Thesis (Ph. D.)--University of Florida, 1983. / Description based on print version record. Typescript. Vita. Includes bibliographical references (leaves 217-221).

Thesis (Ph. D.)--Illinois State University, 1993. / Title from title page screen, viewed February 22, 2006. Dissertation Committee: Edward R. Hines (chair), Paul J. Baker, Donald E. Fouts, Sally B. Pancrazio. Includes bibliographical references (leaves 155-165) and abstract. Also available in print.

Theses (Ed. D.)--Marshall University, 2005. / Title from document title page. Includes abstract. Document formatted into pages: contains x, 109 p. Bibliography: p. 101-105.

Thesis (Ph. D.)--University of Göttingen, 2004. / Description based on print version record.

Thesis (Ph. D.)--Illinois State University, 1997. / Title from title page screen, viewed June 2, 2006. Dissertation Committee: Edward R. Hines (chair), Paul J. Baker, G. Alan Hickrod, Kenneth H. Strand. Includes bibliographical references (leaves 167-177) and abstract. Also available in print.

The relationship between FTE enrollments and state appropriations to public four-year colleges and universities is a fundamental issue basic to numerous institutional and state policy decisions. Yet, the relationship is obscure and may have changed during the period from 1965 to 1982. Data for this dissertation were obtained from three sources. Enrollment data were obtained from the Higher Education General Information Survey (HEGIS) information as edited and entered onto computer data tape by the Center for the study of Higher Education (CSHE) at the University of Arizona. Appropriations data were obtained from the annual issues of M. M. Chambers' Appropriations of State Tax Funds for Operating Expenses of Higher Education as edited and entered onto computer data tapes at the CSHE. Variations in the reporting of these sources were obtained through a mail survey instrument. Appropriations data were adjusted for inflation using the national and regional Consumer Price Indices (CPI). The appropriations data were corrected so that all states are reported consistently for (1) tuition, (2) employee benefits, and (3) capital equipment. The edited enrollment and the corrected appropriations data were then regressed for two time periods (1965-77 and 1977-82). The results determined the nature of change in the enrollment/appropriation relationship over time. The results show that there does appear to be a relationship between enrollments and appropriations which is stronger for certain types of institutions. Nationally, the relationship in mean constant dollar appropriations per FTE enrollments has not undergone any radical changes. However, the slopes of the regression lines have undergone statistically significant changes from period 1 (1965-66 to 1976-77) to period 2 (1977-78 to 1982-83). Yet the regression coefficients did not decline in a major way over time for the national sample, for institutions by Carnegie Classification System or by state. Wide ranges of difference were found to exist among states. However, a considerable majority of 35 states and most Carnegie classification institutions did not demonstrate a significant change in the amount of constant dollar or adjusted funding per FTE student over time.

The purpose of this study was to determine the local economic impact of alternative state budget reductions for Texas community colleges by investigating the income losses to the Metropolitan Statistical Areas (MSAs) if state appropriations were reduced by 10, 15, and 20 percent. The objective of this study was achieved through an economic analysis of the local economy of selected MSAs and by computing the income size which was generated by selected colleges. Eight community colleges located in eight MSAs participated by answering mailed questionnaires. The model of Direct Economic Impact was applied to describe the colleges' economic impact. The model was composed of college expenditures, employee expenditures, student expenditures, and the economic multiplier. The study revealed that the selected community colleges were responsible for creating new jobs and increasing the income of the local economies. These eight colleges were responsible for increasing the income of the local economies by $294,945,560 and for creating 5,129 jobs. Reduction in state appropriations to the selected community colleges will reduce the income they produce. A state appropriation cut of 10 percent will result in a loss to the local economy of $6,153,951. A 15 percent reduction in state appropriations will cause the local economy to lose $9,230,943. A 20 percent reduction in state appropriations will reduce the local economic income by $12,307,920.

A new issue of public policy in America's higher education history is the state support of private higher education. As of January 1, 1980, all of the states except Wyoming and Nevada provide some type of aid to private higher education institutions. One state, North Carolina, began its efforts to provide state assistance to private higher education in 1971 and by 1981 had provided approximately 86 million dollars to its now 38 private colleges and universities. This study is an in depth description of (1) the current status of that aid; (2) the political evolution of that aid; (3) the several different interest groups and individuals involved with (a) the legislation authorizing the aid and (b) the subsequent litigation contesting the legislation; and (4) the issue of state aid to private higher education in a national context. Currently, there are three general programs of state aid to private higher education in North Carolina: (1) the North Carolina State Contractual Scholarship Fund, (2) the North Carolina Legislative Tuition Grant Program and (3) the North Carolina Student Incentive Grant Program. The North Carolina statutes authorizing these programs of aid were held to be constitutional under the Establishment Clause of the First Amendment to the United States Constitution in Smith v. Board of Governors of the University of North Carolina (1977). Those actors responsible for the legislation authorizing the programs of aid include former Governors Bob Scott, Dan Moore, and Jim Holshouser; Governor Jim Hunt; former and present legislators favoring aid to private higher education; the trustees, staff, faculty, and students of private higher education institutions; parents of students attending those institutions; representatives of the (now defunct) State Board of Higher Education; and representatives of the North Carolina Association of Independent Colleges and Universities. Those actors who are considered the primary forces behind the legislation are Duke University President Terry Sanford (former North Carolina Governor), Pfeiffer College President Cameron West (former Director of the State Board of Higher Education), Ben Fisher (former Executive Secretary for the Council on Christian Higher Education of the Baptist State Convention of North Carolina), Virgil McBride (former Executive Director of the North Carolina Association of Independent Colleges and Universities), and John Henley (current President of the North Carolina Association of Independent Colleges and Universities). Proponents of the aid postulate that such aid is economical, i.e., the State saves money by utilizing available space at private institutions. They also posit that the aid provides access to and choice of higher education for North Carolina students. They are quite adamant in their belief that the aid is student aid, not institutional aid, although the funds are allocated directly to the institutions. For this study, the researcher utilized newspaper files, official reports, legal documents, letters, memoranda, related literature, House and Senate Journals, and Session Laws. Fifty interviews with principal actors were conducted. / Ed. D.

Thesis (MPA)--Stellenbosch University, 2011. / ENGLISH ABSTRACT: Student Financial Support Schemes (SFSS) have become increasingly important in providing financial assistance for students pursuing higher education, in both developed and developing countries. SFSSs were first established in the 1950s. The years that followed saw an increase steady expansion of student loan programs, through the introduction of student loans in more countries and expansion in the number of loans available in relation to their size and new expanded approach. The trend was in response to higher education expansion, combined with increasing financial toughness and concern for equity, while at the same time there was a surge of interest in student loans in the late 1980s and 1990s, with new programs introduced in Australia, New Zealand, and the United Kingdom; several countries in eastern Europe, considering introducing student loans for the first time; and some developing countries in Asia, Africa, and Latin America establishing or expanding student loan programs. The need for financial assistance is to enable students from low-income families to meet direct and indirect costs of higher education, and to ensure equality of opportunity, equity, and social justice. Recent arguments focused on whether student financial supports should be provided by governments, private agencies, employers, or institutions, and whether it should be in the form of scholarships, bursaries, grants either available to all students and or means-tested or fully repayable loans. Increasingly, debates also surrounds the question of how student loans should be administered in particular, eligibility and terms of repayment of loans, appropriate rates of interest, and mechanisms to target disadvantaged students while minimising default rates. Firstly, this study did a comparison between the SFSSs of the four different countries. Secondly, the best practices were identified and the Namibian case study was evaluated against the four countries. Lastly, some conclusions and recommendations were made that are aimed to improve the SFSS in Namibia. / AFRIKAANSE OPSOMMING: Studente finansiële ondersteuningskemas in ontwikkelde en onder ontwikkelende lande lewer ‘n belangrike bydrae tot die finansiële ondersteuning van studente in höer onderwys. Studente finansiële skemas is tot stand gebring in die 1950s. In die daarop volgende dekades het daar ‘n enorme groei plaasgevind in die daarstelling van studente leningskemas. Nie net het die aantal leningskemas vermeerder nie, maar meer en meer lande het van die benadering gebruik gemaak. Gedurende die 1980s en 1990s was daar ‘n toename in studentegetalle in höer onderwys wat gevolglik gelei het tot ‘n toename in finansiële ondersteuning van studente. Die implementering van nuwe programme in Australië, Nieu-Seeland en die Verenigde Koninkryke het gelei tot ‘n toename in finansiële ondersteuningskemas van studente. Verskeie lande in Europa het oorweging geskend aan die implementering van finansiële ondersteuning van studente tewyl onder ontwikkelende lande in Asië, Afrika en Latyns Amerika oorweging geskenk het aan die uitbreiding van finansiële ondersteuningskemas aan benadeelde en opkomende studente. Finansiële ondersteuning van behoeftige studente is gedoen om die direkte en indirekte koste verbonde aan onderwys te dek, gelyke geleenthede tot onderwys te skep, toegang tot ondewys te verbreed en om sosiale geregtigheid te verseker. ‘n Debat het egter onstaan oor wie verantwoordelikheid moet aanvaar vir die toekenning van studiebeurse, lenings of skenkings aan studente. In die verband is daar spesifiek gevra oor watter bydrae instellings in die openbare en privaat sektore maak tot finansiële ondersteuning van studente. Verdere aangeleenthede wat tydens die debat geopper word is vrae soos, wie moet verantwoordelikheid aanvaar vir die bestuur van sodanige finansiële skemas, lenings, die rentekoers ter sprake by die terugbetaling van die lenings en watter metodes kan gebruik word in die geval van minder gegoede studente wat nie hul finansiële terugbetaling ooreenkomste kan na kom nie. Die studie is onderneem na aanleiding van ‘n vergelykende studie tussen vier verskillende lande se finansiële ondersteuningskemas. Daarna is ‘n beste praktyk ontwikkel waarteen die Namibiese finansiële ondersteuning skema geevalueer is. Sekere gevolgtrekkings en aanbevelings is gemaak om die bestaande skema te verbeter.

The problem with which this study was concerned is the political influence of community/junior college chief executive officers (CEOs) and campus presidents on the state legislature, both directly and indirectly, in the funding of community colleges in Texas. Perceptions of effectiveness were recorded by survey from campus presidents and CEOs as well as from legislators and key legislators. In addition, interviews were conducted with several key legislators and the chief administrators of the two statewide community college organizations. The purpose of the study was to analyze the policy-making process in Texas of which community/junior colleges are a part. The influential relationships and interactions of the sixty-five CEOs and campus presidents of the public community college districts and campuses in Texas were analyzed after a survey instrument was administered. Perceptions of rank—and—file legislators were gathered through use of another survey instrument and perceptions of key legislators were gathered in the same manner but with the addition of a personal interview. Certain questions were asked of them concerning interactions and communication with leaders of community colleges. With the legislators and the presidents certain demographic data was collected and analyzed as a part of the study. Among the findings, campus presidents and CEOs do not have sufficient levels of acquaintance, interaction and communication to heavily influence local people whom they consider powerful in state funding of community colleges. Furthermore, legislators do not receive enough communication from powerful local group members to positively influence their decisions regarding community college funding. Presidents and CEOs from the metropolitan districts communicate most often with their legislators followed by those from rural districts. Board members from the metropolitan districts are most active in communicating with their legislators. Finally, legislators view the community college nearest them as equal to or better than community colleges statewide.