Student Financial Assistance Research Articles

FACTORS INFLUENCING STUDENT EXPECTATIONS OF SATISFACTION IN CHINESE HIGHER EDUCATION FUNDING

China has gradually developed a multi-stage reform mechanism for student financial assistance in education. This study discusses the importance of satisfaction among students in analysing funding policies and programmes. The report will identify the challenges and shortcomings of university funding by reviewing and studying underlying issues. This study uses a mixture of qualitative and quantitative approaches, with an emphasis on quantitative methods. The primary aim of the analysis is to investigate the variables that affect student aspirations and satisfaction with Chinese higher education funding. It gathers primary data through realistic research and conducts in-depth statistics and data interpretation on the collected data. This study mainly relates consumer satisfaction and the modern public service philosophy to student satisfaction assessment. The evaluation of the new assistance programme of colleges and universities may be basically as a public good. The study adds to Vygotsky's theory of cognitive growth by developing relationships between paying support, free funding, overt funding, tacit funding, and student satisfaction among Chinese secondary students. It establishes the appropriateness of using models and hypotheses from developed countries to study in China. The study's key conclusions involved the impact of paying support, free funding, explicit funding, and tacit funding on student satisfaction. It sheds light on the relationships and impacts of internal higher education institution factors, external higher education institutions factors, and student factors on Student Satisfaction. It offers a more comprehensive view of the impact of different variables on Student satisfaction than previous studies have explored in this area.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0053/a.php" alt="Hit counter" /></p>

Louisiana

The following manuscript of State of the States reviews Louisiana’s education funding environment for both P–12 and higher education systems. Among the highlights of this year’s budget are substantial investments in education. Funding priorities for P–12 include additional dollars for early childhood education programs to help increase access for disadvantaged children in the state. Pay raises have been slated for teachers, public school personnel, and higher education faculty. Conversely, an issue facing several institutions in the state is low enrollment. Higher education continues to experience the effects of the COVID-19 pandemic, with declining college enrollment statewide and additional impacts as far-reaching as student financial assistance. Finally, dollar amounts and percentages are provided for per pupil expenditures and state allocations for P–12 and higher education.

Transformation of the Russian Higher Education System

The Russian higher education system has undergone significant transformation over the past century, with major changes occurring in the pre-Soviet, Soviet, and post-Soviet eras. In recent years, the system has been shaped by the introduction of the Bologna Process, changes in the structure of degrees, and the emergence of private universities. State funding and student financial assistance have played a critical role in financing higher education, as has the financing of research. Quality assurance measures have been implemented through accreditation of institutions, quality assessment of programs, and ranking of universities. The internationalization of higher education has been promoted through mobility of students and faculty, internationalization of curricula, and collaboration with international partners. Despite progress, the system faces challenges related to demographic changes, brain drain, and the need to develop a knowledge economy. Understanding these dynamics is important for policymakers, researchers, and students seeking to engage with the Russian higher education system.

Overview of recent cases before the Court of Justice of the European Union (September-December 2022)

Five judgments from the Court of Justice on social security are reported on in this case note. First, Raad van bestuur van de Sociale verzekeringbank v X and Y (C-713/20) concerns the legislation applicable under Regulation 883/2004 to temporary agency workers in relation to periods between contracts. Second, DN v Finanzamt Österreich (Recouvrement de prestations familiales) (C-199/21) deals with the right to receive family benefits for a parent not residing with his child but bearing the costs of maintenance. Third, MCM v Centrala studiestödsnämnden (C-638/20) is about the export of student financial assistance for family members of migrant workers under Article 45 TFEU. Fourth, the requirement to register a partnership for the purpose of accessing a survivor's pension in a Member State, although that partnership was lawfully concluded and registered in another Member State, is under scrutiny in Caisse nationale d’assurance pension (C-731/21). Fifth and finally, FK v Rechtsanwaltskammer Wien (C-58/21) discusses the requirement to waive one's right to practise as a lawyer in other Member States in order to be granted an early retirement pension in light of Articles 45 TFEU and Article 49 TFEU.

Analysis and Countermeasures of the Current Situation of University Funded Education in the View of Syndrome Differentiation

Student financial assistance in Colleges and universities is an important part of the overall deployment of "targeted poverty alleviation". In order to understand the current situation of financial aid in Colleges and universities and put forward the corresponding countermeasures, a questionnaire was designed based on the identification of poor students, the form of financial aid, psychological assistance and the effect of financial aid. According to the results, using the thought of syndrome differentiation and treatment of traditional Chinese medicine, the concept of combination of disease and syndrome, three factors and so on is applied to the identification and funding of poor students, so as to promote the innovative development of funding education in colleges and universities.

Entrepreneurial Engagement of the Tertiary Education Subsidy (TES) Grantees in Central Philippines State University

The Unified Student Financial Assistance System for Tertiary Education or UniFAST is the government agency in charge of implementing the Universal Access to Quality Tertiratry Education Act (RA 10931). The UniFAST was created in 2015 by virtue of RA 10687 as a system to unify existing government student financial assistance programs for Tertiary Education in the Philippines. It will ensure that deserving Filipinos are given equitable access to educational opportunities. One of these, the Tertiary Education Subsidy or TES. Subsidy as a form of financial assistance plays an important role to augment financial incapacities of students enrolled in Higher Education Institutions or HEIs (Avery, 2014). Through RA 10931 which was passed into law on August 3, 2017, the citizens were allowed full access to quality education by providing adequate funding and increasing participation rate in the tertiary education. This further gives chances to the poor but deserving students to reach their goals and finish a degree. The Implementing Rules and regulations (IRR) of this law recognizes the complementary roles of public and private Higher Educations Institutions and Technical-Vocational Institutions in the tertiary education system, and the invaluable contribution of private tertiary institutions to the education system. As been embedded in our Philippine Constitution, the quality education is an inalienable right of all Filipinos and it is the policy of the State to protect and promote the rights of students to quality education at all levels. Keywords: tertiary education subsidy, grantees, entrepreneurial, engagement

Going to the dogs: One college library’s program to encourage reading literacy

When the Casper College Library was approached by the Office of Student Financial Assistance to develop a reading literacy program, we jumped at the opportunity. The program had to give educational and meaningful job duties to work study students, while also supporting the mission of the college and library. Libraries have long championed reading literacy, so the programming choices were many. How should we plan a program that was innovative, fun, encouraged reading literacy, and would involve students at a largely commuter campus? The answer: we’ll go to the dogs.

Student Hunger on Campus: Food Insecurity Among College Students and Implications for Academic Institutions

To estimate the prevalence of food insecurity among students at a large mid-Atlantic publicly funded university; examine the association between food insecurity, demographic characteristics, potential financial risk factors, and self-reported physical and mental health and academic performance; and identify possible risk factors for food insecurity. Cross-sectional survey. Large, public mid-Atlantic university. Two hundred thirty-seven undergraduate students. US Department of Agriculture (USDA) 18-item Household Food Security Survey Module (HFSSM) and questions on demographics, student status, economic factors, housing stability, living arrangements, academic performance, and self-rated physical health and depression symptoms. Multivariate logistic regression analysis. Among students surveyed, 15% were food insecure; an additional 16% were at risk of food insecurity. Students who were African American, other race/ethnicity, receiving multiple forms of financial aid, or experiencing housing problems were more likely to be food insecure or at the risk of food insecurity (Adjusted Odds Ratio [AOR] = 4.00, 95% confidence interval [CI] = 1.83-8.71, P value < .0001; AOR = 5.26, 95% CI = 1.85-14.98, P value = .002; AOR = 3.43, 95% CI = 1.85-6.37, P value <.001; AOR = 8.00, 95% CI = 3.57-17.93, P value < .0001, respectively). Food secure students were less likely to report depression symptoms than at-risk or food insecure students. Food insecurity among college students is an important public health concern that might have implications for academic performance, retention, and graduation rates. Universities that measure food insecurity among their students will be better positioned to advocate for policy changes at state and federal levels regarding college affordability and student financial assistance.

社会工作视角下家庭经济困难学生资助工作理念转换与内涵拓展

随着我国高等教育体制改革和发展，家庭经济困难学生资助工作需要不断的深化和创新。我国家庭经济困难学生资助体系从经济角度支持学生读书困难问题，发挥了很大作用，促进了国家高等教育公平。但是，现有的家庭经济困难学生资助工作理念和内涵在实践中存在很大问题和困难。家庭经济困难学生资助工作的受助者、目标、功能等与社会工作的案主、社会价值观、专业价值观非常一致；很有必要在现有的学生资助工作中注入社会工作的专业元素。 The higher education system is reformed and developed in our country. The funded work of stu-dents with financial difficulties needs to constantly deepening and innovation. The funded system of students which supports for students who have family economic difficulties played an important role and promoted the national higher education fair. However, the funded work idea and connotation of the existing family economic difficulties students have a lot of problems and difficulties in practice. The recipients, target, function of the funding work are consistent with the director, social values and professional values of social work. It is necessary to inject the elements of social work into student financial assistance in the current work.

A Model of High School Student Financial Assistance System in China

A Model of High School Student Financial Assistance System in China

Tuition Fees and Student Financial Assistance: 2010 Global Year

In the face of the on-going global financial crisis, higher education budgets are under pressure. As of 2010, tuition fees are not yet rising in most countries, and some countries continue to make steps to make education more affordable. However, on balance, the global trend in 2010 was towards greater cost-sharing (higher tuition, lower student aid), and this trend is expected to accelerate in the coming years.

Students Perspective On The Impact Of The Title III Program On Doctoral And Professional Programs At Minority Serving Institutions: An Analysis Using A Multilevel Rasch Rating Scale Model

We assessed the impact of Part B, section 326 of the Title III program using data from three historically Black Universities.The Title III program aims at strengthening the resource capacity of Historically Black Colleges and Universities (HBCUs) with eligible doctoral and professional programs. The lack of documented quantitative impact contributes to skepticism regarding program efficacy. A web-based survey instrument was used to collect data from students across five domains: research and instruction; technology development; facilities improvement; student financial assistance; and student services. A multilevel Rasch Rating Scale Model (ARSM) was utilized for data analysis. The students indicated that the program has intermediate to high impact on research and instruction and low impact on tutorial and counseling services and outreach programs.

Academic Labor: The Canadian Context

Academic Labor:The Canadian Context Vicky Smallman (bio) As I write this, 9,100 college faculty in Ontario are walking picket lines. Teaching staff, librarians and counselors in the province's college system (equivalent to two-year colleges in the United States) are represented by the Ontario Public Service Employees Union. After two decades of cuts to the post-secondary education system, academic staff have found themselves burdened with increasing class sizes, too few resources, and heavy workloads. Enrollment at Ontario colleges has increased by 52 percent since 1988–89, while numbers of full-time faculty have fallen by 22 percent. Faced with employers who refuse to acknowledge the connection between workload and educational quality, academic staff felt they had no alternative but to withdraw their labor. Universities and colleges across the country face many similar challenges: no significant improvements in funding despite improved fiscal situations for federal and provincial governments, the legacy of two decades of significant budget cuts, a looming infrastructure crisis, and a generation of faculty nearing retirement without a clear strategy for replacement and a system reliant on casual labor. Canada's post-secondary system differs considerably from its neighbors to the south in several ways. The Canadian system is almost exclusively public; it is both regulated and funded by provincial or territorial governments, although the institutions operate independently. The federal government provides funding through transfers to the provinces and territories as well as specialized programs to support research, such as granting councils, as well as student financial assistance. In the mid-nineties the federal government implemented a number of changes to its fiscal arrangements with the provinces, leading to drastic cuts to funding to health care, social services and education. Funding for post-secondary education was reduced from .56 percent of GDP in 1983–84 to .19 percent of GDP in 2004–05. 1 Provincial governments, many of which were also struggling with deficits, passed the cuts along to universities, many of which turned to students to help fill the gap through increased tuition and fees. In recent years, some provinces have begun to reinvest, while others are left with drastically underfunded institutions. Ontario and the Atlantic provinces have since 1990 implemented the most extreme austerity measures: since 1983–84, funding has dropped 32 percent in Ontario, 60 percent in Prince Edward Island and 36 percent in Nova Scotia. To make up for the shortfall, universities and colleges have looked to two sources: students and the corporate world. Tuition and other fees have risen dramatically—average undergraduate arts tuition has increased 135 percent since 1991–2. 2 Tuition for professional programs, deregulated in many provinces, is now beyond the reach of many. Student debt loads have also seen a considerable rise. As for corporate contributions, one look at a university or college campus is all one needs to see the creeping influence of the private sector on public education—cafeterias have become fast-food franchise outlets; soft drink companies negotiate exclusive deals [End Page 108] with institutions in exchange for project or infrastructure funding; classrooms, buildings and even programs bear the names of corporate sponsors. But there are more insidious effects on institutional management, working conditions and educational quality. The adoption of a corporate mindset by post-secondary institutions is reflected in the language used by administrators. What once were institutions that served the public interest are now being transformed into deliverers of "education services." Students are referred to as "clients" or "customers." Whether by necessity or design, university administrators have assumed the persona of the corporate manager or CEO, experimented with "Total Quality Management" techniques, embraced outsourcing and flirted with labor-replacing technology to help reduce costs. One particularly disturbing development involves the way the university views research. According to Neil Tudiver, "Where universities have traditionally operated from a professional model, the corporate university follows a business model: capitalizing on research as an investment, seeking profit from its ventures, and forming partnerships with corporations through equity financing and licensing." 3 The increase in corporate-sponsored research has led to some very prominent violations of academic freedom, the most notorious of which is the case of whistle-blowing medical researcher Dr. Nancy Olivieri. 4 Olivieri...

Survey of Dental Student Financial Assistance, 2003–04

The Survey of Dental Student Financial Assistance reports data collected by the American Dental Education Association on financial assistance to dental students in the academic year 2003-04. Over 90 percent of students at the fifty-one responding dental schools received financial assistance in the form of loans, grants, scholarships and/or work-study programs, with students receiving an average of 43,191 dollars per year. As tuition and fees rose 21.4 percent over the past two years, financial assistance rose 23.1 percent. Both continue to increase at a rate greater than inflation. The primary source of financial assistance was in the form of loans, accounting for nearly 90 percent of the reported financial assistance. Most of the remaining assistance was in the form of obligated or unobligated grants and scholarships, with an increasing share attributable to grants/scholarships with obligations following graduation. As the price of higher education increases, reliance on financial assistance continues to increase, and students graduate with an increasing amount of debt in real and constant dollars.

Comparing the Economic Experiences of Rural and Urban University Students

This study examines the finances of students from rural and urban regions of Newfoundland and Labrador studying at Memorial University of Newfoundland. A sample of 722 senior full-time students was selected, and 439 of these students were interviewed by telephone. Statistical analysis of the data found that the two groups were significantly different in a number of respects. The results highlight the economic and financial disparities that exist between students from rural and urban regions of Newfoundland and Labrador. The policy implications are highlighted, and reform of current student financial assistance policies is encouraged to ease the financial difficulties encountered by university students from rural regions of the province.

Condition of Access: Higher Education for Lower Income Students (review)

Reviewed by: Condition of Access: Higher Education for Lower Income Students Edward P. St. John Condition of Access: Higher Education for Lower Income Students edited by Donald E. Heller. ACE/Praeger Series on Higher Education. Westport, CT: Praeger Press, 2002. Cloth $34.95. ISBN 1-57356-517-2. While it is unusual to refer to a new book as "historically important," Condition of Access: Higher Education for Lower Income Students merits this distinction. To understand this claim, it is necessary to consider how this volume fits in the policy discourse on access. Indeed, it is necessary to take this step before summarizing the key points made in the volume. The Condition of Access is comprised of essays written originally for the Advisory Committee on Student Financial Assistance, a Congressional panel, as background for their report Access Denied. When the Advisory Committee solicited these essays, the policy literature was dominated by official reports that focused on academic preparation as the explanation for the access gap for minority students (e.g., Choy, 2002; King, 1999; NCES, 1997a, b, 1998). This official literature consistently overlooked the direct effects of student aid while building a new rationale that argued for providing information to students about the steps they should take to prepare for college. During this unfortunate historical period (1980­2002), the official reports on academic preparation overlooked decades of economic research that found low-income students were responsive to tuition and student aid (Heller, 1997; Jackson & Weathersby, 1975; Leslie & Brinkman, 1988). As a document comprised of essays written under federal contract, Condition of Access marks a change in the official literature on access. Heller's volume, along with the reports by the Advisory Committee of Student Financial Assistance (2001, 2002), reinserts finances into the discourse on college access in a way that acknowledges the central role academic preparation plays in college access. The economics literature had focused on finances, but had not adequately dealt with the need for a balanced approach to access. This review uses the new standard of balance—an explicit focus on financial access for low-income, college-prepared students (Advisory Committee, 2002; St. John, 2002)—as the primary criterion for reviewing this important book. The two essays in Part I set the stage, illuminating the problem. First, Fitzgerald and Delaney describe how financial barriers are preventing millions of prepared students from attending college, costing the federal government billions of dollars in future tax revenues. Then Lee documents the high levels of unmet need for low-income students and points out that the decline in need-based grants could be a cause for the gap. The three essays in Part II probe the complexity of the problem. Heller's chapter documents the new investment that states have made in merit grants and [End Page 472] raises concerns about increasing tuition. McPherson and Schapiro present their research on merit aid as the central focus of institutional aid. In the least effective chapter, Gladieux notes that the gap in enrollment has increased for low-income students, but overlooks how increases in inequality after 1980 coincided with the decline in federal need-based grants. He concludes that financial aid alone is "not enough" and ignores the inadequacy of student aid. Thus, Part II as a whole fails to make the direct link between the decline in federal need-based grants and the widening access gap after 1980. These authors were given a lob pitch—the set-up in part one—but failed to hit the home run. They clearly argue that need-based grants are important, but fail to critically examine the consequences of reductions in grants over the past two decades. The two essays in Part III outline the need for outreach and support services for low-income students. These issues are important and, indeed, are necessary steps if we are to achieve greater equity once again. However, unless there is adequate need-based grant aid, encouragement can add to the ethos of discouragement that pervades children of the chronically poor in America. The final two chapters speculate about the future. Carnevale and Fry review demographic trends and conclude that the equity challenge is getting greater. Finally, in the concluding essay, Spencer...

Survey of Dental Student Financial Assistance, 2001‐02

The American Dental Education Association's 2001-02 Survey of Dental Student Financial Assistance obtained data by which to report, in aggregate and by type of school, the amount of financial assistance being received by dental students, in the form of loans, grants and scholarships, and work-study programs. Over 90 percent of the dental students received financial assistance through one or more federal, state, and/or school source. The average amount of assistance per student was dollar 35,100, ranging from an average of dollar 27,700 at public dental schools to dollar 51,100 at private dental schools. Loan programs accounted for almost 88 percent of all financial assistance; grants and scholarships, for 12 percent; work-study programs, for 0.2 percent. Overall, financial assistance exceeded average tuition and fees by 102 percent. With such levels of reliance on financial assistance, it remains imperative that students, even at the undergraduate level, receive the counseling, monitoring, and advice that will help them judiciously seek and manage appropriate types and amounts of financial assistance as they obtain their dental education.

Divided We Fall: The Federal Government Confronts the Digital Divide

This research examines the potential consequences for higher education access if the U.S. Department of Education continues to move forward with its technology plan for financial aid delivery. More specifically, it explores how the transition of Federal Student Aid (formerly Student Financial Assistance) toward a Web-based financial aid application process will affect college applicants'particularly low-income students who often lack access to technology. Using a national data set of financial aid applicants, discriminant analyses (several stepwise) are conducted on selected demographic variables to ascertain the potential impact of this migration.

Statistics and the Canada Millennium Scholarship Foundation

This article critiques the Canada Millennium Scholarship Foundation's claim that recent research indicates that "Canada must move beyond (its focus on) student financial assistance" as a means of ensuring access to postsecondary education since "three out of four Canadian youth cite non-financial reasons to explain why they chose not to pursue postsecondary studies." This article argues that the Scholarship Foundation's research claims are not entirely accurate and are presented in a manner that is misleading.

Trends in Dentistry and Dental Education

This report represents the second edition of Trends in Dental Education, which was first published in 2000. Trends is compiled from many of the surveys that the American Dental Education Association routinely publishes. They include the ADEA Survey of Dental Educators, the ADEA Faculty Salary Survey, the ADEA Applicant Analysis, the ADEA Senior Survey, the ADEA Survey on Student Financial Assistance, and ADEA Survey of Clinic Fees and Revenues. Appropriate data from other sources are also included, particularly recognizing the American Dental Association surveys of predoctoral, postdoctoral, and allied dental education, as well as health and oral health surveys conducted by various agencies of the U.S. Department of Health and Human Services.We believe that in order for dental and allied dental educators to see the complete picture of the profession, help those outside the field understand it, and plan for the future, this information cannot be examined in isolation, but viewed within the context of patient needs and demands. The statistics and text provide a comprehensive overview of trends over time from which readers can select the most useful information for their particular purposes.