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Teses / dissertações sobre o tema "Federal aid to higher education Australia"

Autor: Grafiati

Publicado: 4 de junho de 2021

Última modificação: 29 de janeiro de 2023

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1

Roche, Vivienne Carol. "Razor gang to Dawkins : a history of Victoria College, an Australian College of Advanced Education". Connect to digital thesis, 2003. http://eprints.unimelb.edu.au/archive/00000468.

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2

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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3

Gorgosz, Jon Edward. "A Consequence of Crisis: A Historical Policy Analysis Examining the Relationship between Economic and Military Crises and the Development and Effects of Early Federal Policy in Higher Education during the Twentieth century, 1934 to 1963". OpenSIUC, 2018. https://opensiuc.lib.siu.edu/dissertations/1540.

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This study explores the effect of economic and military crises on federal policy growth in higher education from 1932 to 1963. By analyzing federal records, campus materials, newspapers and educational association journals, the papers demonstrates that economic crises led the federal government to institute decentralized state building efforts to resolve the emergency, while military crises resulted in more centralized growth. In addition, the paper also examines the effects of federal growth during the period on different institution types within higher education. The study explores how individual structures at each institutional type—such as missions, financial stability and history—influenced reactions to federal assistance. By examining institutional structures and their interaction with federal policy during the period, the paper provides a more complex analysis of the outcomes of federal growth for land-grant institutions, religious colleges and women’s colleges and universities that enriches the current historical understanding.

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4

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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5

Osborne, Robert Earl. "President Nixon and higher education policy making influences and achievements, 1969-1974 /". Access abstract and link to full text, 1990. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/9302430.

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6

Young-Babb, Tonia. "Federal Work Study: A Program for Our Time". Franklin University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=frank1628242807929234.

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7

McIntyre, Catherine A. "Student loans the effect on a generation of college students /". Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1990. http://www.kutztown.edu/library/services/remote_access.asp.

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8

Proudfit, Ann Hartle. "A National Longitudinal Study of the Influence of Federal Student Aid on Time to Associate-Degree Attainment". University of Toledo / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1396480366.

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9

Newman, Stephanie L. "Exploring Undergraduate College Students’ Experiences with Additional Borrowing and Increased Student Indebtedness: A Qualitative Approach to the Traditionally Quantitative Topic of Student Loans". Kent State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=kent162420544844217.

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10

Hoang, Chantal Bao-Chau. "The Rise and Fall of Public Higher Education in the United States: Implications for Socioeconomic Inequality". Scholarship @ Claremont, 2012. http://scholarship.claremont.edu/cmc_theses/395.

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This paper aims to explore how shifting federal, state, and individual priorities have transformed public higher education from a bastion of quality higher education for the greatest number of people to a more privatized state that only provides access and choice to those who can afford them. Decreased public support and state appropriations for public higher education schools have led many institutions to privatize themselves through increasing tuition prices and enrolling more out-of-state and international students who can afford to pay the full sticker price. At the same time, federal financial aid programs have become more and more geared towards assisting middle- and upper-income families, rather than focusing their efforts on removing financial barriers for low-income students. Combined, these two trends have manifested greater socioeconomic inequality for students with low-incomes; public higher education institutions are slowly turning their backs on those for whom federally funded public colleges and universities were built.

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11

Cudmore, Geoffrey E. "It's all about the money: Current funding issues in post-secondary education". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2006. https://ro.ecu.edu.au/theses/334.

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For the last two decades as an academic administrator in public colleges of applied arts and technology both in Ontario, Canada, and in the United Arab Emirates, I have observed that no other factor has challenged the leadership, administration, and staff of these organizations abilities to achieve their goals, and meet the needs of their stakeholders, more than the decisions of governments relating to the funding of higher education. There can be no question that without money, none of these institutions would exist, and while there have been years of plenty, much of the last twenty years in the Ontario college system, has been characterized, (and some would say traumatized) by scarce resources, and the lasting impact of the dramatic across-the-board cuts to the funding for higher education by the Provincial Government in the mid-1990's. Even in the oil rich UAE, I witnessed the results of the government's failure to keep pace with the dramatic growth in enrollments at the Higher Colleges of Technology. While the allocation to the colleges remained almost static, enrollment grew from 3,000 students on eight campus locations, to almost 14,000 students and eleven campuses over a six-year period. In order to balance the budgets in the early years of this decade, colleges were forced to undertake measures like combining programs, reducing program hours, freezing the salaries for teachers and administrators, increasing teachers' workloads, and reducing the funding for capital and instructional equipment. While money seems to be ultimately behind everything we seek to accomplish, it has been surprising to find that so few books and scholarly articles have been published dealing with funding issues in higher education. This was particularly the case with regards to ones with Canada, and the Ontario Colleges of Applied Arts and Technology (CAATs), as the context. While this collection of papers, has used Ontario and the CAA Ts as the focus for the exploration of a number of current funding and funding related issues, it is hoped that the practical nature of these inquiries will make them useful to a far broader audience of academics, administrators, and policy makers in the area of higher education. It is worth noting that two of the articles in this collection have recently been published; Globalisation, Internationalization, and the Recruitment of International Students in Higher Education, and in the Ontario Colleges of Applied Arts and Technology in the Canadian Journal of Higher Education, (Volume 35, No 1) and The Post-secondary Education Choice and Excellence Act, 2000 and the Development of Private Universities and Private Post-secondary Degrees in Ontario in the OISE Higher Education Perspectives (Volume 1, Issue 2).

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12

Kizzort, Megan. "Federal Funding and the Rise of University Tuition Costs". Honors in the Major Thesis, University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1554.

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Access to education is a central part of federal higher education policy, and federal grant and loan programs are in place to make college degrees more attainable for students. However, there is still controversy about whether there are unintended consequences of implementing and maintaining these programs, and whether they are effectively achieving the goal of increased accessibility. In order to answer questions about whether three specific types of federal aid cause higher tuition rates and whether these programs increase graduation rates, four ordinary least squares regression models were estimated. They include changes in both in-state and out-of-state tuition sticker prices, graduation rates, as well as changes in three types of federal aid, and other variables indicative of the value of a degree for four-year public universities in Arizona, California, Georgia, and Florida for years 2001-2011. The regressions indicate a positive effect of Pell Grants on in-state and out-of-state tuition and fees, a positive effect of disbursed subsidized federal loans on the change in number of degrees awarded, and a positive effect of Pell Grants on graduation rates.
B.A.
Bachelors
Business Administration
Economics

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13

Bryant, Angela V. "A Case Study for Georgia Southwestern State University: The Discrepancies' of Financial Aid Services that Impact Student Enrollment". ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2396.

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At many traditional universities, the federal timelines for determining financial aid eligibility is based on releasing of the Free Application of Federal Student Aid each January, and the subsequent financial aid processing cycle July 1- June 30th. These federally established dates can conflict with traditional August class starts and creates a backlog and delayed processing of information that, in turn, hinders students from receiving timely information in order to make informed decisions based on financial aid awards. The purpose of this case study of a traditional university in Georgia was to apply net price theory and rational choice theory to evaluate the impact of timeline conflicts and how students make decisions about which institution to attend. Data consisted of internal documents, including the results of a prior survey of 425 freshmen, and 13 alumni focus group and survey participants. All data were inductively coded and analyzed using a constant comparative method to reveal key themes. Key findings indicated decision making by prospective students largely focused on accurate and timely communication and cost of attendance. One discrepant area was the decision maker's ability to differentiate between cost of attendance and net price which impacted some student decisions to enroll. The findings are consistent with both net price and rational choice theory. Recommendations to university leaders include encouraging early communication to prospective students and retraining efforts for financial aid staff in order to meet regulatory demands and timelines, increase student enrollment, and reduce anxieties for potential students and families associated with the financial aid process. These outcomes enhance social change by potentially opening doors to higher education for new generations of students.

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14

Copenhaver, Bailey Barbara. "Impact of the West Virginia University Student Support Services/TRIO program from 1998-2004". Morgantown, W. Va. : [West Virginia University Libraries], 2005. https://etd.wvu.edu/etd/controller.jsp?moduleName=documentdata&jsp%5FetdId=3861.

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15

Oakshott, Stephen Craig School of Information Library &amp Archives Studies UNSW. "The Association of Libarians in colleges of advanced education and the committee of Australian university librarians: The evolution of two higher education library groups, 1958-1997". Awarded by:University of New South Wales. School of Information, Library and Archives Studies, 1998. http://handle.unsw.edu.au/1959.4/18238.

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This thesis examines the history of Commonwealth Government higher education policy in Australia between 1958 and 1997 and its impact on the development of two groups of academic librarians: the Association of Librarians in Colleges in Advanced Education (ALCAE) and the Committee of Australian University Librarians (CAUL). Although university librarians had met occasionally since the late 1920s, it was only in 1965 that a more formal organisation, known as CAUL, was established to facilitate the exchange of ideas and information. ALCAE was set up in 1969 and played an important role helping develop a special concept of library service peculiar to the newly formed College of Advanced Education (CAE) sector. As well as examining the impact of Commonwealth Government higher education policy on ALCAE and CAUL, the thesis also explores the influence of other factors on these two groups, including the range of personalities that comprised them, and their relationship with their parent institutions and with other professional groups and organisations. The study focuses on how higher education policy and these other external and internal factors shaped the functions, aspirations, and internal dynamics of these two groups and how this resulted in each group evolving differently. The author argues that, because of the greater attention given to the special educational role of libraries in the CAE curriculum, the group of college librarians had the opportunity to participate in, and have some influence on, Commonwealth Government statutory bodies responsible for the coordination of policy and the distribution of funding for the CAE sector. The link between ALCAE and formal policy-making processes resulted in a more dynamic group than CAUL, with the university librarians being discouraged by their Vice-Chancellors from having contact with university funding bodies because of the desire of the universities to maintain a greater level of control over their affairs and resist interference from government. The circumstances of each group underwent a reversal over time as ALCAE's effectiveness began to diminish as a result of changes to the CAE sector and as member interest was transferred to other groups and organisations. Conversely, CAUL gradually became a more active group during the 1980s and early 1990s as a result of changes to higher education, the efforts of some university librarians, and changes in membership. This study is based principally on primary source material, with the story of ALCAE and CAUL being told through the use of a combination of original documentation (including minutes of meetings and correspondence) and interviews with members of each group and other key figures.

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16

Trilokekar, Roopa Desai. "Federalism, foreign policy and the internationalization of higher education : a case study of the International Academic Relations Division, Department of Foreign Affairs and International Trade, Canada /". 2007. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=510556&T=F.

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17

Watson, Louis E. "Intentions, opportunities and outcomes : the impact of Commonwealth involvement in Australian schooling". Phd thesis, 1998. http://hdl.handle.net/1885/144753.

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18

Alexander, F. King. "An analysis of the effects of Title IV federal direct student aid policy on public and private institutions of higher education". 1996. http://catalog.hathitrust.org/api/volumes/oclc/36370112.html.

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Thesis (Ph. D.)--University of Wisconsin--Madison, 1996.
Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 190-196).

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19

Mou, Mandy. "A critical discourse analysis of Federal and Provincial government grants for post-secondary students with disabilities in Alberta and Ontario". 2015. http://hdl.handle.net/1993/30744.

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Although higher education typically strengthens people with disabilities' chances to be in a competitive job market as a viable leverage to break away from poverty (Council of Canadians with Disabilities, 2014), the contemporary marketization of higher education within the era of neoliberalism has made degrees and diplomas increasingly unaffordable. The federal government responded to this predicament by increasing the Canada Social Transfer (CST) to offer up-front targeted funding to students with disabilities in 2008 (Kirby, 2011). However, virtually no literature has acknowledged whether financial grants meaningfully provide student with disabilities with an equitable opportunity to engage in post-secondary education (PSE). Using a critical discourse analysis (CDA) on government online materials that address federal and provincial disability grants for post-secondary students with disabilities in Alberta and Ontario, this thesis reveals how the neoliberal rhetoric of personal responsibility colonizes government disability grants and leaves students with "more responsibility" and "less control" over their finances in an already disabling world.
October 2015

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20

Sun, Jeffrey C. "Intellectual Freedom of Academic Scientists: Cases of Political Challenges Involving Federally Sponsored Research on National Environmental Policies". Thesis, 2012. https://doi.org/10.7916/D85145B0.

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This study contributes to the literature on the academic profession's intellectual freedom. Drawing significantly on two methodological approaches, comparative case study and grounded theory, this dissertation examines three controversies in which government officials challenged academic scientists' federally sponsored research, which had implications for national environmental policies. To structure this examination, I used a two- part framework. For the first part, I investigated the evolving interpretations of events and actors' interests, which revealed the tactics and pressures employed by government officials when challenging the academic scientists' federally sponsored research. For the second part, I used Freidson's theory of professional dominance to help us understand how and in what ways institutionalized arrangements within society supported the academic profession's autonomy and authority over its work. This analysis identified the means by which the academic scientists in my three cases exerted some degree of control over scientific decisions regarding the research assumptions, methods, and analyses of their findings. The study's key findings are presented in the form of five research claims: First, the government challengers may try - sometimes successfully - to exercise their influence over indirect participants in the federally funded research in an attempt to control the dissemination of the federally sponsored research findings. Second, the government challengers, though not scientists themselves, relied heavily on their own judgment to declare publicly the kinds of activities that can and cannot count as legitimate scientific research, rather than relying on the traditional scientific peer-review process. Third, academic scientists may involve members of the public in the dispute. When that happens, the public may help decide whether government officials or academic scientists are better equipped to address the scientific matters associated with the federal policy. Fourth, academic scientists' political allies can support academic scientists' efforts to defend their research within the policymakers' setting. Fifth, academic scientists may assert academic conventions (e.g., peer review) as the standard (or possibly as the preferred) practice through which to evaluate science, even when government challengers question the validity of those conventions. Placed in context of the extant literature, these claims, taken together, suggest that the government officials tried to take actions that exceed their professional competence, specifically as boundary breakers who attempted to infiltrate the jurisdictional responsibilities of the academic scientists. In addition, despite the government officials' attempts to engage in professional boundary-crossing activities, the academic scientists asserted institutionalized practices and standards of the profession (e.g., peer review and open dialogue) and drew on the assistance of external actors (i.e., members of the public and political allies) as countervailing forces to exert control over their research.

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21

Ellis, Gary William. "Inter-institutional collaboration in Ontario higher education : a case study of the diploma-degree Justice Studies program at the University of Guelph-Humber". 2005. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=232653&T=F.

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