Tuition Fees

South Africa experienced a wave of student protests from 2015 and onwards. The #FeesMustFall movement became the forerunner of student protests and continued its fight for free higher education for all through several protests each year. This thesis explores the views and perceptions of the #FeesMustFall movement’s participants by focusing on two key aspects. The first part explores how race played a role in the movement, including the division of roles and spaces based on race. The second part explores to what extent the movement and its protests affected students’ personal lives. In addition, this thesis explores why and how students participated in the movement, as well as why some chose not to participate.

Through the theoretical framework of Relative Deprivation Theory, this thesis considers how the movement and its supporters have changed throughout the time. By focusing on Individual Relative Deprivation and Group Relative Deprivation, the thesis seeks to understand why and how students participated in the movement. The main research sources in this thesis is qualitative interviews that express the experiences and views of the research participants at a specific time, it is not a research goal to generalise the findings. The student movement has brought up issues of race and roles, defining who can be members (non-White students) and who can be supporters (White students). By doing this the movement indicate a change in how student movements operate in present-day South Africa.

Through the conceptual framework of Black Consciousness, African Renaissance and Afrocentric Paradigm, as well as the theoretical framework of Critical Race Theory, this thesis emphasises the participants voices, both Coloured, White and Black voices. Because it is their story, and not mine, to tell. The personal experiences of the participants vary, but they all have in common that their experiences are highly personal and sensitive. I explored the issue of race in the movement and among its participants, which is also a personal issue and topic. One of the key findings in this study was the division of roles based on race. Non-White students (Blacks, Coloureds, Indians) could be active members, while White students only could be supporters. In addition, the focus and perceived need for a Black Space was evident in my findings.

The data was gathered during a two-month fieldwork in Cape Town, through qualitative, semi-structured research interviews. I conducted interviews with students, or former students, at universities in Cape Town about their experiences of and from the movement.

This paper analyses the factors that influence mainland Chinese students' choice of Australia as their study destination. China is the main source of international students and is one of Australia's leading export markets for education services, but the study of international students is not in the mainstream of any discipline. Two stages were employed in this research. Stage one was a quantitative study using a MaxDiff (Maximum Difference) Scaling. A sample of 65 potential students who were considering studying overseas was selected in China. The respondents were asked to specify their "best" and "worst" choices from sets of four statements. This stage identified what factors influenced students' choice of study abroad. Stage two comprised a further investigation of why students choose Australia. 30 students who are currently studying in Australia were interviewed. The findings found that Australia has become popular with Chinese students, and is preferred to both the United States and United Kingdom. The most important factors motivating Chinese students to study in Australia are future migration opportunities after graduation, Australia's high quality of education, and competitive lower tuition fees and cost of living. By understanding the underlying factors attracting Chinese students to Australia, education providers can focus on their recruitment activities and enhance their marketing strategies. This article has been peer-reviewed and accepted for publication in SLEID, an international journal of scholarship and research that supports emerging scholars and the development of evidence-based practice in education. © Copyright of articles is retained by authors. As an open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

As governments are increasingly turning to cost sharing in order to meet the growing demand for, and decreasing government investment in, public higher education, the choice among different tuition fee policies becomes of great importance. Tuition fee policies and the financial assistance policies that accompany them are critical both for the very considerable revenue at stake and for the potential impact on higher education accessibility and the implications for equity and social justice. This paper will look at tuition fees in an international comparative perspective in the context of this rich mixture of finance, ideology and politics.

Interactive Intranet Portal for effective management in Tertiary Institution is an enhanced and interactive method of managing and processing key issues in Tertiary Institution, Problems of result processing, tuition fee payment, library resources management are analyzed in this work. An interface was generated to handle this problem; the software is an interactive one. Several modules are involved in the paper,

This paper considers students’ economic motives to attend university.  Drawing on selected results from a tri-national survey involving online questionnaires and interviews with students at English, German and Portuguese universities, it examines and compares this particular extrinsic motivational dimension, alongside the influence of the national economic contexts within which the students are located.  The findings suggest a strong consensus across all three settings in relation to high levels of motivation driven by the students’ economic goals - careers, qualifications and future income – irrespective of background variables and fee structures.  An exploration of the impact of the broader economic climate, however, reveals a more fragmented picture.  The differences revealed between national settings offer tentative evidence that the students’ perceptions of their country’s economic situation does have a differential impact on their decision to take up university studies

Understanding how policy can affect university participation is important for understanding how governments can promote human capital accumulation. In this paper, we estimate the separate impacts of tuition fees and maintenance grants on the decision to enter university in the UK. We use Labour Force Survey data covering 1992-2007, a period of important variation in higher education finance, which saw the introduction of up-front tuition fees and the abolition of maintenance grants in 1998, followed some eight years later by a shift to higher deferred fees and the reinstatement of maintenance grants. We create a pseudo-panel of university participation of cohorts defined by sex, region of residence and family background, and estimate a number of different specifications on these aggregated data. Our findings show that tuition fees have had a significant negative effect on participation, with a £1,000 increase in fees resulting in a decrease in participation of 3.9 percentage points, which equates to an elasticity of -0.14. Nonrepayable support in the form of maintenance grants has had a positive effect on participation, with a £1,000 increase in grants resulting in a 2.6 percentage point increase in participation, which equates to an elasticity of 0.18. These findings are comparable to, but of a slightly lower magnitude than, those in the related US literature.

This paper explores the relationship between tuition fees charged by MBA programmes and the number of applications to these programmes, using a panel dataset comprising universities from countries across the world. Using Three-Stage-Least-Squares methods for simultaneous equations, we find a two-way relationship between tuition fees and applications: higher application numbers encourage universities to charge higher fees in the future, but higher fees in turn curtail application numbers. We find evidence that higher GMAT scores of existing students increase applications, as do higher post MBA salaries. Meanwhile, university and programme professional accreditations do not impact on student application choices, nor do alumni ratings of programme quality. Published MBA programme rankings appear to have little impact on applications, and where an effect can be identified, it appears that a better ranking discourages applications.

"Revenue supplementation" in higher education refers to shifting higher education costs away from relying mainly (sometimes virtually exclusively) on government, or the taxpayer, and toward parents, students, philanthropists, businesses, and other sources. "Cost-sharing" refers more specifically to requiring that parents and students pay all or most of tuition, lodging, and food costs, and other fees, as well as lessening the value of grants or raising the effective interest rate on student loans. This article identifies some of the historic resistance to cost sharing as well as its rationales-the most compelling of which is the sheer need for revenue, coupled with the increasing unlikelihood that African governments can raise enough revenue by taxation to meet currently underfunded social needs and simultaneously provide substantially more to meet the rising costs of higher education. The article identifies some limitations to the "dual-track" tuition policies in East Africa and some reasons for the many failures African countries have experienced with student loan programs. It cautions against the prevailing fascination with incomecontingent loans and makes recommendations, drawn both from theory and from the few empirical examples of "things that work." Résumé Dans le domaine de l'enseignement supérieur, le concept d'« augmentation de revenu » consiste à ne plus dépendre principalement (parfois exclusivement) du gouvernement ou du contribuable pour ce qui est des dépenses d'éducation, et à * An earlier version of this paper was presented to a conference, "

This paper reports on research into the ways that schools engage in university application processes. Questionnaire and interview data were collected from 1400 Year 13 students from 18 independent and state schools in England and 15 in-depth interviews were carried out with school teacher higher education (HE) advisors. The analysis compares independent and state schools with respect to: the types of higher education institutions (HEIs) that students applied for; the way the HE application process was managed in their schools; and how teacher advisors explained and managed the processes and outcomes for their students. Informed by Bourdieu’s relational sociology, our discussion focuses on how schools in the two sectors mobilise different forms of capital in the competitive processes of university application. We also use the notion of doxa to explore how these micro-institutional processes and teacher advice relate to observed differences between state and independent sector students’ HE destinations.

This book is made up of two parts. The first part starts with chapter 1 which will look at the
economic rationale behind the funding of higher education, using two models as an example: the
Scandinavian model of full public funding versus the Anglo-American model of full cost fees
(throughout the book the terms ‘fee’ and ‘tuition fee’ will be considered interchangeable). This part
will further examine the impact tuition fees may have on the organisational behaviour of universities
as they begin to see students as customers (chapter 2). Chapter 3 will address the quality of
education. Chapter 4 will consider the developments in Europe leading up to the creation of the
European Higher Education Area.
The second part of this book will feature a number of case studies. Chapter 5 will look at the
difference between public and private institutions and their approach to recruiting students based
on the experience in the United States. The next case study (chapter 6) is that of the United Kingdom
– without doubt the most experienced country in the EU on international student recruitment and
full cost fees. Chapter 7 will review the developments in Italy, and the final case study describes the
situation in Finland and Denmark (chapter 8).
In chapter 9 we will draw some conclusions about the impact of tuition fees on international
student recruitment.

There is a currently a growing literature investigating the relationship between tuition fee rates and access to post-secondary education. This paper is an analytical review of several existing empirical works that address this relationship. The paper is organized into 3 sections. The first section introduces the existing literature to be examined, and is organized by the studies’ respective geographical locations with the first subsection examining the impact of university tuition fees in Germany—prior to the abolishment of tuition fees in every German state in 2014. The second subsection will consider the relationship between tuition fees and applicants to the MBA program at the global level. The third and final category of this literature review will investigate Canadian tuition fees and enrolment rates. This final section concludes this paper, with a few recommendations for further research.

As governments are increasingly turning to cost sharing in order to meet the growing demand for, and decreasing government investment in, public higher education, the choice among different tuition fee policies becomes of great importance. Tuition fee policies and the financial assistance policies that accompany them are critical both for the very considerable revenue at stake and for the potential impact on higher education accessibility and the implications for equity and social justice. This paper will look at tuition fees in an international comparative perspective in the context of this rich mixture of finance, ideology and politics.

Recent changes in the English tuition fee policies have spurred a debate on the impacts on student choices for higher education. Expectations range from a sharp decrease of participation in higher education to relatively little change in student demand. We surveyed 1,549 year 12 sixth form students from four institutions spread geographically across England. We have broadened the approach to the study of student choice by not only considering the impact of going to higher education or not, but have included in our choice scenarios the consideration of looking for cheaper higher education alternatives and of looking for higher education abroad. This brings our study from a focus on widening participation and access into the realm of the dynamics of increasing choice in a globalised world. The data suggest that financial issues are key influencers. We conclude that the English higher education system may be confronted with significant changes in student choice patterns, given the study’s finding that students show high levels of anxiety and consequently consider a much broader range of study options: within or outside higher education; in publicly-funded or for-profit institutions; and in the UK or elsewhere.

In 1985, I was granted a three-month sabbatical: a reward for having survived five financially challenging and sometimes stressful years as president of the largest comprehensive college in the State University of New York system. More than a little of the stress had stemmed from my incessant sparring with the governor and the New York State Legislature over whether tuition fees — then approximately 15 per cent of the underlying costs of instruction, but generously means-tested so that low income families were spared virtually any out-of-pocket tuition-related expenses — should rise as our underlying institutional costs rose. The source of our rising per-student costs, as is the case in higher educational institutions everywhere, was almost entirely due to increases in faculty and staff compensation, which in the State University of New York was negotiated exclusively by the governor of the state rather than by the presidents of the system's colleges and universities or even by our State University of New York system trustees. But the governor — in this instance supported politically by most of the New York State Legislature — refused to countenance even the modest increase that would have maintained our already low (by US standards) tuition fees at a constant percentage share of these increasing costs (for which the governor, in effect, was mainly responsible). Furthermore, neither the governor nor the state legislature had any intention of increasing the state taxpayer's contribution by enough even to maintain the state's current ‘share’ of these underlying cost increases — much less by enough to make up for that part of the parent/student share that was now missing due to their refusal to increase tuition fees.

This dissertation provides a quantitative empirical analysis of the numbers of participants in England’s higher education system, and the subjects they studied, for the academic years 1998 - 1999 to 2015 – 2016. The research explores how participation and access were affected by the changes concerning fee payment imposed by successive governments. Using data from HESA, the areas specifically examined are changes in student numbers, changes in numbers of new entrants, changes in level and type of study, changes in the number of overseas students, changes in gender ratios, and subjects that undergraduates have chosen. The results show that participation for both full- and part-time students in higher education in England decreased coinciding with the introduction of the £9,000 annual fee on an income contingent loan repayment model, whereas prior to that student numbers were increasing. This had changed for full-time undergraduates by 2015 - 2016, but the number of part-time undergraduates continued to fall, even though they were not charged £9,000. The overall effect was that undergraduate participation fell by 11.65% in England, compared to Scotland, Wales and Northern Ireland who experienced an increase of 6.7%, possibly due to differences in funding strategies. The evidence also shows that many EU and international students were still attracted by UK universities, but increasingly as graduates. With regard to subject choice, the evidence shows that there was a swing towards subjects associated with higher salaries, and humanities and vocational courses, such as education, declined in popularity.

During the 1980s and 1990s the Israeli system of higher education went through a radical transformation. The number of degree-granting institutions increased from about 10 to over 80 and the number of undergraduate students increased from about 50 to over 120 thousand. Until the late 80s, over 90 percent of undergraduate students attended one of six research universities. The expansion was achieved primarily through the establishment of less selective, non-research colleges that specialized in undergraduate education. Several types of colleges were established including regional public colleges, teacher-training colleges, extensions of foreign institutions of higher education, and private colleges offering degrees in the professions, especially law, accounting and management, where tuition fees are about double those common in public institutions. This paper describes these changes and examines their effects on the educational stratification process at the tertiary level. We also study differences between graduates from the different types of tertiary institutions in occupational and income attainment. We address the following research questions: (i) did the transformation increase the odds of attending higher education or did it simply enable the system to meet the growing demand that resulted from immigration and endogenous demographic growth? (ii) Did it reduce social selection in higher education? (iii) Did competition from the new colleges reduce social selection by the veteran universities? (iv) Did the transformation equalize the opportunity to study 'desirable' fields or did it primarily expand opportunities in the least selective fields of study? (v) How do the new types of tertiary institutions compare to the veteran universities in their effects on graduates' occupational and income attainment?

This paper investigates the effects of two speci®c forms of intervention in the market for education: an ability test for admission to university and a subsidy to tuition fees ®nanced through general taxation. Both these measures enhance equality of opportunity, but their equity and ef®ciency effects are ambiguous. This ambiguity is re¯ected in the political economy equilibrium which would emerge as the result of voting on the level of the ability test and of the subsidy.

In Arkansas, a parent is only required to pay child support until the child turns eighteen or graduates from high school. Given the rising college tuition expenses and the increasing necessity for Post-Secondary Education to earn a living, the statute should be amended to extend a parent’s obligation further, to aid their child’s entry into college. In the past, exceptions have been made when a child had a severe handicap that justified further support. Recently, some states have required continued child support to help with the cost of tuition. For example, North Dakota issued a list of factors that could justify continuing child support that focused on financial difficulties rather than handicapping conditions. Missouri allowed continued child support as long as the child maintained steady enrollment in college. Also, various court cases compelled New Jersey to add college tuition to its acceptable factors for extending child support. Such changes in the Child Support Statutes will be necessary in order for Arkansas to maintain an educated workforce.

We analyze some characteristics of the higher education system in Argentina regarding equity and efficiency. Individuals attending the university belong to the top deciles of the income distribution and to relatively highly educated families. Almost 90% of the students in tuition-free public universities have higher than median per capita family income and almost 50% attended tuition-financed private high schools. We compare these students with those who attend non tuition-free private colleges. Although students in private universities seem to have higher per capita family income, this difference is not large enough to distinguish the two groups after controlling for other variables. These facts imply that there is an implicit transfer to the richest individuals in the society. We argue that equity and efficiency of the system can be improved by charging tuition fees. Complementary, selective scholarships and loans could be offered to attract the most talented students from poor families. 

The introduction of mobile phones has provided many benefits to business leaders, government agencies and to the public at large. Today, most of the universities in Malaysia are using the mobile phones to help in communicating with their students. Using the mobile phones, students are able to send and retrieve information in relation to their examination results, information on the tuition fees and others university matters. This paper aimed to explore the factors that influence university students to use “SMS Exam Result Query System” (SERQS). This study was conducted in one of the public Universities in Malaysia; the Universiti Malaysia Sabah. In order to explore the factors, the current study will extend the applicability of “technology acceptance model” in the context of SERQS. This paper provides a workable direction for the University in offering many services using mobile phone for students.

The recent trebling of tuition fees has created greater financial pressures for young people thinking about attending University and this research highlights how young people from lesser privileged socio-economic backgrounds are less likely to attend university as a direct result of tuition fees.  Youth transitions and the way in which young people grow up in the UK will be limited by greater financial restraints surrounding university attendance and this research highlights that fees will increase exclusion for more young people from lesser privileged backgrounds because they will be forced to live at home to study in an attempt to balance costs. This reduction in social integration in Higher Education comes at a time where there has been increased social unrest and rioting in London amongst young people who feel marginalised and this paper encourages greater activism to re-appeal this tuition fee legislation that burdens this generation of young people with great debt and that also seeks to further consolidate class polarisation in favour of privileged ruling class elites.

During the 1980s and 1990s the Israeli system of higher education went through a radical transformation. The number of degree-granting institutions increased from about 10 to over 80 and the number of undergraduate students increased from about 50 to over 120 thousand. Until the late 80s, over 90 percent of undergraduate students attended one of six research universities. The expansion was achieved primarily through the establishment of less selective, non-research colleges that specialized in undergraduate education. Several types of colleges were established including regional public colleges, teacher-training colleges, extensions of foreign institutions of higher education, and private colleges offering degrees in the professions, especially law, accounting and management, where tuition fees are about double those common in public institutions. This paper describes these changes and examines their effects on the educational stratification process at the tertiary level. We also study differences between graduates from the different types of tertiary institutions in occupational and income attainment. We address the following research questions: (i) did the transformation increase the odds of attending higher education or did it simply enable the system to meet the growing demand that resulted from immigration and endogenous demographic growth? (ii) Did it reduce social selection in higher education? (iii) Did competition from the new colleges reduce social selection by the veteran universities? (iv) Did the transformation equalize the opportunity to study 'desirable' fields or did it primarily expand opportunities in the least selective fields of study? (v) How do the new types of tertiary institutions compare to the veteran universities in their effects on graduates' occupational and income attainment?

The paper addresses the development of higher education in the Czech Republic after 1989, with special emphasis on the relevant legislation, institu- tional settings, financing and enrolment. Czech higher education has changed profoundly since 1989. Universities were granted almost full autonomy as early as in 1990. They have reformed their curricula, expanded programmes in the hu- manities and social sciences, and eliminated political criteria from admissions policies, both for faculty and students. However, the structural changes were not as quick and profound as obtaining and mastering the freedom was. The most significant structural changes in the Czech tertiary educational system addressed in the paper are decentralisation and diversification. With regard to financing, the authors argue that universities have remained dependent on the state to a high degree. Several attempts to expand multi-source financing by introducing cost- sharing features (tuition fees, loans, student all...

This quantitative study aims to ascertain the significant relationship existing between parents' profile, and their school choice and school loyalty. Data were gathered using the researcher's two-part made instrument. Respondents were first asked to fill in a robotfoto for purpose of profiling their baseline characteristics and were later asked to rate listed indicators, using a modified 8-point Likert scale. Using statistical tools such as the ANOVA, factor analysis, correlation, mean, and standard deviation, data were treated indepth. It is interesting to note that although parents are loyal to their alma mater, this does not have a much impact on their choice of school for their children. On the whole, parents' choice of school is based on its indispensable qualities. Among the three interval-scale profiles of the parent respondents such as age, income, tuition fee payment and number of children, none of these relate to school choice, but age, income, and tuition fee payment negatively relate to school loyalty. From their nominal-scale profiles, significant differences were noted in their school choice when grouped according to civil status, place of work, and terms of payment. With respect to school loyalty, significant differences occurred in their responses when classified according to gender, terms of payment and their active participation in the Parent-Teacher Association (PTA).

Economical education can be viewed as a relatively new activity of
financial sector in Poland and globally. Author focuses his analysis on its functioning in Polish educational system and concludes that it currently resolves to banking education - both because of banks’ engagement in its organization as well as its bias towards individualism and consumerism. The final part of the article is devoted to alternative in a form of critical economical education, which would be aimed at critical description of economic processes and construction of individual and collective strategies of acting within the realm of economic activities and with a purpose of changing the latter.

Three universal demands characterize higher education globally: the demand for higher quality, for increased access, and for greater equity. In East Africa, where resources are highly constrained, no nation has been able to meet these demands on the basis of public ...

In this paper we analyze the effect of increasing labor (i.e. graduates'/academics') and student mobility on net tax revenues when revenuemaximizing governments compete for human capital by means of income tax rates and amenities offered to students (positive expenditure) or rather tuition fees (negative expenditure). We demonstrate that these instruments are strategic complements and that increasing labor mobility due to ongoing globalization not necessarily implies intensified tax competition and an erosion of revenues. On the contrary, the equilibrium tax rate even increases in mobility.

This paper presents a model of two countries competing for a pool of students from the rest of the world (ROW). In equilibrium, one country offers high educational quality for high tuition fees, while the other country provides a low quality and charges low fees. The quality in the high quality country, the tuition fees, and the quality and tuition fee differential between the countries increase with the income prospects in ROW and the number of international students. Higher stay rates of foreign students lead to more ambiguous results. In particular, an increase in educational quality can be accompanied by a decline in tuition fees. Furthermore, international competition for students can give rise to a brain gain in ROW.

During the 1980s and 1990s the Israeli system of higher education went through a radical transformation. The number of degree-granting institutions increased from about 10 to over 80 and the number of undergraduate students increased from about 50 to over 120 thousand. Until the late 80s, over 90 percent of undergraduate students attended one of six research universities. The expansion was achieved primarily through the establishment of less selective, non-research colleges that specialized in undergraduate education. Several types of colleges were established including regional public colleges, teacher-training colleges, extensions of foreign institutions of higher education, and private colleges offering degrees in the professions, especially law, accounting and management, where tuition fees are about double those common in public institutions. This paper describes these changes and examines their effects on the educational stratification process at the tertiary level. We also study differences between graduates from the different types of tertiary institutions in occupational and income attainment. We address the following research questions: (i) did the transformation increase the odds of attending higher education or did it simply enable the system to meet the growing demand that resulted from immigration and endogenous demographic growth? (ii) Did it reduce social selection in higher education? (iii) Did competition from the new colleges reduce social selection by the veteran universities? (iv) Did the transformation equalize the opportunity to study 'desirable' fields or did it primarily expand opportunities in the least selective fields of study? (v) How do the new types of tertiary institutions compare to the veteran universities in their effects on graduates' occupational and income attainment?

This paper seeks to conceptualize the processes of de-privatization in higher education. Trends of de-privatization (and contraction in enrolments) are highly interesting because they go against global trends of privatization (and educational expansion). De-privatization means a decreasing role for the private component in the changing public-private dynamics. The paper studies its two dimensions (funding and provision) and distinguishes between seven potential empirical organizational/ geographical levels of analysis. Empirically, the paper draws from data from Central Europe. The traditional dichotomous pairing of the public and the private is shown to still be useful in specific empirical contexts, despite it becoming blurred globally. Major approaches to privatization in higher education over the last two decades are rethought and redirected toward de-privatization. An empirically informed notion of de-privatization is being developed and its usefulness is briefly tested.

Le mode actuel de financement des étudiants transfrontaliers, qui repose sur le pays hôte, n'est ni soutenable ni efficace : il produit trop peu de formation transfrontalière. Partant de là, nous explorons deux solutions alternatives. La première substitue au financement par le pays hôte, un financement par le pays d'origine de l'étudiant, via des chèques utilisables dans les institutions nationales comme étrangères, dont la qualité est agréée. La seconde, potentiellement efficace, combine cette substitution avec un remboursement des frais de formation au prorata de la carrière professionnelle à l'étranger. Ce remboursement peut prendre la forme d'un transfert entre pays ou de la transformation des chèques en prêts contingents. Enfin nous examinons le cas d'un minerval différencié, une solution toutefois incompatible avec les règles actuelles de l'union européenne.

Robert Gary-Bobo Alain Trannoy Faut-il augmenter les droits d'inscription à l'université? Nous adoptons la perspective de pouvoirs publics cherchant à améliorer l'efficacité économique, sous la contrainte de ne pas rendre plus inéquitable l'accès à l' ...

In the last decades Portugal experienced a significant change regarding higher education admission and participation, as it passed from about 24000 students in 1960/1961 to round 377000 students in 2007/2008. Accessibility is countrywide guaranteed.