Increase In Tuition Fees Research Articles

European students and staff in higher education in the UK: Statistics, challenges and opportunities

The United Kingdom (UK) Higher Education (HE) community is remarkably international, with a remarkable contribution from citizens of the European Union (EU). Recent statistics indicate that 3.3 % of students (95,505) and 15.6 % of academic staff (37,585) in the UK HE are EU nationals. This article critically analyses current statistics on EU national students and staff in the UK HE system, revealing a diminished appeal for EU nationals. However, internationalisation in the UK HE continues to increase, driven by non-EU internationals. EU nationals face new challenges, such as VISA requirements for work and increased tuition fees for study, acting as barriers to accessing the UK HE system. In contrast, internationalisation opportunities like the Turing Scheme have emerged. Additionally, the data analysis seems to reveal the existence of challenges for EU staff in reaching senior positions compared to UK nationals are highlighted, despite opportunities for improved research impact through international collaborations and access to EU grants contributing to the research income.

Meretas Jalan Kritis: Privatisasi Pendidikan di Perguruan Tinggi Negeri Badan Hukum dalam Lensa Kantian

This research aims to apply Immanuel Kant's ethical framework to examine the moral implications of the privatization of education on State Legal Entity Higher Education Institutions. The study identifies the primary emphasis of ethical analysis on structural changes, tuition fee increases, resource allocation, and stakeholders' perspectives using a literature review approach. Inconsistencies between education privatization policies and the values of universality, fair treatment, and moral responsibility are highlighted by research utilizing the Kantian framework. The research findings indicate that the PTNBH's policy to privatize education raises ethical issues, particularly related to resource allocation, accessibility, and the moral obligations of the institution. In conclusion, there are serious ethical consequences to the privatization of PTNBH education Keywords: Critical Pathfinding, Education Privatization, Kantian Lens, Higher Education Institutions State Legal Entity

Affordability of Higher Education in South Africa

This article investigates why South African universities increased their tuition fees above inflation during the period 2010 to 2019 (intentionally excluding the potential distortion caused by COVID-19). The affordability of higher education is the subject of increased debate among stakeholders in South Africa. From a financial point of view, universities, as typical service organisations, should have benefited from an increase in enrolments. The main reason is that their expenses are typically period costs and are hence less affected by an increase in enrolments. However, the key findings of the study on which this article is based were that revenue increased above inflation, with tuition fees the main culprit. In turn, the reason for increased tuition fees is a significant increase in expenses. This suggests that universities did not benefit from economies-of-scale or efficiency in managing their expenses. The research makes a unique contribution to the body of knowledge by assessing why university tuition fees increased using a financial model to project budgeted revenue, expenses and tuition fees (taking inflation and growth in student enrolments into account) for 2019 using actual financial data from 2010.

Deep Learning for Predicting University Academic Fees in a Semi-Urban Area

Academic fees are an annual amount that students must pay in return for the training they receive. These fees can change according to several factors. Among these factors, some can influence the increase of tuition fees, while others can ensure that fees are moderate. Therefore, this research aimed to analyze these factors and integrate them as predictors in a deep-learning model for predicting university tuition fees. Hence, the authors used quantitative analysis based on secondary data on tuition fees at the Université de l’Assomption au Congo (UAC). These data were used to develop two regressive neural network models, namely the three-hidden-layer neural network and the four-hidden-layer neural network, to determine the best model for prediction and deployment purposes. The metrics used to evaluate the performance of these two models were mean absolute error, mean square error, root mean square error and coefficient of determination. The results revealed that academic costs increase as a student moves up the promotion ladder. After developing these models, although they all performed successively at 95.3% and 95.6%, the hidden 4-layer model was deployed. The predictors used as features were six: academic year, promotion, tuition fees, dissertation fees, partial time lecturers fees and equipment fees.

How do tuition fee increases affect international mobility? The case of European Union students in England

AbstractThis paper presents a descriptive analysis of the impact of tuition fee increases in England on the full‐degree mobility of undergraduate students from the European Union. First, we investigated whether the increase in tuition fees reduced the number of EU students in English higher education institutions. Our analysis shows that, on average, English universities suffered a sudden drop in EU enrolments in 2012/13 but recovered and then expanded their pre‐2012 enrolment levels in subsequent academic years. We observe that those English universities regarded as less prestigious experienced the sharpest decline and took longer to recover their pre‐2012 numbers. Second, we examined how changes in enrolment are associated with EU countries' macro‐level characteristics, using the push‐pull model framework. While there was a significant decrease in the number of students from Northern and Western European countries attending English universities after 2012, the tuition fee increase did not impact the number of students coming from Southern Europe. We found an association between EU countries' youth employment rates and higher education system characteristics with changes in enrolment in English universities. By examining the effect of changes in the tuition fee policy on international student mobility, our research provides new evidence on how tuition fee policies might change the behaviour of students.

대학등록금에 미치는 영향요인과 지역별 차이에 관한 연구

This study analyzes the factors influencing tuition fee increases using spatial regression models. It employs various spatial correlation analysis methods to investigate the geographical correlation of tuition fees among universities and analyzes regional differences and characteristics in tuition fees. To do this, the study focuses on a total of 193 four-year general and education universities and 174 vocational colleges in South Korea in 2022. It observes the concentration tendencies of university distributions using the QGIS program, identifies spatial correlations of university tuition fees through Moran's Index and LISA Index analyses, and finally, utilizes spatial regression models to analyze the factors affecting tuition fee increases. One of the key findings of this research is the identification of spatial correlations among university tuition fees. Tuition fees at adjacent universities are more likely to rise or fall together, and there is a tendency for high tuition fee universities to be geographically concentrated. Additionally, based on prior domestic and international research, this study uncovers internal and external determinants influencing university tuition fees. It uses spatial regression models to specifically analyze and interpret which factors impact tuition fee increases. Admission capacity, freshman competition rate, number of international students, per capita scholarships, dormitory occupancy rate, per capita library resources, and per capita regional total income were confirmed to have a positive (+) impact on university tuition fees, while per capita educational expenses showed a negative (-) impact. The decision to increase university tuition fees should be made by considering multiple factors and should be transparent and fair. To ensure a more equitable distribution of educational resources and prevent excessive economic burdens on students while maintaining educational quality, a fair tuition fee policy should be developed through organic cooperation between the government, universities, and students.

Impact of the increase in tuition fees and demographic factors on medical student intercalation rates between 2006 and 2020

No quantitative research has assessed the trends in English medical student intercalation. In addition, the impacts of the increase in tuition fees, introduced in 2012, and demographic factors on intercalation rates are unknown. Freedom of information requests were sent to all UK universities. Regression analysis compared intercalation rates before (2006-2012) and after (2012-2020) the tuition fee increase. Student's t-tests compared demographics of medical students who intercalated. Questionnaires were sent to all UK universities to explore reasons for intercalating. In total, 101,085 students from seven universities responded. The intercalation rate increased from 4.70% to 10.53% (mean percentage difference (MPD) 5.84; 95% confidence interval (CI) 2.94-8.73). Intercalating students were more likely to be <25 years of age (MPD 33.36%; 95%CI 28.34-38.39), without a previous degree (MPD 8.56%; 95% CI 7.00-10.11) and without a disability (MPD 3.15%; 95% CI 0.88-5.42). In total, 389 completed questionnaires were received from 10 universities. Medical students believed an intercalated degree made them a better doctor. The proportion of students who intercalated was greater following the increase in tuition fees. This might be explained by the value medical that students placed on the skills and opportunities that accompany an intercalated degree.

The impact of teaching on third mission activities of higher education institutions: evidence from the UK

ABSTRACT This study analyses the effect of a change of focus in a traditional mission (teaching) of higher education institutions (HEIs) on the variety and intensity of knowledge exchange (KE) activities. In doing so, it bridges two partially disconnected streams of the literature in science and innovation focusing on HEI missions and heterogeneity in HEI KE activities. The work relies on a longitudinal dataset from UK Research and Innovation (UKRI) comprising information on publicly funded research projects over the 2006–2013 period. Our identification strategy exploits the change in tuition fees following a 2012 reform to proxy for the increased attention to the teaching mission of English and Welsh HEIs compared to other HEIs in the UK. Results show a strong negative effect of the increase in tuition fees on the variety and intensity of KE activities by English and Welsh HEIs. Following the reform, applications for competitive research funding by English and Welsh HEIs did not change in terms of grant length, value and the number of collaborating partners.

The representation of students in undergraduate prospectuses between 1998 and 2021: a diachronic corpus-assisted discourse study

ABSTRACT This article traces how students are represented in undergraduate prospectuses from 1998 to 2021 by employing a corpus-assisted approach to critical discourse analysis of a 1.9 million word corpus of prospectuses from a single Russell Group university in England. Recent decades have witnessed an increase in tuition fees and competition to attract students; hence, it is important to understand to what extent, if any, the representation of students has changed in the prospectuses. Our findings add to the literature by showing for the first time that the representation of students in prospectuses has shifted in ways consistent with the impact of market-driven policy on the sector. Initially, students were positioned primarily as learners, partners to the university, and members of a community. Latterly, students are positioned primarily as consumers and future professionals. These findings are significant because they capture the extent to which a market-driven agenda has been normalised by institutions, and demonstrate how this process of normalisation occurs. Even before they reach campus, young people are conditioned and defined by the market, with the prospectus presenting university as an opportunity to enhance earning power rather than to benefit from life-changing education.

“Fees Must Fall Campaign” in Higher Institutions of Learning: Understanding Staff Perceptions in University of KwaZulu-Natal, South Africa

Three South-African Universities, including University of KwaZulu-Natal (UKZN), constantly witnessed students’ protests because of yearly increment in tuition fees. In 2015/2016, an announcement of 10.5% tuition fee increment incited an even higher level of protests among students. Research on the perception of the impact of fees must fall campaign (FMFC), especially among university staff, remains minimal to date. The purpose of this study is to analyse the impact of the FMFC on the perception of academic staff of the University of KwaZulu-Natal. Staff perceptions contribute significantly to the success and failure of the university or any organization. Data were elicited through a qualitative approach, using in-depth interviews. The target population for this study were academic staff sampled from UKZN. A total of 20 academic staff were recruited with the convenient sampling approach. The NVivo (v.12) qualitative software was employed for the identification of themes and sub-themes while the content qualitative analytical tool was employed to make sense of the themes. The results of the study showed that the #FMFC decreased the quality of education; lectures were suspended for days; and the #FMFC caused disruption on campus for a substantial numbers of times. Concerns were also that the image of the university had been negatively affected, and they felt unsafe. The study recommend the need for the injection of more funds through scholarship and bursary to cushion the effect of the increase in tuition fees, especially for the less-privileged students in order to tame the tide of consistent #FMFC protests.

ФАКТОРЫ ФОРМИРОВАНИЯ БРЕНДА УНИВЕРСИТЕТА (НА ОСНОВЕ РЕЗУЛЬТАТОВ ФОКУС-ГРУППОВОГО ИССЛЕДОВАНИЯ, ПРОВЕДЕННОГО В УНИВЕРСИТЕТЕ ЕСЕНОВА, Г.АКТАУ)

Abstract. The process of globalization is an important and at the same time very difficult process. Depending on one's own needs, opportunities and goals of obtaining higher education, many factors have to be taken into account when making a decision in the conditions of the present time. Today, there are many universities and educational programs on the educational services market, which often only complicates the selection process, since a large amount of information (sometimes contradictory) creates a number of additional questions. In this regard, the brand of the university is becoming more important and relevant, so understanding its role and place in the process of choosing a university is an important task for sociology. Educational brands have their own specifics, different from the brands of the traditional commercial sector. Despite the obvious commercialization of education in general and the fact that recently higher education institutions are most often considered in the context of the educational services market, universities are still non–profit organizations, and higher education is a social institution. The process of globalization in the modern world has transformed the perception of higher education: higher education has turned from an intangible limited resource into a product, has become part of the international market of educational services. In order to be economically profitable in the current conditions of a market economy, universities are forced to fight for a place in the market, resorting to such methods as increasing student enrollment, absorbing weaker educational institutions, opening branches, increasing tuition fees, as well as improving branding strategies. Since November 1, 2021, a CSR sociological center has been established on the basis of Yesenov University at the Department of the Assembly of the People of Kazakhstan. The main goal of CSR YU is to carry out fundamental and applied research works that are relevant and of practical importance in the context of the implementation of innovative educational strategies of Yessenov University. This article is based on the results of a sociological study conducted to determine the state of such key indicators of the university's image as the «brand index» and the «happiness index» of Yessenov University and to identify the optimal set of tools for the effective development of the YU brand. The article analyzes the main approaches to brand research, describes the main stages of conducting and the results of a comprehensive study. Keywords: globalization, education, sociology of education, Kazakhstan, Yesenov University, university, image, educational brand, university brand, social image of the university.

Enhancing Student Employability in Collaboration with the Industry: Case Study of a Partnership with Amazon Web Services Academy

The continuous increase in tuition fees in high education in many countries requires justification by the university authorities of what students receive from them in return. One of the key factors of student recruitment is values for money and quality learning experiences including hands-on industry training that can guarantee immediate employment for the graduates. This article describes redesigning the curriculum of a cloud computing undergraduate module in collaboration with Amazon Web Services (AWS) Academy. Industry-based practical hands-on labs were incorporated into this module for engineering students to improve their practical knowledge and skills related to the Internet of Things. Through an innovative approach, this practitioner research introduces industry best practices and hands-on labs in cloud computing. In this approach, academic theories were incorporated in cloud computing with their applications through industry attachment. It enables students to have both the theoretical and practical knowledge and skills for ensuring their careers in the field of cloud computing. The study finds that students tend to be more engaged and learn better when theoretical knowledge and understanding are combined with real-world applications through the attachment with the industry.

ФІНАНСОВИЙ ПОТЕНЦІАЛ ЗАКЛАДІВ ВИЩОЇ ОСВІТИ УКРАЇНИ: ЕКОНОМІЧНА ПРИРОДА, ПРОБЛЕМИ ТА МОЖЛИВОСТІ ЗРОСТАННЯ

The article is devoted to highlighting the economic nature of financial potential, as an economic category that reflects the financial aspects of the economic activity of economic entities in general and higher education institutions in particular. The purpose of the article is to generalize scientific views, their systematization and the development of methodological approaches to the comprehensive study of financial potential of higher education institutions of Ukraine. The tasks of the publication are the application of comparative and systemic approaches in the study of financial potential, the identification of its relationship with finance as a basic category of financial science based on the use of key categories of the theory of knowledge, clarification the place of financial potential in the list of definitions of economic science and its role in the organization of economic activity at various levels of economic management, finding opportunities for practical growth based on improving the organization of educational activities and modernizing the financial system, developing proposals for improving the management of financial activities of higher education institutions based on the use of estimated (forecast, planned) and actual (reporting) indicators of financial potential. In the process of researching the financial potential as an economic phenomenon, its close connection with the economic power of the main activity of economic (institutional) units of the economy was revealed. For non-financial corporations - this is production activity, for institutions of higher education - this is educational and scientific (scientific and technical) activity. All other types of economic activity are of an additional (secondary, service) nature. Their organization must be directed to the full realization of the capacities of the main activity, which should contribute to increasing the efficiency of economic activity as a whole. Based on the analysis of statistical data regarding the activities of higher education institutions, it was found that the possibilities of increasing their financial potential during 2010-2020 steadily decreased, which is explained by a significant reduction, for various reasons, in the number of students. Overcoming the problem of lack funds, due to the increase in tuition fees, also seems problematic, since the income and expenses of higher education institutions are mainly formed outside their main activity, namely in the plane of the financial system, the modernization of which in line with the best world standards is gaining special importance.

How Harmful Is the Commercialization of Higher Education for the Academic and Social Environment?

The commercial market for higher education in Europe is expanding as governments cut spending on universities in the wake of the 2008 global economic crisis, and universities must be self-sufficient to survive. This commercialization is mainly reflected in the fact that universities begin to pay more attention to fund accumulation rather than improving academic value. With the continuous increase of tuition fees in colleges and universities, students are regarded as consumers and universities are essential commodities needed by consumers. Although commercialization of higher education has some beneficial aspects, such as more funds for schools to provide students with more advanced equipment and more comfortable learning environment, overall, the threat of commercialization to academic quality and social environment cannot be compensated for by those advantages. This paper aims to find out the two main reasons for the commercialization of higher education and the three threats to the social and academic environment brought by the marketing of higher education. Also, the paper also puts forward corresponding solutions for the three major risks; the two reasons analyzed in this paper are mainly the economic crisis and the development of globalization. The three threats are mainly aimed at the teaching quality of educational value and the financial pressure of students. At the same time, the paper gives three corresponding solutions to the threats. This paper argues that the commercialization of higher education severely hinders the improvement of educational value, reduces teaching quality, and brings heavy pressure to students' economy, which directly hinders the healthy development of higher education. If higher education institutions can adopt corresponding strategies to mitigate the threat of commercialization, the commercialization market of higher education may bring many opportunities for the development of higher education industry.

“It feels like a job …” Understanding commuter students: Motivations, engagement, and learning experiences

To understand tourism and events commuter students' motivations, engagement, and learning experiences, semi-structured interviews with 14 students at a university in the UK were undertaken. These interviews revealed that in addition to increased tuition fees which incentivise the presumed cost-effective choice of commuting, mental health issues appear to be another major reason why commuter students decide to stay at home for the duration of their course. The findings also indicate that while commuter students in this study tended to prioritise their academic integration, social integration with peers and participating in extracurricular activities were lacking, thus hindering their sense of belonging. As a result, several recommendations for universities are identified and proposed which could enhance commuter students’ sense of belonging. While the findings are particularly relevant to policymakers and academics in the UK, they resonate more widely in an era of changes in higher education on a global scale.

INSIGHT ON CHINA’S INTERNATIONAL HIGHER EDUCATION COOPERATION IN THE CONTEXT OF US NEW IMMIGRATION POLICY TOWARD INTERNATIONAL STUDENTS

This study explores how China seek international cooperation opportunities in higher education. Due to the change of U.S. new immigration policy toward international students, it is more difficult for Chinese students in some STEM fields to have further study in the United States. Besides, the greatly increased tuition fees, as well as the worry about personal safety distract Chinese students’ willingness to study in the United States. Chinese colleges and universities take this opportunity to actively explore high-quality overseas higher education resources in Belt and Road countries to meet the great needs of Chinese students’ studying abroad. At the same time, China speeds up the process of internationalization of higher education by recruiting scholars all over the world and initiating research and training projects specialized in STEM fields with top universities in the world. Furthermore, Chinese universities strive to contribute intellectual support in global governance and work together with universities from the SCO member States under the framework of SCO University to provide more options for Chinese students to receive high quality international education and training as well.

ANALYSIS OF MARKETING STRATEGY IN INCREASING THE NUMBER OF STUDENTS

This study plans to dissect the idea of the concept of marketing strategy, what variables support and hinder and how to develop the methodology used at the University of Muhammadiyah Lampung with the aim of increasing the number of new students. This exploration is an illustrative quantitative study, the methods used in collecting information are interviews, observations, documentation and questionnaires. The consequences of various information are examined using the Force Field Analysis method. The idea of a procedure to increase the number of new students at Muhamamdiayah University Lampung with approaches including: Product (product), Price (price), people (human resources), Place (location/place), Promotion (promotion), Physical Evidance (Physical Facilities), Process (Service) has not run ideally. An improvement technique is needed with the ultimate goal of increasing the number of new students at the Muhammadiyah University of Lampung, providing smooth abilities to students, expanding teaching skills for lecturers, not increasing tuition fees, providing innovative abilities to students. Furthermore, to increase the number of new students, a special institution is needed that handles new students who intend to increase the number of new students.

Tuition fees at the University of Cape Town: 1923–2020

Tuition fees at South African universities have been increasingly contested in recent years. In this article, we analyse trends in tuition fees for five degrees offered by the University of Cape Town (UCT) from 1923 to 2020. Data were collected from UCT’s handbooks and calendars. Adjusting for inflation, we found that, on average, tuition fees increased nearly 400 per cent from 1923 to 2020. Tuition fees increased only marginally between 1923 and 1970, but increased almost 300 per cent, on average, from 1970 to 2020. We also estimated the affordability of tuition fees between 1946 and 2019. Affordability considers both changes in tuition fees and changes in average income, approximated by per capita GDP. Between 1946 and the early 1980s, tuition at UCT became relatively more affordable as the growth in average income generally exceeded the growth in tuition fees. Post-1980, the combination of modest economic growth and rapid increases in tuition fees has made university education at UCT substantially less affordable. The percentage of per capita GDP required to study at UCT doubled between the early 1980s and 2019.

ПРОБЛЕМЫ РЕАЛИЗАЦИИ НАЦИОНАЛЬНОГО ПРОЕКТА «ОБРАЗОВАНИЕ»

This review article evaluates the implementation of the national project Education 2019-2020. For a year now, Russia has been a regime of severe restrictions on activities due to the COVID-19 pandemic. The author assesses the implementation of a number of federal projects of the national project Education such as Modern School, Young Professionals, New Opportunities for Everyone Digital Educational environment Teacher of the future in terms of lifelong learning the specified period. An analysis of practice and statistics shows that, despite the insufficient funding of NP Education, the execution of expenses is not carried out full. Both vocational secondary and higher education are demand the country, despite the decline real incomes of the population and an increase tuition fees. From 45 to 47% of students of higher education receive education at the expense of budgetary funds. In the national project, the problem of lifelong learning is not given sufficient attention. There are no proposals for a comprehensive solution.

The Funding of Higher Education: An Empirical Examination of the Cost of Education in Business Schools

In late 2020, Australian university funding was profoundly changed by the Higher Education Support Amendment (Job‐Ready Graduates and Supporting Regional and Remote Students) Act (hereafter ‘the Act’). The Act is based on separate funding of education and research and relies heavily on estimates of education costs that are controversial. The Act increased tuition fees for domestic business students by 30%. Using an empirical archival approach, this study examines three questions: (1) What are the costs of providing tertiary education to business students? (2) Does research intensity impact the costs of education? (3) Is there evidence consistent with a cross‐subsidy from education to non‐teaching activities, including research? Unfortunately, sufficiently granular data for Australia are not publicly available, so we use data from business schools in US public universities as a proxy. The sample is partitioned between institutions professing a primary focus on either education or research. Results reveal that undergraduate degrees cost, on average, around AUD3,000 per annum per full‐time student when regressed on university operating budgeted dollars, holding other factors constant; much lower than Australia's increased business tuition fee under the Act. Significant differences for undergraduate, master, and doctoral education costs exist between the education‐ and research‐focused sub‐samples. Master degrees are around triple undergraduate costs, on average. Both research (publications) and research training (doctoral degrees) are high cost, with ‘elite’ publications much more costly than other scholarly publications. We conclude that education costs are impacted by research intensity and that opportunities to cross‐subsidize non‐teaching activities exist.