27T18:51:54Z (GMT). No. of bitstreams: 1 texto completo.pdf: 459245 bytes, checksum: f4069d46eb9f424ef59ea44f118f809a (MD5) Previous issue date: 2016-02-24
Conselho Nacional de Desenvolvimento Científico e Tecnológico
O objetivo principal deste trabalho é desenvolver um modelo de equilíbrio geral dinâmico e estocástico (DSGE) que explique como incentivos governamentais ao ensino superior impactam nas escolhas educacionais de jovens indivíduos. A obtenção de capital humano através da educação superior oferece a indivíduos pobres uma chance de sair da pobreza. No Brasil, incentivos na forma de empréstimos educacionais (FIES), bolsas de estudos (ProUni) e expansão de universidades públicas (REUNI) são alguns dos programas através dos quais o governo pode estimular a acumulação de capital humano. Entre outras coisas, os resultados analíticos indicam que pessoas que possuem recursos suficientes para ter sucesso nos processos seletivos frequentam uma universidade pública, e que indivíduos com restrições financeiras podem preferir trabalhar e poupar em detrimento dos estudos. A análise de equilíbrio parcial revela que o FIES propicia aos jovens sem recursos uma chance de frequentar uma universidade, assim como o faz o ProUni. Entretanto, a análise sugere que o REUNI é o programa mais eficaz na promoção de igualdade de oportunidade no sistema de ensino superior brasileiro.
The main goal of this paper is to develop a dynamic stochastic general equilibrium (DSGE) model that explains how governmental incentives for higher education impact on educational choices of young individuals. Human capital attainment through higher education gives poverty-trapped individuals a chance to escape poverty. In Brazil, incentives in the form of educational loans (FIES), college scholarships (ProUni) and expansion of public universities (REUNI) are some of the paths through which the government may affect human capital accumulation. Among other things, the analytical results indicate that agents who have enough resources to succeed in the selection process will further their studies in the public system, and that financially constrained individuals may prefer working and saving in detriment of their studies. The partial equilibrium analysis reveals that the FIES fund allows that some financially constrained individuals be given a chance to attend university, as does the ProUni scholarship. However, the analysis suggests that REUNI is the most effective educational incentive in the sense that it favors equality of opportunity in the higher education system.

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Johnson, Wayne Paul Hickrod G. Alan. "The equity impact of alternate poverty measures in the Illinois state aid formula distribution of funds to Illinois public school districts." Normal, Ill. Illinois State University, 1989. http://wwwlib.umi.com/cr/ilstu/fullcit?p9014748.

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Thesis (Ed. D.)--Illinois State University, 1989.
Title from title page screen, viewed October 24, 2005. Dissertation Committee: G. Alan Hickrod (chair), Robert L. Arnold, Ramesh B. Chaudhari, Chris Eisele, William L. Hinrichs. Includes bibliographical references (leaves 75-78) and abstract. Also available in print.

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McGilvray, Kellie Christine. "An Analysis of Student Preparedness Factors that Aid in Satisfaction and Retention in Online Courses and Programs." University of Toledo / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1396452179.

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Damell, Kristie. "Women's leadership identity development as former student government presidents." Thesis, Fordham University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3604855.

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Institutions of higher education are charged with academically and professionally preparing students to lead in the workforce. Specifically, little is known regarding how students develop their leadership identity throughout their undergraduate career. One significant leadership role that students hold is that of student government president. Student government has been a critical component of the landscape of higher education for centuries, yet little research has been conducted on the experiences of former presidents. Concurrently, although women earn more degrees than men in the United States, they are underrepresented in the role of student government president. This study examines the experiences of fourteen former, female student government presidents to understand how leadership identity develops. The leadership identity development theory was utilized as a framework to examine leadership development during and post-college. Through a feminist lens, gender was central to the study to uncover gender expectations and stereotypes. A qualitative, phenomenological design was used to capture the lived experiences and meanings created by the women. The women graduated from various types of institutions along the East Coast within a 15-year timespan. Derived from two semi-structured interviews, the findings indicate four themes: (a) prior involvement, (b) relationships matter, (c) navigating gender dynamics, and (d) the student government experience matters. The findings suggest that serving as student government president impacts leadership identity development during and post-college and is a valuable, meaningful experience. Interpretations are made from the findings and recommendations for future research are addressed, as well as practical implications for practice.

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Anderson, Catherine Jennifer. "Partnerships between higher and further education : their contribution to government objectives for widening participation in higher education." Thesis, Middlesex University, 2004. http://eprints.mdx.ac.uk/6678/.

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Widening participation in higher education has been a stated priority of the Government since it came to power in 1997. In its 2001 election manifesto, the Government set a target that, by 2010, 50% of people aged between18-30 will have had the opportunity to experience higher education. The percentage of this age group currently engaged in higher education is calculated at 43%. Government education policy in the last six to seven years has explicitly encouraged collaboration between institutions in the higher and further education sectors as a means of widening participation in higher education. Partnerships are seen as holding the key to delivering the Government's 50% target. This research explored the contribution that such partnerships make to Government objectives for widening participation in higher education. Four case studies of partnership were examined: the Higher Education and Training Partnership, based at Middlesex University; the Staffordshire University Regional Federation, the Anglia Polytechnic University Regional University Partnership and the Bedfordshire Federation for Further and Higher Education, involving the University of Luton. The case studies represented two examples each of the two main models of indirect funding between higher and further education, the funding consortium and the franchise partnership. The case studies were informed by a review of the literature. Quantitative and qualitative evidence was gathered for the case studies through a study of the data and documentation provided by the four case study partnerships and by means of a series of semi-structured interviews with a range of carefully selected respondents. The analysis of the qualitative evidence and the limited quantitative evidence that it was possible to obtain from the case studies generated a set of findings from which conclusions were drawn. The analysis, findings and conclusions represent a valuable contribution to the knowledge about partnerships and their behaviour, a hitherto under researched area. The main conclusion was that it is difficult to assess the contribution of partnerships between higher and further education to Government objectives for widening participation because of the lack of robust, comparable student number data. This conclusion addresses the main research question and is the major outcome of the study. On the basis of the data it was possible to obtain from the four partnerships that constituted the case studies, there was insufficient evidence to demonstrate conclusively the value of partnerships. None of the partnerships measured the extent to which the range of higher education provision delivered by partner colleges had been extended. Case study respondents expressed a strong belief in the value of what they were doing but the benefits had not been translated into performance indicators that were capable of being measured and monitored. Only one of the four partnerships had analysed fully its contribution to widening participation in quantitative terms. Based on the quantitative data it was possible to collect from the case study partnerships, there appeared to be a growth trend in the numbers of higher education students in partner colleges. But it is impossible to identify how much of the growth was as a result of the partnerships and their efforts to widen participation. Partnerships between higher and further education offer a number of actual or potential benefits to their members. The qualitative analysis of the case studies highlighted the respondents' perceptions of the purposes of partnership which were frequently expressed in terms of the benefits of partnership to their respective institutions. The purposes and benefits went beyond what was captured in partnership agreements. Both the funding consortium and the franchise partnership models offer a basis for effective partnership. The funding consortium model may be more difficult to manage than the franchise partnership model because the principle of equality in relation to the arrangements for data collection and quality assurance can create additional operational challenge. However, the research identified that partnerships have to a large extent been allowed by HEFCE to develop in their own way, with an absence of prescriptive frameworks or criteria for success, making it difficult to evaluate their effectiveness. There are a number of themes that may impact on the effectiveness of partnerships. These formed the basis of the thematic framework against which the case studies were analysed. The findings confirmed the validity of the themes. The findings were clustered under two further themes, barriers to effective partnership operation and critical success factors in effective partnerships. There are a number of barriers to effective partnership operation. Seven barriers were identified as a result of the analysis of the case studies. Four of these related to factors outside the partnerships' control, including the different arrangements in the two sectors for data collection, quality assurance, and the terms and conditions of service for academic staff. There appear to be a number of critical success factors in effective partnerships. The analysis revealed six factors that appeared from the research to be critically important to the success of partnerships between higher and further education. Partnerships demonstrate a range of good practice in their strategies to widen participation that could usefully be shared more widely. In the course of the research, eight examples of good practice were identified as potentially having applicability for other partnerships. The conclusions prompted ideas for further research or development in the area of partnerships between higher and further education: • A more sophisticated quantitative analysis, based on more robust and comprehensive data, of the growth delivered by colleges in higher/further education partnerships, including how much of the increase in higher education student numbers can be ascribed to other wider societal factors • Evaluation of the respective benefits and costs to institutions of their involvement in collaborative activities • Development of appropriate performance indicators for partnerships • Evaluation of the barriers that have a real impact on partnerships' ability to achieve their objectives • Evaluation of the critical success factors identified through the research • Evaluation of the selected examples of good practice in strategies to widen participation • Development of mechanisms for sharing good practice.

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Foraker, Matthew James. "State Appropriations: Implications for Tuition and Financial Aid Policies." Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/195808.

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Over the past 30 years the costs of higher education have climbed faster than the rate the inflation. As these costs have risen, state appropriations for public institutions have not kept pace. While not declining in real dollars, as a portion of meeting the expenses of funding public higher education, state appropriations have been steadily falling over the past three decades. Not surprisingly, during this period tuition at public colleges and universities has risen dramatically, leading to concerns about access to higher education, in particular for students of low income backgrounds.The literature contains many studies highlighting the increasing costs and tuition charged by public colleges and universities. Little has been written about the specific relationship between the level of state appropriations at a particular institution and the pricing and financial aid policies it then adopts. By analyzing the data for public institutions in the Integrated Postsecondary Educational Data System (IPEDS) as well as data for specific students in the National Postsecondary Student Aid Survey (NPSAS) for five school years spanning 1989-1990 to 2003-2004, this study conducts a quantitative analysis to create a predictive model capable of forecasting the impact of changes in state appropriation on institution pricing and financial aid policy. In an environment where the continued decline of state appropriations as a portion of meeting educational costs is a real possibility, such forecasting ability may prove invaluable in crafting policies to insure access to higher education for certain student populations.

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Akor, Eusebius Ugochukwu. "Government intervention in higher education in South Africa policy options /." Thesis, Pretoria : [s.n.], 2008. http://upetd.up.ac.za/thesis/available/etd-11252008-130318/.

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Venezia, Shannon M. "The Relationship Between Financial Aid and Graduation Rates for Rural Community College Students." Ohio University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1487949882282262.

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Xie, Yan. "Price-Cost Ratios in Higher Education: Subsidy Structure and Policy Implications." Diss., The University of Arizona, 2010. http://hdl.handle.net/10150/195216.

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The diversity of US institutions of higher education is manifested in many ways. This study looks at that diversity from the economic perspective by studying the subsidy structure through the distribution of institutional price-cost ratio (PCR), defined as the sum of net tuition price divided by total supplier cost and equals to one minus subsidy-cost ratio (SCR). IPEDS Finance, Enrollment, and Institutional Characteristics survey data for academic year 2006-2007 are used.Significant between-sector differences are found in terms of both central locations and ranges of PCR. Public two-year institutions have the lowest average PCR (0.12) and smallest within-group variation while for-profit four-year institutions have the highest average PCR (0.93). The within-group variations are quite large for both private nonprofit and for-profit sectors. Nine types of subsidy structure are constructed and used to categorize institutions, which reveal considerable overlapping between public and private nonprofit sectors and between private nonprofit and for-profit sectors. Private nonprofit sector is consistently shown as the "hybrid" sector with more similarities to the public sector.This study highlights price-cost ratio as an important metric for economics of higher education because it integrates targeted price adjustments (list price - net price) and general subsidy (supplier cost - list price), allows for negative subsidy, and accounts for cost variations. It succinctly provides a holistic view of the subsidy-profit spectrum and serves the purpose to rectify the currently skewed perspective that predominantly focuses on "student aid" (redefined as "targeted price adjustments") and for the most part excludes the for-profit sector. A byproduct of this study is a detailed account of how to adjust new GASB/FASB-based IPEDS Finance data to derive meaningful price and cost measures to support cross-sector comparison.

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Silver, Canady Tisa. "The Relationship between Financial Aid Advising and Community College Student Engagement." Thesis, Morgan State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10642094.

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The rising cost of higher education has positioned federal financial aid as an inescapable part of the college experience for a growing number of incoming students (Baum, 2006). In the 2014–2015 academic year, the U.S. Department of Education allocated more than $150 billion of federal financial aid for eligible college students (Federal Student Aid, 2014). Although billions of dollars in federal student aid have been made available, finances or lack thereof, remain an oft-cited barrier to student success (Long & Riley, 2007; Myers, 2008). Community college student support services such as financial aid advising, contribute to promoting successful student outcomes (Cooper, 2010). More research is needed regarding the role of the campus financial aid adviser as it relates to community college student outcomes (McKinney & Roberts, 2012).

The purpose of this study was to use the theory of student engagement as defined by Kuh et al. (2006) as it relates financial aid advising to the engagement of community college students. Ex post facto data from the Community College Survey of Student Engagement (CCSSE) 2014 Cohort was used to investigate whether a difference in student engagement existed between students who reported use of financial aid advising and those who did not. The researcher also examined the relationship between the frequency of use, satisfaction with, and importance of financial aid advising and student engagement as well as the five CCSSE benchmarks of effective practice.

The results of the study show students who indicated use of financial aid advising reported significantly higher levels of student engagement than those who did not. The researcher found weak to moderate positive relationships between the frequency of use, satisfaction with, and importance of financial aid advising and student engagement. Additionally, each of the financial aid advising variables served as predictors of at least one CCSSE benchmark and student engagement. These findings provide meaningful information regarding the relationship between financial aid advising, particularly student satisfaction with the advising, and student engagement.

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Furtado, Michael Leonard. "Funding Australian Catholic schools for the common good in new times : policy contexts, policy participants and theoretical perspectives /." [St. Lucia, Qld.], 2001. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe16295.pdf.

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Javier-Vivoni, Leida Hines Edward R. "Access and choice in Puerto Rican higher education a case study /." Normal, Ill. Illinois State University, 1994. http://wwwlib.umi.com/cr/ilstu/fullcit?p9507283.

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Thesis (Ph. D.)--Illinois State University, 1994.
Title from title page screen, viewed March 17, 2006. Dissertation Committee: Edward R. Hines (chair), John R. McCarthy, George Padavil, Rodney P. Riegle, Anita H. Webb-Lupo. Includes bibliographical references (leaves 152-162) and abstract. Also available in print.

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Miskin, Marsha R. "Facilitating Higher Education for Poor Single Mothers." Diss., CLICK HERE for online access, 2009. http://contentdm.lib.byu.edu/ETD/image/etd2869.pdf.

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Welker, James L. "A study of the school funding formula created by SB 287 in Missouri." Diss., Columbia, Mo. : University of Missouri-Columbia, 2006. http://hdl.handle.net/10355/4498.

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Thesis (Ed. D.) University of Missouri-Columbia, 2006.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on August 9, 2007) Vita. Includes bibliographical references.

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Harden, Dennis Dean. "The nature of expenditures and perceived effectiveness of the vocational-technical enhancement grant award program /." free to MU campus, to others for purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p3115552.

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Crampton, Faith Eileen. "The fiscal impact of educational grants on local revenues and expenditures : the case of Ohio /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487326511715487.

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Ragland, Sheri E. "The Effect of State Financial Aid Policies on College Completion." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2055.

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In 2008, state legislatures provided $6 billion in financial aid to 2 million low-income young adults. When low-income young adults receive state financial aid and do not complete college, states lose their investment because fewer people with degrees will contribute to the state's economy. Declining states' budgets have led to (a) the rising cost of higher education, (b) state merit-based aid that has targeted nonminority students from affluent backgrounds, and (c) state need-based aid that has targeted students further along in their college career. State need- and merit-based aid may contribute to the lack of college completion among low-income freshman students who rely on financial aid. The purpose of this study was to explore the differences between state need- and merit-based aid as enrollment factors of low college completion among low-income students in the U.S. This study was grounded on Tinto's model of social integration. Secondary data collected by the National Center for Education Statistics on 101,000 freshmen who attended 1,360 postsecondary institutions in 2003-04 and 2008-09 were used for this study. Logistic regression was used to test and compare two models. Logistic regression tested the relationship between the predictor variables of state need- and merit-based aid and degree completion. This study's results revealed that state merit-based aid had a greater predictive value than state need-based aid as enrollment factors of college completion among low-income young adults. This study contributes to positive social change by providing state policy makers with research results to evaluate and formulate state financial aid policies that will increase access to financial aid and college completion rates among low-income freshman students.

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Neville, Katherine M. "The integration of counseling into the profession of financial aid advising /." Abstract Full Text (HTML) Full Text (PDF), 2008. http://eprints.ccsu.edu/archive/00000498/02/1954FT.htm.

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Thesis (M.S.) -- Central Connecticut State University, 2008.
Thesis advisor: Jane Fried. "... in partial fulfillment of the requirements for the degree of Master of Science in Counseling." Includes bibliographical references (leaves 50-51). Also available via the World Wide Web.

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Semtner, Elizabeth Ann. "An investigation into the relevance of using Neuro-linguistic programming as an aid in individualizing college reading programs /." Full-text version available from OU Domain via ProQuest Digital Dissertations, 1986.

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Nakornthap, Amornwich. "Curriculum evaluation in higher education : a case study of government universities in Thailand /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487587604132502.

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Storm, Jessica L. "How External Factors Influence Higher Education Philanthropy." Ohio University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1572006791377665.

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Orefice, Brian Mark. "Student perceptions of the impact of their merit-based financial aid on their college experiences." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1187024773.

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Kirk, Brian L. "The effects of the outstanding schools act on adequacy, equity, and property tax /." free to MU campus, to others for purchase, 1996. http://wwwlib.umi.com/cr/mo/fullcit?p9720546.

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Corey, Steven M. "The Trends In and Relationships Between Tuition Price, Institutional Aid, Enrollment, and Tuition Revenue and Their Determination of the Net Revenue Generated by Colleges and Universities from 1988 to 2000." Diss., The University of Arizona, 2007. http://hdl.handle.net/10150/195551.

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This study utilizes descriptive statistics and regression analysis to evaluate trends in and relationships between tuition price, institutional aid, enrollment, and tuition revenue and their determination of the net revenue generated by colleges and universities. In doing so, it defines how much institutions generate in net revenue utilizing a new metric, net revenue generation rate (NRGR). This allows a new way of thinking about the relationship between the listed tuition price, the investment in aid, and the resultant gain or loss incurred by institutions due to pricing and aiding strategies. Additionally, it explores NRGR in the context of various tuition prices and institutional types over an extended period of time, as no other previous study has done. Publics institutions with higher tuition prices generate higher NRGR's. The opposite is found for private institutions. However as price increases, NRGR decreases. Larger enrollments relate to higher NRGR's, however increases in enrollment negatively influence NRGR for public institutions and positively influence private instituion's NRGR. Baccalaureate, Doctoral, and institutions of higher selectivity produce the largest net revenue per student, yet do so at the lowest NRGR's.This study also introduces the first assessment of marginal NRGR as a means of directly measuring the impact of increasing tuition price on aid and how much institutions make from an increase in tuition. As institutions increase tuition price, institutional aid increases, decreasing the amount of incremental revenue generated from the change in tuition price. This behavior is most clear for private institutions and varies by institutional type.This study also introduces a number of theoretical explanations for pricing and aiding behaviors and their potential effects on the net revenue they generate. This includes a commitment to meeting student financial need as well as attempts to maximize quality and net revenue.Finally, this study provides the first comprehensive use of IPEDS data to address these questions. In doing so, it provides significant gains in the methodology and application of this data set for use in answering questions about tuition price, institutional aid, and net revenue generation across a broad array of institutional types over extended periods of time.

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Dissertations / Theses on the topic 'Government aid to higher education'

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