The main question of this study is whether the demand for higher education is relatively sensitive to tuition fee changes or is price inelastic. There is no definite answer in the literature. Approximately 52% of the estimates show it to be insignificant, 43% rate it as statistically negative, and approximately 5% are statistically positive. In a quantitative survey of 562 estimates reported in 48 studies, it has been found that large increases in tuition fees have a disproportionately negative impact on enrollment when potential publication bias and method heterogeneity are taken into account. The publication bias tests show that negative results are more preferable among researchers, because it is well supported by theory (when prices increase demand decreases). The results also suggest that four aspects of study design are especially effective in explaining the differences across primary studies: (1) the longer time period negatively associated with the price c of demand for higher education, (2) while the cross sectional estimations have reported more negative results, panel data estimations have reported fewer negative results, (3) controlling for endogeneity is crucial, (4) while controlling for unemployment rate has no clear conclusive impact, controlling for income is not significantly...

The induction of the tuition fee for higher education in Sweden for students arriving from outside the European Economic Area will affect Swedish universities and in particular Jönköping University considering its position on the educational market as one of the most international universities in Sweden. This, in combination with the BRIC countries’ expanding economies, has inspired the researchers to examine how these four countries experience the educational service quality offered by Jönköping University. With the new legislation of the introduction of the tuition fee, a major change affecting the Swedish educational system has taken place and it is therefore significant to examine the possible effects this might have. This research has used Jönköping University as a case, and the collection of data will be concentrated on international and exchange students attending the university. The reason behind the choice of Jönköping University is because of its strong international profile with many partner universities worldwide, which has resulted in a high rate of international and exchange students arriving to the university (Educations.com, 2011). Due to the nature of a service, the measurement tool of SERVQUAL has been used. Qualitative interviews were conducted to increase the reliability of the quantitative findings, where one student from each country was interviewed. In order to gain sufficient samples for the questionnaire, the researchers have used Geert Hofstede’s theory on cultural dimensions to compensate for the groups missing satisfactory population but also to examine whether students from the covered dimensions experience services differently. Due to the inability to measure the expectations of the students, the zone of tolerance was used in order to indirectly identify expectations of future students. The Total Perceived Quality model was used to demonstrate the connection between experience and expectation of a service in order facilitate the understanding of future expectations.  Descriptive- and factor analyses were used in combination with the zone of tolerance when examining the findings. The quantitative data imply that there is a gap in the educational service provided by Jönköping University and there were strong indications of the students being very satisfied with the educational quality however the qualitative data showed that the students who were interviewed were not willing to pay the fee. In the discussion part, the researchers argue for reasons why the quantitative data may be misleading since it was only implemented on students who had been at Jönköping University for free with an already established perception of the education being tuition free.

This diploma thesis tries to analyze the system of tertiary education financing in the Czech Republic. First part analyses tertiary education as an economic good. The following part shows the main problems of the current financing system in the Czech Republic and through empirical research and many international comparisons proves the importance of changes. It introduces one way how to solve the current state -- income-contingent repayment schemes -- which can work efficiently in case of properly parameter settings. The last part brings the general principles of the reform of higher education in the Czech Republic.

The thesis is focused on fair tuition fees. It tries to explore more profoundly all the possible factors, which could be considered as important during the measuring benefits of higher education. Among these factors we can find p.e. Labour market success rate, unemployment and income level of graduates in employment. The other main theme of this thesis is the current situation concerning the funding of higher education in the Czech Republic and other EU countries. The issue of tuition fee is currently very actual and it is clear that proper financial cost analysis of studies and the possibilities of measuring return on investment in tertiary education are more than important. Therefore I present existing possibilities to measure return on investment and also to the following possibilities how to include and use the unemployment rate of graduates.

This thesis deals with the description and analysis of the system of higher education funding in the Czech Republic and in selected EU countries. First, it focuses on the meaning and conception of the education, then the education is analyzed in the view of the public goods theory. The next section of the thesis characterizes the higher education system, analyses its funding and compares these systems within selected countries. The final part focuses on the presentation and evaluation of prepared changes in the higher education law, then applies gained knowledge and suggests possible changes to the funding system in the Czech Republic.

Universities are losing expected tuition revenues due to attrition of international undergraduate students. The purpose of this multiple case study was to explore strategies that university leaders use to increase tuition fee revenues from international undergraduate students. The participants in this study were 3 former leaders of the European division of Laureate International Universities, a global university group with university locations in the United Kingdom, Germany, France, Spain, Portugal, Italy, and Cyprus. The conceptual framework of this study was institutional theory as part of the change management of universities. Data collection included semistructured interviews of 3 former leaders of the European division of Laureate International Universities and a review of background and demographic information. Data analysis revealed 5 themes: business strategies, leadership, politics and governmental practice, social mobility, and attrition. These themes aligned with the institutional theory and change management conceptual framework. Recommendations for action include further research in the application of university business models to adopt or enhance a process for retaining international undergraduate students. The results of this study may contribute to social change by indicating how universities can be financially sustainable by providing international students access to an international education. University leaders may implement some of my recommendations and suggested strategies to avoid losing expected tuition revenues due to attrition of international undergraduate students. International undergraduate students may enroll in better prepared universities and therefore, succeed in completing and graduating from their selected studies.

[pt] A presente pesquisa buscou compreender os sentidos sociais destes gastos extra-mensalidade na comunidade escolar, investigando também a existência ou não de estratégias para contornar possíveis situações de exclusão. Como referencial teórico principal recorremos ao conceito de special monies, de Zelizer; conceitos de Bourdieu, Lahire e Lareau também inspiram o trabalho. A opção metodológica foi por uma pesquisa de cunho qualitativo, ancorada em dois instrumentos: observação e entrevistas. O campo foi realizado em uma escola da zona oeste do Rio de Janeiro em 18 visitas de observação participante, focadas no primeiro segmento do Ensino Fundamental. Em seguida, foram realizadas entrevistas semiabertas com profissionais da escola e com famílias de crianças matriculadas no segmento em questão, de diferentes colégios. Foi possível perceber, na escola observada, a construção de hierarquias sociais baseadas em uma percepção pessoal do engajamento alheio. Nesse contexto, a disposição a realizar investimentos financeiros é lida como uma expressão do investimento emocional, tanto dos pais quanto das professoras. Os resultados apontam para a existência de um discurso generalizante que resulta em invisibilização das ausências de alunos que poderiam ser motivadas por impossibilidades financeiras e para o estabelecimento de um contrato implícito por parte da escola, que compreende que a opção por uma escola privada é, em última instância, a opção por uma educação privada. Assim, as mensalidades representariam apenas o valor mínimo mensal a ser investido, e gastos extras seriam, na verdade, previstos. Já por parte dos pais, o dinheiro destinado à educação de fato aparece como um special money, um valor que justifica esforços, e os dados indicam que os gastos mais incômodos seriam aqueles não respaldados por justificativas pedagógicas. / [en] This study seeks to understand the social meanings of expenses beyond tuition in the scholastic community, investigating the existence of strategies to address potentially exclusionary situations. Its main theoretical framework is Zelizer s concept of special monies; the analysis also draws inspiration from the ideas of Bourdieu, Lahire, and Laureau. The chosen methodology entailed a qualitative study anchored by two tools – observation and interviews – employed at a school in Rio de Janeiro s West Zone over the course of 18 visits as a participating observer, focused on elementary school. This stage was followed by semi-open interviews with school employees and the families of elementary schoolers from multiple schools. On-site observations revealed the construction of social hierarchies based on a personal perception of others engagement. For parents as well as teachers, willingness to make financial investments was read as an expression of emotional investment. Results indicate the existence of a broad discourse promoting the invisibility of potentially financially-motivated student absences and the establishment of an implicit contract on the part of the school, wherein opting to attend a private school ultimately means opting for a private education. Here, tuition is merely the minimum investment; additional expenses are in fact anticipated. For parents, funds spent on education emerge as a sort of special money that justifies extra sacrifices, and findings indicate that the most burdensome expenses are those without pedagogical justifications.

科学研究費補助金 研究種目:基盤研究(C)(2) 課題番号:11610256 研究代表者:大塚 豊 研究期間:1999-2001年度