The need for financial literacy among Americans has become a national topic of interest. Economists, financial professionals, educators, and government officials recognize there is an overall deficit of financial knowledge. More specifically, higher education administrators have become increasingly concerned with ensuring that financial literacy tools are available to college students. Students of today face higher tuition and education-related costs, are less likely to receive grant funding to assist with their educational expenses, and are more likely to be in debt, carrying higher student debt loads than previous generations. Further, students lack the financial knowledge needed to make sound financial decisions. Hence, there is a need for effective financial literacy programs at post-secondary institutions. The purpose of this dissertation in practice (DIP) is to design a comprehensive financial literacy program model for students attending large diverse higher education institutions similar to the University of Central Florida.

The purpose of this study is to allow social workers who work with financial assistance to give their view of cooperation. We want to understand what opportunities and obstacles they experience with collaboration. The empirical material has been collected through nine semi-structured interviews with ten interviewees in nine different cities. According to both the previous research that this study deals with and Socialstyrelsen (2021), social workers who work with financial assistance need to cooperate with other actors in order to be able to perform the work that the professional role requires. This study shows that social workers who work with financial assistance face several obstacles in collaboration with other actors but also with other units within social services. Obstacles that stand out are lack of accessibility, lack of knowledge of each other's areas and lack of will. The social workers also believe that collaboration gives them knowledge of the work of other actors and that the work within financial assistance is made more efficient through collaboration. The study also shows suggestions for improvement regarding collaboration between financial aid and other actors. The study primarily shows a need for increased knowledge of economicassistance and the social workers' need to collaborate with other actors in order for them to be able to do the job that the professional role describes

The purpose of this thesis is to highlight the experiences of social workers regarding the ongoing impact of digitalization on the administration of economic assistance within social services. The literature presented discusses how digitalization influences social workers and clients in the current workplace. Additionally, the study analyzes factors that have proven  particularly demanding for social workers in relation to digitization. The discourse regarding whether or not increased digitalization within social service is beneficial or detrimental is further explored by applying theories such as Lean and New Public Management (NPM), along with the theoretical concept of transparency.  The effects of digitalization on economic assistance introduce characteristics and conditions that align well with these two theoretical perspectives. The implementation of NPM and Lean has notably influenced working methods in the public sector, leading to the establishment of new standards and approaches in the field. Through the application of these theories, the thesis aims to formulate an opinion on whether digitalization constitutes a positive transformation in the nuanced tasks of social workers or if it represents a new challenge and increased workload. The thesis seeks to analyze and comprehend the role of digitization as either a facilitating factor for the work of social workers or as a new aspect that adds to the workload within the organization.

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A college degree provides benefits to individuals and society, but education is an expensive endeavor. College costs are high and they continue to rise while the median family income shows only modest increases. By lowering the cost of attendance, financial aid makes it possible for many students, especially those from low and middle-income families to attend college. FAFSA is the main instrument used in distributing financial assistance although completing the form is not an easy task. Each year, many students do not file the FAFSA or file it too late, missing valuable financial resources. The focus of this research was on students who file FAFSA late. The purpose of the study was two-fold: to explore the relationship between the timing of FASFA filing and the characteristics of financial aid applicants, and to assess the impact of late filing on student finances. Logistic regression analysis was used to examine how much of the variation in timing of FAFSA filing could be explained by students characteristics. The findings indicate late FAFSA filers tend to be in-state, male students, coming from single households, with weak high school academic performance. Focusing on low-income group, the study found the odds of filing late were nearly 2.8 times higher for in-state students than they were for out-of-state students. Being male increased the chances of late filing; the odds of filing late for low-income male students were 1.53 times higher than they were for low-income females. The impact of late FAFSA filing on student finances was assessed through linear regression analyses. The results show late filers received less grant aid but larger loan amounts. Compared to on time filers, late FAFSA filers received, on average, $2,815 less in grant aid and $662 more in loans. The current study shed light on several key factors that make students more likely to miss the FAFSA deadlines. In addition, it demonstrated that late filing has major financial consequences for students and their families. The findings can be used by high school guidance offices, college administrators, state and federal governments, and higher education leaders concerned with improving college affordability. / Ph. D.

by Loh Shing Wai. / Thesis (M.B.A.)--Chinese University of Hong Kong, 1998. / Includes bibliographical references (leaves 52-54). / ABSTRACT --- p.ii / TABLE OF CONTENTS --- p.iv / ACKNOWLEDGEMENTS --- p.vi / Chapter / Chapter I. --- INTRODUCTION --- p.1 / Technology Transfer --- p.1 / Purpose of Study --- p.3 / Scope of Study --- p.5 / Approach and Methodology --- p.5 / Chapter II. --- BACKGROUND INFORMATION OF THE STUDENT FINANCIAL ASSISATANCE AGENCY --- p.7 / Historical Background --- p.7 / Organization Structure and Staffing --- p.9 / "Vision, Mission and Values" --- p.10 / Corporate Culture --- p.12 / Local Student Finance Scheme --- p.13 / Chapter III. --- ENVIRONMENTAL ANALYSIS --- p.15 / External Environment --- p.15 / Internal Environment --- p.16 / Chapter IV --- STUDENT FINANCIAL ASSISTANCE MANAGEMENT SYSTEM --- p.18 / Existing IT Environment --- p.18 / Development of Proposed System --- p.19 / System Objectives --- p.20 / Project Schedule --- p.20 / Project Control --- p.21 / Development Approach --- p.22 / Chapter V. --- FINDINGS AND ANALYSIS / IT Project Implementation Issues --- p.23 / Merging the Islands of Automation --- p.23 / Assimilating Emerging Technologies --- p.23 / Partnership of Three Constituencies --- p.24 / Findings --- p.25 / Analysis --- p.26 / Leadership --- p.26 / Business Changes --- p.28 / Project Team --- p.29 / Team Spirit --- p.31 / Lack of Confidence --- p.31 / Comments from Focus Group --- p.33 / Chapter VI. --- CONCLUSION --- p.35 / Chapter VII. --- POSSIBLE COURSES OF ACTIONS AND RECOMMENDATION --- p.38 / Leadership Style --- p.38 / Roles of Senior Manager --- p.39 / User Representative --- p.39 / Project Team --- p.40 / Communication Strategy --- p.40 / User Training --- p.44 / User Manuals/Documentation --- p.44 / APPENDICES --- p.45 / BIBLIOGRAPHY --- p.49

Masters in Public Administration - MPA / This study investigated the administration of the National Student Financial Aid Scheme (NSFAS) for undergraduate students and its impact on the students' academic progress at a Historically Black University (HBU) in the Western Cape Province. It therefore dealt with the students' inability to fund their university education and the challenges they experienced because of the way in which NSFAS was administered at the university. The aim of the study was to investigate how the financial assistance received from NSFAS, or a lack thereof, impacted on the students' academic progress, and ultimately, their retention and success. The objective was to arrive at recommendations that could improve the process and enable the students to concentrate on their academic studies without financial stress and agony.

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