<p> Before 1998 a majority of English youth were supported to attend university. The government paid out "living grants" to students who enrolled in universities across the country. Some of the grants covered all living and school expenses outside tuition; others were not as generous. The subsequent story in England, however, is one of a society having been given a public good, like education, to then experience that security dwindling away in the form of new tuition and fees. This study analyzes the perceptions of former students who have been caught in the financial spiral and whether their own experience while at university and as recent alumni motivates their involvement with their university. Specific attention to the most recent tuition increases effective in 2012 and the changing nature of alumni relations services across three institutions illustrates how universities have reacted to their own awareness that students and young alumni may be expecting more from universities. A qualitative methodology including document analysis and interviews with three peer universities was conducted in efforts to study this phenomenon. Alumni engagement, however, is not a one-way street. Higher education institutions in England are aware of the notion of alumni as consumers and some are preparing proactively for addressing the needs and interests of their constituents. The quantity and quality of these interactions between the young alum and alma mater may be influenced by what is perceived today as a lifelong transaction. Success in building relationships with recent graduates faced with greater financial debt rests with the ability of the institution to provide relevance and value for students and young alumni alike.</p>

<p>Every college age student should have the opportunity to attend college and earn a degree, but the fiscal realities for lower income students prevent the majority from attending and the vast majority from completing college, thus perpetuating an intergenerational trend of limited postsecondary education and a likelihood of marginal income and status. Past research studies have shown that, among lower income students, those who receive higher levels of grant funding to offset college expenses are more likely to persist toward completing their educations than those who do not receive the same level of grant funding and thus are forced to rely upon other means, such as student loans or employment, to pay for college. The majority of this research was conducted prior to the recession that began in December 2007 (National Bureau of Economic Research, 2008), which has been more severe and longer lasting than any economic contraction since the Great Depression (Dwyer &amp; Lothian, 2012); more current research is needed to determine whether the educational retention behaviors of lower income students in the current challenging economic climate are positively impacted by grant funding. In this study I used quantitative methods to analyze a specific state policy change to determine whether a significant change in the grant funding provided to lower income students resulted in increased retention rates for these students. This study examines school years from 2006&ndash;2010, thus encompassing the recent financial crisis and affording an opportunity to explore the persistence behaviors of lower income students during the greatest financial crisis of modern times. The ultimate purpose of the study is to provide conclusions from the research to postsecondary policy makers in the hopes of informing policy and supporting continuing funding of need-based financial aid for lower income students. </p>

<p> Abstract of Dissertation Loan Awarding Practices and Student Demographic Variables as Predictors of Law Student Borrowing This study examined the effect of institutional loan awarding practices and student demographic characteristics on law student borrowing, in order to contribute to our understanding of student borrowing decisions. Behavioral economic concepts like framing and status quo bias suggest that decisions about borrowing may not be made using a rational cost-benefit analysis alone, as traditional economic theory suggests, but may also be influenced by the loan amount that an institution initially awards a student. The amount initially awarded represents the status quo, which, for a variety of possible reasons, the student may be inclined to accept, even if he is eligible to borrow more. </p><p> Using three years of student borrowing data from a law school, multiple regression analysis was performed to determine the effect of initial loan amount offered and 15 additional independent variables on loan amount borrowed. The law school data provided a unique opportunity to study student loan borrowing decisions because the institution followed two different loan awarding practices in the three academic years for which data was obtained. This provided a quasi-experimental environment in which to study the effect of initial loan amount awarded on loan amount borrowed. </p><p> Altogether, the model explained nearly half of the variance in loan amount borrowed and initial loan amount offered explained 5.4 percent of the variance in loan amount borrowed holding all other variables in the model constant. In addition to initial loan amount offered, the following variables were also found to be statistically significant predictors of loan amount borrowed: Asian race, age, being married, Expected Family Contribution, cost of attendance, class level, student status, total credits, and total non-loan aid. It was also found that there was no statistically significant difference in the relation between initial loan amount offered and loan amount borrowed in 2008-2009 and 2009-2010, under the old awarding practice, as compared with 2010-2011, when a new awarding practice was in place. This suggests that students responded similarly to the initial loan amount offered, or the status quo amount, under both the old and new awarding practices.</p>

Financially literate consumers are empowered with the knowledge and skills necessary to make sound financial decisions that ensure their long-term economic well-being. Within the context of the range of cognitive, psychological, and social factors that influence consumer behavior, simulations enhance financial literacy by developing consumers’ mental models for decision-making. Technical communicators leverage plain language and visual language techniques to communicate complex financial concepts in ways that consumers can relate to and understand. Simulations for financial education and decision support illustrate abstract financial concepts, provide a means of safe experimentation, and allow consumers to make informed choices based on a longitudinal comparison of decision outcomes. Technical communicators develop content based on best practices and conduct evaluations to ensure that simulations present information that is accessible, usable, and focused on the end-user. Potential simulation formats range from low- to high-fidelity. Low-fidelity simulations present static data in print or digital formats. Mid-fidelity simulations provide digital interactive decision support tools with dynamic user inputs. More complex high-fidelity simulations use narrative and dramatic elements to situate learning in applied contexts

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This qualitative research aims to explore what different faculty-member at different Swedish and British Universities think about the role of sustainability in the finance industry and education. The investigation is mainly focused on education part of finance. Majority of participants are actively involved in determining the course contents that they teach which influence the teaching environment for students and how they are prepared for their future career. As a whole, this thesis sheds a light on how faculty-members are involved in integrating sustainability in their teaching to be able to influence finance students. In order to justify the need for sustainability emphasis in the academic finance and the finance industry, relevant examples and explanations have been provided to support the idea. One of main highlights of this thesis is that personal values and ethics are the determinants of the understanding of the concept of sustainability. Hence, it has been observed that there is a lack of sustainability understanding and integration in the finance education system as well as a lack of emphasis on personal ethics in universities that are subject to this research.

Debt levels are rising significantly in America. More and more people are accumulating debt in the forms of mortgages, student loans, credit cards, and car loans. Basic financial principles such as saving, budgeting, investing, and paying bills are not being utilized consistently by the average individual. This is because of financial illiteracy. The vast majority of Americans do not have the basic knowledge and understanding of these financial concepts to adequately put them into practice in their daily lives. This study focuses on the levels of college students’ financial literacy, how that pertains to the rising debt crisis, and explores potential solutions to these problems.

<p> With a focus on socioeconomic issues considered important by the international students in the host nation, this study asks two research questions: How do United States and Canadian universities provide information on immigration policies that address the socioeconomic issues pertaining to international students? How are American and Canadian universities similar and different in the information they provide on immigration policies on socioeconomic issues pertaining to international students? Five universities each from U.S. and Canada that received most international students were purposively selected. A qualitative content analysis was conducted on the websites of the universities. The U.S. and Canadian universities are similar in the approach of presenting policies on employment and costs of education, and different in regard to the focus on immigration policies and international students' immigration status maintenance in the presentation of the policies. Despite presenting restrictive U.S. immigration policies, international students have selected the U.S. universities for their higher education. Conversely, the presentation of flexible Canadian immigration policies has seemingly helped in the enrollment of international students in the Canadian universities.</p>

Made available in DSpace on 2016-01-26T18:49:39Z (GMT). No. of bitstreams: 1 Dissertacao.pdf: 253812 bytes, checksum: 76fbed987c704bb0baa327c556e8449c (MD5) Previous issue date: 2009-05-06 / The main purpose of Finance Education is to prepare people how to deal with the nowadays increasingly complex situations which broach finance issues and their numerous and varied products. Making decisions to invest and alternatives to savings accounts are considered as matters of difficult access by people in general. The issue raised here is whether fiancé education has influence on the making of consumption decisions, investments and getting into debt. Therein, the research problem is related to the making of decisions by people concerning finance issues and also whether the lack of knowledge would be a decisive factor by making decisions which are not optimized. This research work was carried out by students attending courses in Business Administration, Accounting, Economics, and Mathematics at UENP Universidade Estadual do Norte do Paraná FAFICOP Campus, whose sample comprises 587 students. The questionnaire applied in it poses 25 questions and requires background knowledge in concepts such as cash flow, value of money over time, cost of chance and risk. Based on the analysis of the results achieved, the research also proposes the insertion of the discipline Finance Education as an elective one into the curricula of the courses at issue, as part of the basic syllabus content available to the students of all those courses, offering suggestions concerning activities which show clearly the use of electronic spreadsheets. / Preparar as pessoas para lidar com situações cada vez mais complexas que envolvem as questões financeiras e seus numerosos e variados produtos é o objetivo principal da Educação Financeira. As decisões de investimento e as alternativas à poupança são consideradas de difícil acesso pela população em geral. A questão suscitada é se a Educação Financeira influencia nas decisões de consumo, investimento e endividamento. Nesse sentido, o problema de pesquisa está relacionado à qualidade da tomada de decisões das pessoas no que diz respeito às questões financeiras e, também, se a deficiência de conhecimentos seria o fator determinante pela tomada de decisões não otimizada. Este trabalho de pesquisa foi realizado com os alunos de Administração, Ciências Contábeis, Ciências Econômicas e Matemática, da UENP - Universidade Estadual do Norte do Paraná Campus FAFICOP, cuja amostra é composta de 587 alunos. O questionário aplicado possui 25 perguntas e requer conhecimento em conceitos de fluxo de caixa, valor de dinheiro no tempo, custo de oportunidade e risco. A partir da análise dos resultados o presente trabalho propõe, também, a inclusão da disciplina de Educação Financeira como disciplina optativa nos currículos dos cursos pesquisados, como parte do conteúdo básico para todos os cursos, com sugestões de atividades que evidenciam o uso de planilhas eletrônicas.

Made available in DSpace on 2016-07-18T17:54:13Z (GMT). No. of bitstreams: 1 Dissertacao.pdf: 253812 bytes, checksum: 76fbed987c704bb0baa327c556e8449c (MD5) Previous issue date: 2009-05-06 / The main purpose of Finance Education is to prepare people how to deal with the nowadays increasingly complex situations which broach finance issues and their numerous and varied products. Making decisions to invest and alternatives to savings accounts are considered as matters of difficult access by people in general. The issue raised here is whether fiancé education has influence on the making of consumption decisions, investments and getting into debt. Therein, the research problem is related to the making of decisions by people concerning finance issues and also whether the lack of knowledge would be a decisive factor by making decisions which are not optimized. This research work was carried out by students attending courses in Business Administration, Accounting, Economics, and Mathematics at UENP Universidade Estadual do Norte do Paraná FAFICOP Campus, whose sample comprises 587 students. The questionnaire applied in it poses 25 questions and requires background knowledge in concepts such as cash flow, value of money over time, cost of chance and risk. Based on the analysis of the results achieved, the research also proposes the insertion of the discipline Finance Education as an elective one into the curricula of the courses at issue, as part of the basic syllabus content available to the students of all those courses, offering suggestions concerning activities which show clearly the use of electronic spreadsheets. / Preparar as pessoas para lidar com situações cada vez mais complexas que envolvem as questões financeiras e seus numerosos e variados produtos é o objetivo principal da Educação Financeira. As decisões de investimento e as alternativas à poupança são consideradas de difícil acesso pela população em geral. A questão suscitada é se a Educação Financeira influencia nas decisões de consumo, investimento e endividamento. Nesse sentido, o problema de pesquisa está relacionado à qualidade da tomada de decisões das pessoas no que diz respeito às questões financeiras e, também, se a deficiência de conhecimentos seria o fator determinante pela tomada de decisões não otimizada. Este trabalho de pesquisa foi realizado com os alunos de Administração, Ciências Contábeis, Ciências Econômicas e Matemática, da UENP - Universidade Estadual do Norte do Paraná Campus FAFICOP, cuja amostra é composta de 587 alunos. O questionário aplicado possui 25 perguntas e requer conhecimento em conceitos de fluxo de caixa, valor de dinheiro no tempo, custo de oportunidade e risco. A partir da análise dos resultados o presente trabalho propõe, também, a inclusão da disciplina de Educação Financeira como disciplina optativa nos currículos dos cursos pesquisados, como parte do conteúdo básico para todos os cursos, com sugestões de atividades que evidenciam o uso de planilhas eletrônicas.