Tuition Costs Research Articles

The Evolution of Virtual Concept of Education: Analysis of the Revealed Preferences and Digital Challenges

Distance education offers flexibility and accessibility to students with diverse needs and contexts. However, it is crucial to understand the factors that motivate students to choose this educational modality, especially in programs like Public Accounting, which require specific skills. The general objective of this article is to analyze the determinants in the decision to study the Public Accounting Program in a distance or virtual modality at the National Open and Distance University (UNAD). A mixed methodology is employed, supported by authors such as Creswell (2014), combining quantitative and qualitative data, and using the Probit model to identify factors influencing this choice. A significant finding is that tuition cost, the Saber 11 test score and parents' education are significant variables affecting students' decisions, with tuition cost having the greatest influence on the probability of choice.

TƯƠNG LAI CỦA GIÁO DỤC ĐẠI HỌC: MÔ HÌNH MỚI CHO THẾ KỶ 21

The 21st century has brought significant challenges to higher education, including rising tuition costs, limited accessibility, and curricula that often fail to prepare graduates for the demands of the modern workforce. This paper investigates these interconnected challenges through a comprehensive review and synthesis of existing literature and research findings. The study examines the financial burdens faced by students, particularly those from marginalized backgrounds, and critiques the limitations of traditional teaching methods and assessment practices. The research proposes a transformative roadmap for higher education, emphasizing affordability, accessibility, and the cultivation of essential skills. It highlights the potential of technology to enhance access and create engaging learning environments that foster active learning. The study also advocates for a curriculum redesign that incorporates interdisciplinary approaches, problem-based learning, simulations, and critical reflection, empowering graduates to navigate a complex and interconnected world. The paper concludes by stressing the importance of collaboration among diverse stakeholders to achieve a comprehensive transformation of higher education, ensuring it remains a powerful force for social mobility, economic advancement, and individual empowerment in the 21st century. Keywords: Active learning; curriculum redesign; higher education; skills development.

Modern practise of financing higher education: an analysis of the experience of OECD countries and the Republic of Kazakhstan

Relevance. The study examines higher education financing systems in OECD countries and Kazakhstan, analyzing the contributions of different funding sources. This is relevant as education funding impacts access, quality, and economic development. Purpose. The main goal of the study is to determine the share of participation of the state, the private sector and other entities in financing the higher education system in the OECD countries in comparison with the Republic of Kazakhstan. Methodology. The research used economic and statistical methods, comparative analysis, and expert evaluation. Data was gathered from OECD, World Bank, UNESCO, and Kazakhstan government reports and statistics. Results. The study found four main models of higher education financing among OECD countries, varying in tuition costs and student support. Most OECD countries spend over 1.5% of GDP on higher education, with the public sector as the main funder in European countries. Kazakhstan spends only 0.3% of GDP on higher education, with 70% of students self-funding their education. Conclusions. Kazakhstan's higher education financing system provides limited government support and low tuition fees, resembling the fourth OECD model. To improve competitiveness, Kazakhstan needs to increase investment in higher education and human capital development, expanding funding sources and mechanisms based on OECD country experiences. The current grant allocation system is not equitable for low-income students and needs reform. Keywords: higher education; state funding; private sector; state budget expenditures

Investment in tertiary education in OECD countries: Student spending and public support, allocation of education funding by resource category

Subject. This article discusses the issues of financing and ensuring the accessibility of higher education, and getting the balance between higher education spending and other public spending. Objectives. The article aims to analyze the major economic indicators of the higher education system's development in some countries and regions. Methods. For the study, I used the general scientific research methods. Results. The article describes different combinations of students' tuition costs and ways to find the optimal balance between different forms of learning support undertaken by governments of different countries. Conclusions. The high quality of higher education is recognized as an absolute priority. In the coming decade, higher education ecosystems will change in many countries, driven by changes in demand for higher education. More flexible and diverse financing modalities are needed, taking into account the practices of different countries.

Integrating the 4Ps in masters-level nursing education

BackgroundThe curriculum for our generalist masters in nursing program required a heavy credit load of science courses shared with the nurse practitioner programs. The bundle of required courses far exceeded the masters in nursing program completion outcomes, increasing tuition costs and prolonging the program of study for students who were not seeking advanced practice credentials. PurposeThe purpose of this project was to streamline the curriculum and better align course content with MS program expected learning outcomes, student learning needs, and recent accreditation requirements. ProcessCourse expected learning outcomes were drafted and mapped to program expected learning outcomes and AACN The Essentials: Core Competencies for Professional Nursing Education (2021) concepts and sub-competencies. A two-course series totaling 5 credits was developed to integrate the 4Ps (pathophysiology, pharmacology, physical/health assessment, and health promotion) into an online master's level nursing curriculum while decreasing the total number of credits. OutcomesA total of 67 students successfully completed the online courses during the first semester. Minor revisions based on student feedback were made after the first implementation. ConclusionsIntegrating the 4Ps into a series of two courses is a feasible option for streamlining a generalist masters in nursing curriculum.

Why do students resist assessment by group-work? Hearing critique in the complaint

The cry that today’s higher education students are particularly individualist is a commonly-heard one. In England, the considerable personal cost of tuition is often blamed for creating a series of negative student traits, including consumerism (an idea that one has bought the right to a degree) and individualism (a sense of the individual as the beneficiary of the bought product, as against any sense of collectivism, or education as public good). This paper explores one element of students’ purported individualism: their resistance to group-work as an aspect of assessment. Presenting interview data with university students in England, it argues that such student disquiet does not stem from a resistance to collectivism in general. Using pragmatic sociology, the paper considers students’ often gentle and humorous comments about group-work as critique, not complaint. Rather than understanding students’ resistance to group-work as individualist grievance about doing something they would simply rather not do, this way of conceptualising their comments understands students as making critical points about what should be assessed for at university. It argues that this way of thinking about resistance to group-work leads us to take that resistance seriously, and in turn to take students seriously as interlocuters on educational matters.

Encompassing Diversity in International Business Education: A Case Study of Virtual Service-Learning

ABSTRACT Achieving inclusion and equity in international business (IB) education remains a challenge, given the rising costs of college tuition and the increasingly diverse and non-traditional student population. These changes may reduce the feasibility and relevancy of activities, such as study abroad programs, and an MNE-centric IB curriculum for a significant number of college students today. To overcome these challenges, in this paper, we share our findings from a case study on a virtual service-learning project that fostered cross-border interactions between undergraduate students in North America and small business owners in Central America. Over the course of one semester, students worked to draw connections between their unique individual backgrounds and skill sets, connect IB and global strategy concepts to small business operations, and deepen their understanding of sustainable development. Our findings demonstrate that this practice can enhance student enjoyment, academic learning, professional growth, and civic learning. Overall, virtual service-learning can be effective as an alternative teaching and learning approach to address the significant challenges in IB education.

Changing Patterns of Social Inequality and Stratification in Relation to Migration, Ethnicity, Gender, Class, and Education in South Africa

Purpose: This paper examines the changing patterns of social inequality and stratification in relation to migration, ethnicity, gender, class, and education
 Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries.
 Findings: Changing patterns of social inequality and stratification are influenced by migration, ethnicity, gender, class, and education. Migration can lead to economic disparities for immigrants, either through improved opportunities or exploitation. Ethnicity remains a significant factor, with ethnic minorities facing discrimination and limited access to resources. Gender inequality persists with disparities in pay and leadership roles, while class-based inequality continues through inheritance and income distribution. Access to quality education plays a vital role in social mobility, but disparities in resources and rising tuition costs can limit opportunities.
 Unique Contribution to Theory, Practice and Policy: Intersectionality theory, Human capital theory & Transnationalism theory may be used to anchor future studies on changing patterns of social inequality and stratification in relation to migration, ethnicity, gender, class, and education. Organizations and institutions should implement diversity and inclusion programs that go beyond tokenism. Develop and implement comprehensive immigration reform policies that address the rights and social integration of migrants.

Impact of Economic Growth on International Student Enrollment: A Comparative Analysis of Chinese Mainland and Taiwan

This study conducts a comparative analysis of the impact of economic growth on international student enrollment in Chinese mainland and Taiwan. Through regression analysis, this study discovered a counterintuitive negative relationship between GDP growth rate and international student numbers in China, suggesting additional factors beyond economic indicators influence student attractiveness. Potential variables such as tuition costs, visa regulations, and perceptions of higher education quality warrant further exploration. In Taiwan, the absence of a significant correlation emphasizes the prominence of cultural, educational, and policy-related influences. These findings highlight the need for comprehensive policymaking encompassing economic indicators, academic quality, cultural inclusivity, and support structures. By understanding these complex factors, both Chinese mainland and Taiwan can shape their international education strategies effectively, creating nurturing environments that cater to diverse student cohorts. This research contributes to a deeper understanding of international student mobility dynamics and informs strategies to enhance the attractiveness of higher education destinations.

The effect of promotion and tuition costs on the determination of higher options

The decision-making process for higher education options is influenced by various factors, including promotions and tuition costs. This study aims to examine and determine whether promotion and tuition fees partially and simultaneously have a significant effect on the choice of college for new students of the 2020/2021 class of the Informatics Management study program, at the State Polytechnic of Banjarmasin. This type of research is explanatory with a quantitative approach. The variables in this study consist of promotion variables, tuition fees variables, and choice selection variables. Sampling using a non-probability sampling technique in which carried out using a convenience sampling technique of 60 respondents with analysis multiple linear. Based on the results of the data analysis carried out, it shows that there is a significant effect of the promotion and tuition fees have an effect on the choice of college for new students.

Relationship between cost-related factors and student retention in part-time teacher education programs in universities: The case of Kabarak University

This study sought to establish the relationship between cost-related factors and student retention in part-time teacher education programs at Kabarak University in Nakuru County, Kenya. Student retention in part-time teacher education programs has been a critical concern to most universities in Kenya and beyond. This study used a close-ended questionnaire, a focus group discussion and an interview schedule as the data collection instruments. The study adopted a case study design. The main sampling techniques that were used in this study were census and purposive sampling techniques. Purposive sampling was used in the selection of the part-time program, which is the main interest of the researcher, part-time teacher-education programs, as well as the university under study. The target population was a total of 261 students enrolled in the Part-time Teacher Education Program with a sample size of 155 students. The results displayed that there is a statistically significant negative relationship between cost-related factors and student retention (r= -0.434**;p<0.01). The study concludes that the problem of low student retention in universities is exemplified by the ever-increasing tuition in institutions, which could have a significant impact on student retention. The study recommended that universities should focus on financial aid programs from the start of student studies, particularly those from low-income families, and find ways to meet their tuition costs. This approach would lead to increased student retention at the university.

Reputable and affordable programs with a strong commitment to diversity: Factors influencing school psychology student admission decisions.

A current issue in the field of school psychology is the extreme shortage of school psychologists, and this is likely to persist in the future. Effective recruitment into school psychology programs is one of the most important strategies to increase the number of school psychologists. Within the present study, researchers created the Graduate Enrollment Admissions Rating Scale (GEARS), a survey measuring several different factors that school psychology students consider when applying to graduate programs, to determine what factors contributed to school psychology students' choice of program. The GEARS was sent via email to current school psychology graduate students. Overall, current students rated program quality, including faculty friendliness, as the most important factor influencing their decision. Second, considerations reflecting the program cost were influential. Diversity issues were the third most important factor in students choosing their school psychology programs. Costs and research/teaching opportunities were more important in the recruitment of doctoral students than specialist students, but specialist students valued convenience of a program more than doctoral students. Results of this study suggest that faculty members in charge of recruiting need to consider ways to manage tuition costs, develop relationships with future students, and strive toward high-quality programs as the best ways to increase the likelihood that students will attend their university. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Socio-Economic Background Impacts Academic Goals, Performance, and Achievements among Private University Undergraduates in Chittagong, Bangladesh

Purpose: The study aims to examine the impact of socioeconomic status the academic performance of undergraduates in private universities in Chittagong, Bangladesh. It aims to understand the impact of family financial background on students'' academic goals, results, and activities, as well as the role of family, social, and institutional issues in students'' choices and decisions. The study also aims to test students'' understanding and identification of social challenges.
 Methodology: A mixed-method study in Chittagong City, Bangladesh, examined students'' attitudes on the socioeconomic background’s impact on academic aspirations and performance. The study with mixed method strategy collected data from 206 undergrad students at private universities, focusing on academic performance, engagement, and personal lives.
 Findings: The study found that socioeconomic factors impact students'' academic performance at private universities, with middle-class students from Bangladesh enrolling to complete their education. However, tuition costs and family influences can lead to part-time employment, starting businesses, or discontinuing studies. Institutions and students'' personal desires can help improve academic performance. While some students use the financial crisis of family as inspiration, they lack the necessary tools to manage difficulties and participate in university activities Family socioeconomic background significantly impacts students'' academic performance and extra-curricular engagement, especially in private universities. Poor students face financial constraints and struggle to navigate academic environments. Institutional environments, personal life, and part-time jobs can hinder motivation.
 Recommendations: The study suggests addressing psychological issues among socioeconomically weak private university students, involving parents, personal lives and studying public-private university challenges. It also recommends interviewing scholarship recipients and training higher education teachers to provide personal guidance and consultancy for students facing mental stress. Soft Hands from families, teachers, peers, and an appropriate institutional environment can improve performance.

Does private tuition crowd out private schooling? Evidence from India

The paper argues that private tuition to some extent crowds out private schooling. Ceteris paribus it compensates for the teaching quality deficiency in government schools. As long as the cost of private tuition is below a threshold, a household may prefer to send its child to a government school. Using the National Sample Survey 75th Round, 2017–18 data on education in India, we estimate a negative significant impact of the share of private tuition expenditure in monthly per capita expenditure of a household on government school enrolment of its child, who is in the 13–18 age group. With a lower cost of private tuition, the child is sent to a government school and private tuition, rather than to a private school. The result remains robust after controlling for district-level school-related variables. The paper also uses a theoretical model for explaining its empirical finding. The theory argues the empirical results derived in the paper provide hard-to-find evidence in support of the widely held view that on average the unaided private schools in India impart better teaching quality compared to the government schools. The results also help us to understand the likely impact of policies like the crackdown on private tuition as has happened in China recently on school choice and quality of education in a country.

Can role models help encourage young people to apply to (selective) universities? Evidence from a large-scale English field experiment

Under-participation in selective universities lowers social mobility in England, the United States and elsewhere. English universities have standardised tuition costs and strongly heterogeneous graduate earnings. Attending a selective university is therefore strongly incentivised, yet under-participation is extensive. The UK Government sent 11,104 `nudge´ letters to school students whose prior attainment made them competitive for entry into selective universities, urging them to consider that option. We evaluate this randomised controlled trial and find it effective at raising the number of students who apply to, and accept offers from, selective universities. We find the cost to be low relative to outcomes.

Engaging or Deterring the Next Generation? An Analysis of Fees for Cardiac Surgery Conferences

BackgroundConferences are valuable platforms for academic discourse. However, trainees, individuals with lower income backgrounds, and attendees from low- and middle-income countries (LMICs) often face significant financial barriers that may limit accessibility to conferences. This study evaluates fees for attending international cardiac surgery conferences to better understand potential financial barriers. MethodsRegistration fees for 2022-2023 international cardiac surgery conferences were analyzed. Fees were categorized on the basis of the career stage and society member status of the attendee. Other data collected included the meeting’s subspecialty, location, availability of discounts, and virtual components. ResultsSeventeen conferences were identified. Discounts are widely available for students, residents, and fellows attending cardiac surgery conferences in 2022-2023. Society member students’ fees ranged from US $0 to $390 (median, US $15; interquartile range [IQR], $0-$198). Society member residents' and fellows’ fees ranged from US $0 to $795 (median, US $200; IQR, $75-$390). Society member staff’s fees ranged from US $200 to $802 (median, US $545; IQR, $441-$608). Four conferences (23.5%) explicitly mentioned discounts for LMIC attendees, whereas 5 conferences (29.4%) mentioned virtual components. ConclusionsConference fees remain substantial for trainees and LMIC participants, who are respectively burdened with tuition costs and lower incomes and purchasing powers. Conferences should explore avenues to reduce financial barriers to provide more equitable opportunities for current and future generations of cardiac surgeons.

Characteristics of Hybrid Learning Among Health Professions Programs: A Mixed-Methods Study.

To characterize current trends in hybrid education within the physician assistant (PA) profession, specifically program design, drivers, and outcomes in comparison with physical therapy hybrid education. This was a mixed-methods study involving secondary data analysis and focused interviews with stakeholders to triangulate the data. Compared with traditional PA programs, hybrid programs have similar admission requirements, higher cost of tuition, larger class size, and higher attrition rate than national mean. Physician Assistant National Certifying Exam outcome data are in line or slightly lower than national scores. Technological advancements and need for faculty/learner flexibility by time and location are frequently cited driving forces. There is a growing trend toward hybrid education among health professions. Other than cost, attrition rate, and immersion experiences, characteristics of hybrids are similar to traditional programs. It is relevant for PA educators to understand how this educational design may shape the future of PA graduates. Long-term impact should be evaluated with future studies.

The effects of free tuition on the persistence of university students in Chile

This article assesses the impact of free university tuition on the persistence of students from low-income families in Chile. Drawing from 10 universities, a sample of students receiving free tuition was compared, using a discrete time survival model, to one of students without free tuition. The results show that students receiving free tuition were less likely to remain at the end of the first two years than were those who had merit scholarships and a loan that covered all tuition costs. On the other hand, free tuition students were more likely to remain at the end of the third year.

Tuition Costs of Master's of Health Professions Education Programs: A Cross-Sectional Analysis.

The increasing professionalization of medical education during the past 2 decades has ushered in an era in which formal degrees, particularly master's of health professions education (MHPE), have become important for career advancement in medical education. Although tuition costs can pose a substantial barrier for many seeking advanced degrees in health professions education, data on tuition associated with these programs are lacking. This study examines the accessibility of pertinent cost-related information available to prospective students and the variability of costs among programs worldwide. The authors conducted an internet-based, cross-sectional study, augmented with emails and direct contact with educators, to extract tuition-related data for MHPE programs between March 29, 2022, and September 20, 2022. Costs were converted to an annual total within each jurisdiction's currency and converted to US dollars on August 18, 2022. Of the 121 programs included in the final cost analysis, only 56 had publicly available cost information. Excluding programs free to local students, the mean (SD) total tuition cost was $19,169 ($16,649), and the median (interquartile range) cost was $13,784 ($9,401-22,650) (n = 109). North America had the highest mean (SD) tuition for local students ($26,751 [$22,538]), followed by Australia and New Zealand ($19,778 [$10,514]) and Europe ($14,872 [$7,731]), whereas Africa had the lowest ($2,598 [$1,650]). The region with the highest mean (SD) tuition for international students was North America ($38,217 [$19,500]), followed by Australia and New Zealand ($36,891 [$10,397]) and Europe ($22,677 [$10,010]), whereas Africa had the lowest ($3,237 [$1,189]). There is substantial variability in the geographic distribution of MHPE programs and marked differences in tuition. Incomplete program websites and limited responsiveness from many programs contributed to a lack of transparency regarding potential financial implications. Greater efforts are necessary to ensure equitable access to health professions education.

Persistence at what cost? How graduate engineering students consider the costs of persistence within attrition considerations

AbstractBackgroundWhile previous work in higher education documents the impact of high tuition costs of attending graduate school as a key motivator in attrition decisions, in engineering, most graduate students are fully funded on research fellowships, indicating there are different issues causing individuals to consider departure. There has been little work characterizing nonfinancial costs for students in engineering graduate programs and the impact these costs may have on persistence or attrition.Purpose/HypothesisFramed through the lens of cost as a component of the expectancy–value theory framework and the graduate attrition decisions (GrAD) model conceptual framework specific to engineering attrition, the purpose of this article is to characterize the costs engineering graduate students associate with attending graduate school and document how costs affect students' decisions to persist or depart.Design/MethodData were collected through semistructured interviews with 42 engineering graduate students from R1 engineering doctoral programs across the United States who have considered, are currently considering, or have chosen to depart from their engineering PhD programs with a master's degree.ResultsIn addition to time and money, which are costs previously captured in research, participants identified costs to life balance, costs to well‐being, and identify‐informed opportunity costs framed in terms of what “could have been” if they had chosen to not go to graduate school. As these costs relate to persistence, students primarily identified their expended effort and already‐incurred costs as the primary motivator for persistence, rather than any expected benefits of a graduate degree.ConclusionThe findings of this work expand the cost component of the GrAD model conceptual framework, providing a deeper understanding of the costs that graduate students relate to their persistence in engineering graduate programs. It evidences that motivation to persist may not be due to particularly strong goals but may result from costs already incurred. Through this research, the scholarly community, students, advisors, and university policymakers can better understand the needs of engineering graduate students as they navigate graduate study.