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As populist forces stretch apart higher education and government, colleges lobby in measurable ways to secure scarce funding and respond to accountability regulations. The non-profit and corporate lobbying literature provides a basis of comparison to ask if colleges lobby like corporations, which have been successful lobbyists under challenging conditions. This study shows the connection between federal governmental funding and higher education lobbying by drawing on a newly-created database of 2,000 B.A-granting institutions of higher education from 2004-2014, and explores the rationales and tactics of higher education via interviews with 20 New York-based lobbyists and legislators and a sampling of 200 news stories from the 50 states. I find that for-profit college lobbying is slightly associated with Pell grant dependence and that non-profit college lobbying is strongly associated with federal research and development dependence. I also find that although lobbyists band together to advocate for large pots of funding to help equalize on-campus budgets, colleges break away into increasingly small coalitions as funding becomes more specific along the budget process. Colleges lobby in response to high-profile accountability measures but do so in ways distinct from corporations. The study adds detail to the emerging higher education lobbying literature, opens pathways for further exploration, and offers implications for scholars who study higher education and political science.

Since the introduction of CSN (Centrala studiestödsnämnden/Swedish Board of StudentFinance), the amount of students entering higher education has drastically increased. Along-term investigation has been conducted by the Swedish Financial Department(Finansdepartementet) in order to identify potential ways of improvement of the Swedishstudy aid system. A financial incentive proposition was made to decrease the graduationage, which CSN has rejected on the basis of limited effect, additionally, CSN stated thatreasons for late graduation are unknown.To investigate potential reasons for late graduation a “Potential system misuse”hypothesis was developed which intended to explain the trade-off students have to facewhen starting university studies - early graduation and no savings or late graduation, butsignificant savings for the future life. Further advantages or disadvantages of early or latestart of university studies have been analysed.This research was aimed to provide objective and empirical support on the claims madeby the CSN in their response to the government’s investigation into the Swedish studyaid system. The purpose of this research was to examine if a financial incentive wouldprovide significant effect on possible earlier average graduation age and to identify towhat extent are economic reasons for late graduation age unknown. Furthermore, twohypotheses concerning CSN loan taking not as intended (potential system misuse) andamount of savings having an impact on such a misuse have been analysed.The research has considered examples from neighbouring Nordic countries as well as theUnited States in order to consider strengths and weaknesses of each system. Suchcomparison has helped to identify what seems to be working in order countries and whatcould perhaps be adapted in the Swedish system too.A quantitative method of research has been adapted since it seemed the most appropriateand effective in order to gather a significant amount of data from a sample (UmeåUniversity students) to draw conclusions about the general population (students takingCSN study aid in Sweden). A non-probability, convenience sampling procedure has beenadapted, with clear arguments presented why it was deemed to be the most appropriatefor the purpose of this research. A sample of 301 responses allowed significant analysisto be conducted.With this research and a hypothetical scenario created the authors were able to concludethat writing off student loans could have a significant effect on the graduation age,especially since it was favourably seen by older students in the research. The reasons forlate start of university studies have been identified, but not limited to, having strongpositive correlation with taking CSN loan not as intended and value of one’s combinedsavings. Empirical support has indicated that while the majority (53.1%) of students wereusing CSN loan as intended, according to our data approximately half of all studentsmisuse the CSN loan. Furthermore, a significant correlation between high value ofsavings and using CSN not as intended has been found.

Actual and projected changes in the federal appropriations for direct student assistance programs in the early days of the Reagan presidency as well as rising educational costs were expected to adversely affect the enrollment of continuing financial aid recipients. Previous literature in financial aid has documented the relationship between financial aid and decisions about college, particularly for minority and low income students applying for the first time to less selective colleges. The purpose of this study was to describe the relationship between changes in amount of financial aid and the reported enrollment plans of a sample of past need-based aid recipients. A survey was mailed to a random sample of 1,347 students who received financial assistance under Virginia's College Scholarship Assistance Program (CSAP) during 1981-82. Responses were received from 767 students. No significant differences between respondents and nonrespondents were determined. Analysis of the data collected through the survey instrument revealed that the vast majority of the respondents planned to continue at the same college (88.3%) and only a very small proportion planned to withdraw (4.1%) or transfer to another college (7.5%). Approximately 40 percent of the respondents lost more than $500 in aid between 1982-83 and the previous year. When the decision to continue or transfer was examined by selected individual and institutional characteristics and by change in amount of aid, the variables of race, grades, grade level, and institutional cost and selectivity explained a significant portion of enrollment behavior. Respondents attending low cost and nonselective institutions, minorities, freshmen, and those with lower grades were found to be more likely than average to change their enrollment plans by transferring. The addition of change in amount of financial aid received across two years had no statistical effect when added to the variables of race or grades and only a very slight effect in increasing the likelihood of changing plans for freshman and for respondents enrolled in nonselective, low cost institutions. Parental income was not found to be significantly associated with change in enrollment plan for dependent students. Little of the variation in enrollment plans was explained by change in the amount of financial aid received. Financial concerns appeared to weigh most significantly for those planning to continue at the same college. / Ed. D.

This project seeks to develop a marketing and advertising campaign for the United Negro College Fund (UNCF). The proposed California campaign is designed to reach an underserved target market in the state of California and to increase donations to the UNCF by one million dollars a year.

This study compares certain factors of Austin College financial aid recipients to the same factors in their classmates who received no financial assistance. First, this study attempts to determine whether there are significant differences in selected variables between these two groups. Second, the study seeks to identify the causes for students' withdrawing from the College. Subjects were randomly selected from two groups: (l) 100 subjects receiving financial assistance; and (2) 100 subjects not receiving such assistance. The sources of data for this study were students'. records located in the Educational Advising Center, the Records Office, and the. Counseling Center.

Den här uppsatsen undersöker om studieprestationen hos studenter med olika socioekonomisk bakgrund påverkas olika av förändringar i nivån på studiemedlet. Vi gör detta genom att använda oss av en serie reformer av det svenska studiemedelssystemet som ändrade incitamenten för studenter att spendera sin tid på arbete eller studier. Aggregerad socioekonomisk bakgrund på lärosätesnivå används för att uppskatta skillnaderna mellan de socioekonomiska grupperna, där lärosäten med en högre andel studenter med stark socioekonomisk bakgrund antas vara mindre beroende av arbetsinkomster och därmed mindre känsliga för förändringar i studiemedlet. Utvecklingen i prestationsgrad för de socioekonomiska grupperna jämförs före och efter reformerna med hjälp av en difference-in-difference regression. Sammantaget ger resultaten stöd för att de socioekonomiska grupperna inte skiljer sig åt i hur deras prestationer i högskolan påverkades av reformerna. / This thesis explores if the academic achievements of students with different socioeconomic backgrounds are affected differently when the level of student aid is changed. We do this by using a series of reforms in the Swedish student aid system that changed incentives for students to spend time working or studying. Aggregate socioeconomic background for universities was used to estimate the differences between socioeconomic groups, where universities with a higher share of students with a strong socioeconomic background are assumed to be less dependent on work-related sources of income and thus less sensitive to changes in the level of student aid. The development of achievement rates in the socioeconomic groups were compared before and after the reforms took place by using a difference-in-differences regression. Overall, the results indicate that the socioeconomic groups do not differ in terms of how their achievements in higher education were affected by the reforms

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The transition in South Africa has meant that institutions of higher learning have become much more inclusive spaces of many kinds of people who historically found it difficult to access them. In attempting to achieve this inclusion, the state and institutions of higher learning have recognised that inclusion is not simply the removal of racial exclusions. It also requires support for students who in practice cannot take up their studies due to particular constraints. One response has been the establishment of the National Student Financial Aid Scheme (NSFAS) which offers financial aid in loans and bursaries to students who cannot afford to study. In the case of students with disabilities, a further form of support is important, namely the state disability grant. NSFAS is effective at ameliorating not only the financial constraints of studying, but also the social and academic barriers that are specific to students with disabilities. The disability grant serves as a general source of income to pay for general expenses, to supplement NSFA funding or to be saved for emergencies. While literature exposes the income, educational and geospatial inequalities between disabled and non-disabled people over history, it highlights the financial, academic, social and structural barriers that disabled students face at university. The research highlights why people with disabilities are the ‘deserving poor’ of development and social assistance. With development being understood as the improvement of well-being or living standards, this research explores the role of the disability grant not as social assistance in alleviating poverty, but as social assistance that is developmental. Thus, just as NSFAS redresses the problems of affordability and disability in higher education, the disability grant needs to improve penetration and expansion to people with chronic illnesses, in order to avoid exclusion errors in the interdepartmental network on poverty reduction. / Thesis (M.Dev.Studies)-University of KwaZulu-Natal, Durban, 2013.

The purpose of this study was to examine the relationship between Expected Family Contribution as determined by the Free Application for Federal Student Aid process and college student persistence to graduation at Ball State University.The population for this study was defined as 3,772 Ball State University full-time students who matriculated in the fall of 1995. The sample equaled the population. In response to the research question, the sample was divided into five subgroups (Full-Pell, Partial-Pell, No Pell-Need, No Pell-No Need, and No-FAFSA).It was determined that students at Ball State University with greater financial need (Full-Pell and Partial-Pell) persist and graduate at smaller rates than students in the other financial subgroups. In addition, students with high financial need are more likely to academically disqualify than other students. Statistically significant differences existed between the average rates for graduation and academic disqualification, and the graduation and academic disqualification rates for the Full-Pell and Partial-Pell groups. Institutions may need to determine if they are meeting the financial and academic needs of students from low-income families. / Department of Educational Leadership