Thesis (Ph. D.)--University of Wisconsin--Madison, 1980. / Typescript. Vita. Description based on print version record. Includes bibliographical references (leaves 389-394).

Thesis (Ph. D.)--University of Wisconsin--Madison, 1955. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 255-256).

Thesis (Ph. D.)--University of Texas at Austin, 2006. / Vita. Includes bibliographical references.

Not available / text

by Lee Yuk-Fai. / Thesis (M.B.A.)--Chinese University of Hong Kong, 1992. / Includes bibliographical references (leaves 49-51). / ABSTRACT --- p.ii / TABLE OF CONTENTS --- p.iii / LIST OF TABLES --- p.v / Chapter / Chapter I. --- INTRODUCTION --- p.1 / The Role of the Student Financing System --- p.2 / Major Changes in Recent Years --- p.3 / Chapter II. --- METHODOLOGY --- p.5 / Determination of Mission and Goals --- p.5 / Identification of Critical Success Factors (CSFs) --- p.6 / Designing Functions of the System --- p.7 / Recommendations --- p.7 / Chapter III. --- ANALYSIS OF RESULTS --- p.8 / Mission and Operative Goals of the Three Sections --- p.8 / Related CSFs --- p.8 / Functions Related to each CSF --- p.9 / Chapter IV. --- SYSTEM REQUIREMENTS --- p.14 / Entity Descriptions and Data Volume --- p.14 / Proposed Hardware and Software --- p.17 / Chapter V. --- STRUCTURAL REORGANIZATION --- p.20 / Existing Structure --- p.20 / Proposed Organizational Structure --- p.22 / Chapter VI. --- COSTS AND BENEFITS OF THE PROPOSED SYSTEM --- p.24 / Tangible Cost --- p.24 / Tangible Benefit --- p.27 / Intangible Cost --- p.29 / Intangible Benefit --- p.30 / Chapter VII. --- COST EVALUATION OF THE NEW SYSTEM --- p.36 / Discount Rates --- p.36 / Cash Flow --- p.37 / Net Present Value --- p.38 / Chapter VIII. --- LIMITATIONS OF THE NEW SYSTEM --- p.39 / Restrictions on Updating Information --- p.39 / Rejection of late Application --- p.40 / Chapter IX. --- CONCLUSION --- p.41 / APPENDIX --- p.42 / BIBLIOGRAPHY --- p.49

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2008. / Title from title screen (site viewed Mar. 31, 2009). PDF text: vi, 159 p. ; 2 Mb. UMI publication number: AAT 3330701. Includes bibliographical references. Also available in microfilm and microfiche formats.

Thesis (M.S.) -- Central Connecticut State University, 2008. / Thesis advisor: Jane Fried. "... in partial fulfillment of the requirements for the degree of Master of Science in Counseling." Includes bibliographical references (leaves 50-51). Also available via the World Wide Web.

Thesis (Ed. D.)--Illinois State University, 1985. / Title from title page screen, viewed July 1, 2005. Dissertation Committee: Edward R. Hines (chair), Kenneth Strand, Mary Ann Lynn, Neal Gamsky, Vernon Pohlmann. Includes bibliographical references (leaves 110-116) and abstract. Also available in print.

Thesis (M.A.)--Rowan University, 2009. / Typescript. Includes bibliographical references.

Thesis advisor: Karen Arnold / Currently, there are nearly a million high-achieving, low-income students in the United States. In the nation's most selective institutions of higher education, students from low-income families have been persistently under-represented. Elite colleges, in particular, have only recently begun admitting low-income students in large numbers, a result of full need-based financial aid programs that began in the early 2000s as a way to attract a more socioeconomically diverse student body. This hermeneutic phenomenological study describes the lived experiences of these undergraduates and how they navigated a college environment historically reserved for wealthy students. Although participants initially expected to feel marginalized due to unfounded concerns of elitism, they formed friendships both within and across socioeconomic class divisions and described feeling integrated within the elite college. Participants developed self-protective narratives to compensate for their low-income backgrounds and employed strategies to make up for poor high-school preparation. Participants were grateful for the opportunity to attend an elite college and were proud and relatively forthcoming about their financial aid status because they considered it a reward for their intellectual ability. Three main conclusions derive from the findings of this research: Low-income students' tendency to make a distinction between socioeconomic and financial aid status; the notion of a new cultural capital hierarchy for high-achieving, low-income students within an elite college setting; and, a specific application of Bronfenbrenner's ecological developmental model for this niche population. The results of this study indicate that high-achieving, low-income students are flourishing in full need-based financial aid programs as a result of their own resilience and intellectual capital. Participants' experiences indicate that this population of undergraduates faces unique challenges and requires specific support services to equalize their opportunities vis-à-vis higher-income peers. From these findings, implications for colleges and universities and full need-based financial aid programs are discussed. / Thesis (PhD) — Boston College, 2011. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Administration and Higher Education.