Cost Of University Education Research Articles

Naming the Moment

This essay introduces and frames a collection of essays speaking into a particularly burning and troubling period in South African history. The slow economic decline over a period of roughly ten years have now accelerated into a two year-long running student protest over high costs of university education. The protesters themselves, and commentary on the protest movement, link the protests to the failure of the promises of the 1994 compromise that saw the inauguration of the new South Africa. At the same time, the protests also pick up on another exclusion, i.e., the vestiges of colonial knowledge regimes and cultural alienation. In the essays here, issues are address that speak into this situation from various perspectives, namely, the agency of African in defining their own history, the authority and sovereignty to interpret the context, and the role of religion in education to construct social identity.

Application of Grey Forecasting Model Based on Improved Residual Correction in the Cost Estimation of University Education

The forecast of the cost of education in university is conducive to strengthening the management of the cost of education, mining the potential of reducing the cost, improving the management level and improving the use efficiency of the funds. Through accounting and forecasting of the cost of education in university, we can make the school to plan the cost and quota index according to its own practical needs, so as to improve the financial system and cost management system of university education.
 This will enable the university to carry out the correct decision-making, and provide support for the preparation of financial budget and long-term planning. At present, there are some defects in existing method of the university education cost prediction. The unitary regression method is very difficult to effectively remove the noise value in the fitting. Artificial neural network model is applied to predict the big data. Although the traditional gray forecasting model has a good prediction effect with the less data and poor information, the model still has the disadvantage that the background value is not smooth enough. In order to solve the above problems, this paper proposes an adaptive residual correction method based on grey system theory, and improves the grey forecasting model. This method can effectively remove the noise in the original data sequence, and it can be used to predict the cost of university education in China.

U.S. accounting professors' perspectives on textbook revisions

Abstract In response to increasing concerns about the cost of university education, we examine one contributor to these costs: the revision cycle of accounting textbooks. We approach the issue from several perspectives. First, by examining copyright dates for 69 accounting textbooks, we find that accounting textbooks have been revised at an increasing rate over the past 28 years. Second, through a survey of faculty, we find that that faculty across accounting sub-disciplines believe that revision cycles should be slower. Faculty who teach sub-disciplines that change more slowly, such as cost accounting, prefer longer revision cycles than do faculty who teach in rapidly changing fields. In addition, faculty who are not textbook authors see less value in frequent textbook revisions. Regarding cost to students, more experienced faculty, female faculty, and faculty who are not authors are more likely to consider the price students pay for textbooks as an important factor in the textbook-selection decision. Third, an examination of published reviews of accounting textbooks indicates that none refer to the cost to students, and few address whether the revised edition is worthwhile. This multi-pronged approach lays the foundation for several recommendations for accounting faculty in these changing times, including our suggestion for the development of a new system of textbook material creation and delivery that would be free to accounting students.

Institutional factors that affect black South African students' perceptions of Early Childhood Teacher Education

Black students account for over 72% of enrolments in higher education, but only a small percentage of them choose Early Childhood Education (ECE) as a field of study and complete the qualification. The purpose of this study was to examine, from the perspective of black ECE students, why so few of them enrol in this particular programme at a historically white university. Through a qualitative, case study approach the reasons for the low enrolment and completion rates were investigated. Participants mentioned that recruitment for this programme, particularly in rural areas should be improved. They also pointed out the higher prestige of other career options, the linguistic challenges they face, the cost of university education and early teacher education in particular, as well as access to transport and resources as barriers to recruitment and retention. Their recommendations for higher enrolment rates included the use of black students to recruit in rural and in township areas, increased funding for bursaries, and more culturally sensitive pedagogies in early childhood teacher education. Keywords : barriers to learning, early childhood, Early Childhood Education, enrolment, minority groups, perceptions, recruitment, teacher education

Returns of Education in the Czech Republic

Prepared for presentation at the Congress of the International Institute of Public Finance (IIPF) in Seville, Spain, 28–31 August 2000, for the session on the opportunity-equalising effects of fiscal systems. University education is nowadays provided as public goods in the Czech Republic. Due to economic pressure on public finance the trend of the 90s became the internalisation of costs associated with university education. The generally accepted hypothesis is that nowadays the returns from the costs of university education are achieved in a shorter time than before economic transition. Additionally, it is thought that the return on university education is differentiated by professions. We aim to test these hypotheses. That is why the cornerstone of our study is the deeper analysis of the differentiation of selected professions in the current state in comparison to the period before transition. After 1989, due to the economic transition and development of the market economy, wage differentiation accelerated in the Czech Republic. An important factor in differentiation seems to be the level of human capital, represented above all by university education. Education significantly increased the chance of finding a job, as another analysis has proven. However, these positive effects of education have been paid for by considerable monetary and non-monetary costs. The paper provides an economic analysis at the level of an individual and his point of return between costs and revenues from university education. To achieve an exact but still simple analysis we take into account only quantifiable monetary costs and revenues. The calculation of the point of return is done with the use of the construction of a cumulated whole-life income and its interpolation. The analysis uses data for the Czech Republic in 1988 and 1997.

All taxes are graduate taxes

For 20 years many governments of developed countries have agreed that more of the costs of university education should be funded directly by its beneficiaries, through one or other—or a combination—of up-front fees and deferred fees repayable as loans or through the tax system. The basis for this view is the belief that univer sity education generates substantial personal benefits for its recipients, and that they should therefore be required to fund their studies, either as students, or subsequently through repayment of student loans or special taxes on graduates' income. The World Bank has acted on the same set of beliefs by requiring its client countries in the developing world to adopt the 'user pays' policy, although this has also been part of its broader aims both to reduce total public spending and to have its clients switch public funding of education from the tertiary level to primary schools. This paper examines first the merits of the underlying arguments for 'user pays' in higher education. It then demonstrates how all tax systems automatically recover the costs of public investment in education through the direct correlations between levels of education, incomes and spending, and taxes. Finally it examines the impact of tuition fees and graduate tax systems on access, equity, and economic growth in developing countries. The paper's conclusion is that the negative effects of fees in higher education are an unnecessary burden on society, because of the automatic recovery of the costs of higher education through the extra taxes paid by graduates on their higher earnings vis-à-vis non-graduates.

Distance Teaching Universities as Promoters of Social Equality and Social Accountability

The autonomous fully‐fledged distance teaching universities (DTU's) that have been established since the early 1970 ‘s in Europe and in other parts of the world, and have been shaped to a great extent on the leading model of the Open University of the United Kingdom, were by their very nature designed to promote social equality and to enhance social accountability in higher education. The major goals on their agendas were to widen access to higher education, to reach out to potential students wherever and whenever they wished to study, to provide high quality learning experiences, to reduce the costs of university education, and to be responsive both to societal demands and to market trends. This article briefly describes the main policies, mechanisms, and measures that the DTU's adopted in order to achieve their goals and concludes with the implications and lessons that might be derived from the experience of the DTU's as to the planning and policy formation of higher education systems in the future.

The Cost of University Education*

The Cost of University Education*

The Business Side of a University

UP to the present time the development of the American university system has proceeded mainly by the multiplication of universities, and by increase in their endowments. The cost of university education has, however, steadily risen everywhere; and while it has been possible up till now to provide for expansion by increased contributions of funds from outside, it is clear that a limit exists to the possibili ties of further increase. It follows that the question as to whether the efficiency of American universities can be increased by a better use of their existing re-osources is an important question which may become urgent in the future, even if it has not done so in the past.

The Cost of University Education in Cambridge

The Cost of University Education in Cambridge