Escolar Documentos
Profissional Documentos
Cultura Documentos
publication series
center for international
higher education
Philip G. Altbach, Comparative Higher Education: Knowledge, the University and
Development, 1997. (Commercial edition published by Ablex Publishers. Asian
edition published by the Comparative Education Research Centre, University
of Hong Kong. Japanese-language translation published by the Tamagawa
University Press, Tokyo, Japan. Chinese-language translation published by the
Peoples Education Press, Beijing, China.)
Philip G. Altbach, ed., Private Prometheus: Private Higher Education and
Development in the 21 st Century, 1999. (Commercial edition published by
Greenwood Publishers, Westport, Connecticut. Spanish-language translation published by Centro de Estudios Sobre la Universidad, UNAM, Mexico.
Japanese-language translation published by the Tamagawa University Press,
Tokyo, Japan.)
Philip G. Altbach and Patti McGill Peterson, eds., Higher Education in the 21st
Century: Global Challenge and National Response, 1999. (Published in cooperation with the Institute of International Education, New York. Spanish-language
translation published by Editorial Biblios, Buenos Aires, Argentina.)
Philip G. Altbach and David Engberg, Higher Education: A Worldwide Inventory
of Centers and Programs, 2000. (Commercial edition published by Oryx
Publishers, Phoenix, Arizona.)
Philip G. Altbach, ed., The Changing Academic Workplace: Comparative
Perspectives, 2000. (Also published as a special theme issue of Higher Education,
vol. 41, no. 1-2, January-March, 2001.)
Philip G. Altbach and Viswanathan Selvaratnam, eds., From Dependence
to Autonomy: The Development of Asian Universities, 2002. (Commercial edition published by Kluwer Academic Publishers, Dordrecht, the Netherlands.
Japanese-language edition published by Tamagawa University Press, Tokyo,
Japan. Chinese-language edition published in Taiwan. Asian paperback edition published by De La Salle University Press, Manila, Philippines.)
Philip G. Altbach and Yoshikazu Ogawa, eds., Higher Education in Japan: Reform
and Change in the 21st Century, 2002. (Also published as a special theme issue of
Higher Education 43, no. 1, January 2002.)
Philip G. Altbach, ed., The Decline of the Guru: The Academic Profession in
Developing and Middle-Income Countries, 2002. (Commercial edition published
by Palgrave Publishers, New York and London.)
Glenda Kruss and Andre Kraak, eds., A Contested Good? Understanding Private
Higher Education in South Africa, 2003. (Co-published with the Program for
Research on Private Higher Education [PROPHE], University at Albany.)
Pamela N. Marcucci
D. Bruce Johnstone
table of contents
introduction
section i: annotated bibliography by authors last name
section ii: cross-referenced by subject
A1. Economics of Education and/or Higher Education
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B6. Transitional
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author biographies
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introduction
This annotated bibliography was prepared by members of the research
team involved in the International Comparative Higher Education
Finance and Accessibility Project, a Ford Foundation-financed program
of research, information dissemination and networking that began in
1999 and extends into 2007. The project examines the worldwide shift
in the burden of higher education costs from governments and taxpayers to parents and students, and the policies of grants, loans and
other governmental interventions designed to maintain higher educational accessibility in the face of this shift. The project is directed by D.
Bruce Johnstone, SUNY Distinguished Service Professor of Higher and
Comparative Education Emeritus at the State University of New York at
Buffalo and is based in the Center for Comparative and Global Studies in
Education at the Universitys Graduate School of Education. The Project
has involved graduate students as well as visiting scholars/students and
a number of partner centers. Since 1999, it has:
Created a substantial body of descriptive and theoretical literature
on higher educational finance and "cost-sharing as well as the most
complete compilation of country descriptions of the higher education costs borne by parents and students. Most of this available on
the Website as well as in hard copy and many scholarly journals.
[See http://www.gse.buffalo.edu/org/IntHigherEdFinance/]
Provided, in part through a successful conference in Dar es Salaam
in March 2002, a particularly positive impetus to the concept of "cost
sharing" in Eastern and Southern Africa. The project also carried
out a research project (2004-06) focusing on the dual tuition programs characteristic of East Africa in order to examine the impacts
of these programs on institutional financial health as well as the
equity of who is able to receive the benefits of higher education.
Co-hosted and co-planned conferences in Prague in the summer of
2003, in Moscow in the summer of 2004, and in China in the summer of 2005 that brought together scholars and policy makers to
focus on higher education finance in the social, political, and economic contexts of the transitional, or post-communist, countries in
the former Soviet Union, Eastern and Central Europe and China.
Developed a long-range research agenda for the further study of
higher education finance and accessibility in an international comparative context that is informed both by a sound theoretical grasp of the
economics and finance of higher education and by a practical grasp
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Section 1
Annotated Bibliography by
Author Last Name
annotated bibliography
when public funding has declined (in real terms) and public universities have started to charge higher tuition fees. These changes have
had a negative impact on access for the poor given the absence of
substantial student financial aid programs. The paper consolidates
a number of recommendations into a broad framework for action.
Within this framework it identifies several strategies for making
higher education affordable and accessible to everyone including
the introduction of an income contingent loan program and the
establishment of a Social Equity Fund that would administer financial aid programs for poor students.
Ahmed, Eliza. (2000). What Do Our Graduates Say About the Higher
Education Contribution Scheme (HECS) A Pilot Report on Compliers and
Defiers. Canberra, Australia: Center for Tax System Integrity.
This report discusses the results of a pilot study of 30 graduates in
Canberra that was aimed at obtaining information on the beliefs and
attitudes of a sample of recent Australian graduates about HECS.
The respondents were grouped into three categories: the upfront
(those who paid at the beginning of each semester), the complied
(those who had deferred their HECS debt and had commenced
repaying), and the defied (those who deferred their HECS debt, but
are not repaying even though they are required to).
Albrecht, Douglas & Adrian Ziderman. (1991). Deferred Cost Recovery for
Higher Education: Student Loan Programs in Developing Countries. World
Bank Discussion Paper #137. Washington, DC: The World Bank.
Available at: http://www-wds.worldbank.org/servlet/WDSContentServer/
WDSP/IB/2000/07/19/000009265_3980203115113/Rendered/PDF/
multi_page.pdf
One of the first comprehensive descriptions of student loan
programs worldwide. The information is now dated, but the comprehensiveness is still a useful indicator of both the scope of student
loan programs, worldwide, and some of their important variations.
Alexander, F. King and Ronald G. Ehrenberg. (Eds.). (2003, fall).
Maximizing Revenue in Higher Education, New Directions for
Institutional Research, 119.
A collection of papers, originally delivered at a 2001 forum at the
Cornell Higher Education Research Institute on the financial and
economic challenges influencing institutional revenue production.
They address the issues of revenue generation and the struggle that
institutions face in the United States to balance public expectations
with the maximization of private market forces.
annotated bibliography
annotated bibliography
increasing access, finances must be diversified mainly through costrecovery and cost sharing.
Andrews, Les. (1999). Does HECS Deter? Factors affecting university
participation by low SEC Groups. Canberra, Australia: Department of
Education, Training and Youth Affairs. Available at: http://www.dest.gov.
au/archive/highered/occpaper/99F/does.pdf
The report identifies some of the reasons for the relatively low and
unchanging participation rate of students from low socio-economic
groups in higher education in Australia over the past twenty years
and responds to charges that it is the Higher Education Contribution
Scheme (HECS) that is responsible for this low participation. The
report uses various methodologies to examine the reasons for the
low participation and finds that HECS has very little influence on
the low participation of lower income students.
Anthony, Susanne. (1999). Student Income and Study Behaviour in
Denmark. European Journal of Education, 34(1), 8794.
This article describes the State Educational Grants and Loans
Scheme, the student financial support program in Denmark, and
discusses the issue of students contributing to the costs of education, particulary living expenditures. It concludes with a historical
review of the Danish support system and the effects of the current
system.
Archibald, Robert B. (2002). Redesigning the Financial Aid System: Why
Colleges and Universities Should Switch Roles with the Federal Government.
Baltimore, MD: Johns Hopkins University Press.
The author argues that higher education institutions, rather than the
federal government, should provide student loan guarantees. Such
a switch would provide institutions with more incentive to provide
a good education, and would cause a saving in federal aid spending
that could be applied to increasing Pell Grants for students from
lower income families.
Association of African Universities. (1997). Revitalizing Universities in
Africa: Strategy and Guidelines. Washington, DC: The World Bank.
This document outlines a major strategy and guidelines to revitalize
African universities to save them from declining quality and general institutional crisis. The document proposes strategic planning
as a major strategy for revitalization and recommends guidelines
addressing: quality of university education, finance, access, management, research, and international collaboration.
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on Education and the 1993 Constitution laid the legal framework for
charging tuition fees to students. The author examines the affordability of tuition and fees in higher education and then summarizes
the patterns of fees for instruction. Lastly she discusses the policy
stumbling blocks as well as the relationship of markets to higher
education.
Balan, Jorge. (1993). Governance and Finance of National Universities
in Argentina: Current Proposals for Change. Higher Education, 25, 4559.
A historical account of higher education policy shifts in Argentina
since 1987. Section three in particular focuses on finance reform and
funding patterns of the late 1980s and early 1990s within the social
and political context of these transition years.
Banya, Kingsley. (2001). Are Private Universities the Solution to the
Higher Education Crisis in Sub-Saharan Africa. Higher Education Policy,
14 (2), 161-174.
Based on empirical data, this paper examines the factors leading
to the proliferation of private colleges and universities in Africa
in recent years. It identifies three compelling reasons why private
universities blossomed recently in Africa: increased demand for
university education; religion; and changing labor market demands.
Challenges facing private universities in Africa are also discussed
including finance; staffing; and the poor quality of academic programs, faculty, and students. The article concludes that as public
universities in sub-Saharan Africa have nearly collapsed, private universities have become an alternative, and perhaps even a solution, to
the higher education crisis in Africa.
Banya, Kingsley and Juliet Elu. (2001). The World Bank and Financing
Higher Education in Sub-Saharan Africa. Higher Education, 42, 1-34.
This article critically examines the World Bank and other donor
agencies policy changes toward the financing of higher education in
sub-Saharan Africa that have profoundly affected the sector. It recommends that the unique context of each country should play a role in
higher education financial policy formation and implementation.
Barr, Nicholas. (2005). Financing Higher Education: Answers from the UK.
London, UK: Routledge Studies in Education.
The book traces the twenty-year evolution of the United Kingdoms
higher education finance system from one financed almost exclusively by the government and taxpayers to one with significant
student/family financial contributions. The authors examine the
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benefits, both public and private, in ways that are unambiguous, and
also politically and ideologically acceptable. Nevertheless, Barr argues
persuasively that there remain private benefits and that this fact, in
addition to the sheer difficulty of 100% public financing, presents a
strong case for some of the costs to be borne by the individual. Barrs
analysis also supports differential pricing and at least a partial marketization of higher education. The government has a role, which
is more to steer, to provide quality assurance, and to influence and
perhaps to control the degree of competition among institutions, in
addition to assuring equity through targeted grants and governmentally sponsored, but minimally subsidized, student loans.
Baum, Sandy. (2004). A Primer on Economics for Financial Aid
Professionals. New York: The College Entrance Examination Board.
Available at:
http://www.collegeboard.com/prod_downloads/highered/fa/
Economics-Primer-2004.pdf
This short monograph is a good general primer about higher education finance, particularly for the beginner.
Baum, Sandy and Saul Schwartz. (2006). How Much Debt is Too Much?
Defining Benchmarks for Manageable Student Debt. New York: The
College Board. Available at: http://www.collegeboard.com/research/
pdf/06-0869.DebtPpr060420.pdf
Paper develops a range of empirically-derived thresholds for manageable student debt with manageable defined as levels of debt that
will not unduly constrain the life choices facing former students.
Baum, Sandy and Marie OMalley. (2003). College on Credit: How
Borrowers Perceive their Education Debt, Results of the 2002 National
Student Loan Survey. Braintree, MA: Nellie Mae Corporation. Available
at: http://www.nelliemae.com/library/research_10.html
The report analyses the results of the Nellie Mae 2002 National
Student Loan Survey (NASLS) and compares them with the three
previous NASLSs. One particularly important finding, consistent
with the earlier surveys, is the positive role that student loans appear
to play in ensuring access to higher education. Over 70 percent of
students who have borrowed for higher education believe that they
could not have gone to college without the student loans and more
than half said that student loans were important in allowing them
to attend the college of their choice. The percentage of students who
reported having their educational decisions negatively affected by
student loans has decreased from 50 percent to 29 percent since
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equity as a consideration in the federal need analysis and the availability of unsubsidized loans to dependent students. Following the
implementation of these changes, the percentage of student borrowers grew as did the average loan amount.
Berryman, Sue E. (2000). Hidden Challenges to Education Systems
in Transition Economies (A World Free of Poverty). Washington, DC:
Europe and Central Asia Sector, The World Bank. Available at:
http://www-wds.worldbank.org/servlet/WDSContentServer/WDSP/
IB/2000/10/07/000094946_00092105321215/Rendered/PDF/multi_
page.pdf
The transition process in Eastern Europe and Central Asia has
brought to the surface challenges that are much broader and deeper
than anyone had expected. In most countries of this region, goal setting and steering processes, which provide the basis for assessing the
performance of the education sector, are still partisan, nontransparent, weak or missing. The efficient delivery of educational services
depends on a strong checks-and-balances relationship between
three forces: the state, the private sector, and stakeholders. Actual
evidence shows that in most ECA (Europe and Central Asia Region)
countries, the state now dominates the delivery of educational services, unchecked by competitive processes and stakeholder voices.
Thus, an important purpose of the book is to sound a regional alert.
Another purpose is strategic - to chart how ECA governments and
the World Bank might move toward more effective delivery of educational services in the region as a whole.
Bevc, Milena. (2004). Higher Education in Slovenia Funding, Equity and
Efficiency. Paper presented at the international conference Accessibility
of Higher Education: Challenges for Transitional Countries in Moscow
in June 2004.
This paper describes the public higher education funding system in
Slovenia in terms of its equity and efficiency and the role of private
investment in it. Using data collected by the Institute for Economic
Research in Ljubljana and the Statistical Office of the Republic of
Slovenia, the paper analyzes the systems equity as measured by the
structure of enrolled students by socio-economic groups and efficiency as measured by completion rates, dropout rates, repetition
rates and length of study. The study finds that the present system of
funding does not provide equal access to all socioeconomic groups
with significantly greater proportions of higher income youth attending higher education and that the systems efficiency is low. The
author concludes that to address this situation, tuition fees cover-
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in the United States. It reviews the history of the pursuit and moves
on to look at the main equity-excellence policy issues that are facing universities now and future strategies for dealing with them.
Particular attention is given to the debates surrounding affirmative
action, student financial aid (need versus merit), and government
support to public higher education. The authors devote a chapter to
the issue of college preparedness arguing that it is the differential in
college preparedness that is the major determinant of differences in
educational attainment. Finally, the appendix looks at the experience
of the University of Cape Town in South Africa in working towards
equity and excellence objectives.
Boxall, Mike, Shahid Amin and Aamir Baloch. (2002). Determining the
Costs of Widening Participation: Reports of Pilot Study. Universities UK
Report. London: Universities UK. Available at: http://www.universitiesuk.
ac.uk/studentexperience/wideningparticipation.asp
A report on the findings of a research exercise aimed at determining
the costs incurred by Higher Education institutions in recruiting and
retaining students from non-traditional backgrounds. The findings
from the exercise substantiate the widely held view that students
from nontraditional backgrounds are more expensive to recruit and
retain than the traditional student.
Bray, Mark. (2002). The Costs and Financing of Education: Trends and
Policy Implications. Education in Developing Asia, Volume 3, Manila, the
Philippines: Asian Development Bank. Available at: http://www.adb.
org/Documents/Books/Education_NatlDev_Asia/Costs_Financing/
costs_financing.pdf
Part of the Education in Developing Asia series produced jointly by
the Asian Development Bank (ADB) and the Comparative Education
Research Centre of the University of Hong Kong, this book looks at
the scale and nature of existing education provision and the volume
of expenditures on education in developing member countries of
the ADB. Of particular interest are the sections on cost sharing in
education, cost recovery and student support in tertiary education,
and the privatization of education.
Bray, Mark. (2001). Government and Household Financing of Education:
Finding Appropriate Balances. International Conference on Economics of
Education, Beijing, China.
Presented at the International Conference on Economics of
Education at Peking University in May 2001, the paper first looks
at recent data on the balance of inputs (direct and indirect costs)
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Callan, Patrick M., Joni Finney, Kathy Reeves Bracco and William R.
Doyle (Eds.). (1997). Public and Private Financing of Higher Education:
Shaping Public Policy for the Future. Phoenix, AZ: Oryx Press.
A collection of essays divided into two categories: National Trends
and Financing Higher Education in Five States from 199095.
Included are: California, Florida, Michigan, Minnesota, and New
York. Information on statistics and data that highlights the last
twenty years of higher education finance is detailed. Articles highlight themes of privatization, accessibility, and current policies
amidst state politics.
Callender, Claire. (2003). Attitudes to Debt: School Leavers and Further
Education Students Attitudes to Debt and their Impact on Participation in
Higher Education. London, UK: Universities UK and HEFCE. Available at:
http://bookshop.universitiesuk.ac.uk/downloads/studentdebt.pdf
The study investigates the impact of debt and perceptions of debt
on participation in higher education in the United Kingdom. The
author concludes that prospective students with tolerant attitudes
towards debt are more likely to go to university than those who are
debt adverse. According to the study, debt aversion deters entry
into higher education and also is a social class issue. Those most
anti-debt are the focus of widening higher education participation
policies in the UK and include people from the lowest social classes,
lone parents, Muslims, especially Pakistanis, and black and minority ethnic groups. The study provides valuable material to inform
analysis of student aid policies.
Callender, Claire and Martin Kemp. (2000). Changing Student Finances:
Income, Expenditure and the Take-Up of Student Loans Among Full- and
Part-time Higher Education Students in 1998/99. Department for
Education and Employment Research Brief, No. 213. London, UK:
Department for Education. Available at:
http://www.dfes.gov.uk/research/data/uploadfiles/RR213.PDF
This study focuses on full and part-time undergraduate and PGCE
(Postgraduate Certificate in Education - a British teaching qualification for people who already have a university degree) student income
and expenditures in the UK and assesses how these have changed
over time between 1995-96 and 1998-99. The study looks at different
groups of students to identify those groups who might be experiencing financial hardship. Among other findings it concludes that
single parents were more likely than any other student groups to
experience financial difficulties and were the most vulnerable financially. The study also recorded student attitude towards borrowing,
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finding that more than one third of students cited dislike of borrowing as a reason for not taking out a student loan. It is important
to mention that the survey for the study was completed during the
1998-1999 academic year in a transitional period that saw the move
from a student support maintenance system of grants and loans to
a largely loans based one. It included the first cohort of students
affected by the introduction of contributions to tuition fees.
Canada Millennium Scholarship Foundation. (2002). Student Financial
Survey, Baseline Results. Montreal, Canada: Canadian Millennium
Scholarship Foundation. Available at: http://www.millenniumscholarships.ca/images/Publications/sfs_e.pdf
This report provides the findings from a survey of 1,524 post-secondary students in Canada on three selected themes: parental assistance,
summer earnings and credit cards and lines of credit. The results
of the survey indicate that students levels of parental financial
assistance decrease with age, while their levels of debt and summer
employment earnings increase. Results also show that students earn
relatively modest amounts during summer employment and consequently are carrying significant debt loads from private sources.
Carnoy, Martin (Ed.). (1995). International Encyclopedia of Economics of
Education. (2nd edition). Oxford and New York: Pergamon Press.
The International Encyclopedia of Economics of Education, second
edition, is a comprehensive treatment of the economics of education, with many detailed chapters by such familiar economists as
Carnoy, Levin, Hinchliffe, Woodhall, Blaug, M.J. Bowman, Bowles
and Gintis, and many others. The chapters are particularly good on
critical perspectives, and the introductions to each section by Martin
Carnoy are well balanced and informative. Some of the chapters are
a little dated, but the volume overall is a good comprehensive treatment of the economics of education.
Center for International Higher Education. (2001). International
Higher Education, Winter 2001 issue. Special focus on Student Loans
in International Perspective. Articles by Woodhall, Hopper, Bing Wu,
Fomer, and Salmi. Boston, MA: Boston College Center for International
Higher Education. Available at: http://www.bc.edu/bc_org/avp/soe/
cihe/newsletter/News22/Newslet22.html
The International Higher Education Newsletter of Boston Colleges
Center for International Higher Education presents very short, current, generally policy-oriented articles by recognized experts. The
Winter 2001 issue focuses on student loans and contains articles
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they were in 1965. The paper also provides some general observations on the apparent effects of the Canada Student Loan Program
and concludes that over the forty years that the Program has been in
place, educational opportunities have become wider.
Chapman, Bruce. (2006). Government Managing Risk: Income
Contingent Loans for Social and Economic Progress. London: Routledge.
The book analyzes the ways in which income contingent loans
can aid risk management policy reform. Part I looks at the use of
income contingent loans for supporting higher education students
and includes a detailed case study of risk sharing in the Australian
income contingent loan program and a review of higher education
income contingent loan programs in several other countries. Part II
focuses on the potential role of income contingent loans for managing risk in other areas of public policy.
Chapman, Bruce. (2004). A Critical Appraisal of the New Higher
Education Charges for Students. Dialogue 23, 1, 61-72.
The article analyzes the 2005 reforms to the Australian higher education funding system approved by Parliament in late 2003. While it
supports the HECS-HELP policy change (whereby universities will
be able to set their own prices for HECS places up to a certain ceiling) as good economic and social reform, it criticizes the Fee-Help
reform as allowing universities too much discretion in price setting and not enough in deciding the number of places to be offered
on a fee paying basis. The article concludes by offering a preferred
model of Australian higher education financing that would include
price capping, reform of vocational education and training fees, and
removal of all up-front costs.
Chapman, Bruce. (1999). Reform of Ethiopian Higher Education
Financing: Conceptual and Policy Issues. Economics of Education
Thematic Group. Washington, DC: World Bank.
Available at: http://www1.worldbank.org/education/economicsed/
research/econseries/Chapman_index.htm
This paper, done through a World Bank consultancy, proposes an
Australian-style Higher Education Contribution Scheme (HECS) of
income contingent loans for Ethiopia. (See Johnstone and Aemero,
The Applicability for Developing Countries of Income Contingent
Loans, with Special Consideration of an Australian HECS-type Income
Contingent Loan Program for Ethiopia, which rebutted the Chapman
proposal and presents a case for the inapplicability of income contingent loans in general for developing countries such as Ethiopia.)
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and that they are more important in explaining variation in educational expenditure at lower levels of education. The findings are
important for the governments higher education finance policymaking process
Chung, Yue Ping. (2003). The Student Loan Scheme in Hong Kong, Policy
Research and Dialogue, Student Loan Schemes in Asia, Volume 1, N.
3. Bangkok, Thailand: UNESCO Asia and Pacific Regional Bureau for
Education and Paris: IIEP.
Available at: http://www2.unescobkk.org/ips/ebooks/documents/studentloan/index.htm
Part of a new series on government-sponsored student loan schemes
in Asia, the monograph describes the expansion of higher education
in Hong Kong in the late 1980s and early 1990s and the increase
in tuition and academic expenses for students that accompanied it.
The monograph reviews the evolution of the student loans scheme
looking first at past student grants and loans schemes and then the
development of the (subsidized and non-subsidized) schemes that
are presently in place. The monograph assesses the loans system in
terms of its equity, efficiency and adequacy and concludes that it is
generally equitable and efficient.
Chuta, E.J. (1998). New Dimensions in Educational Financing: the
Nigerian Educational Bank. Higher Education, 35(4), 443-433.
This article describes the role of the Nigerian Education Bank in the
educational system as threefold: to serve as a major intermediary in
Nigerias education credit market; to harness private sector resources
for funding of education; and to take over some government responsibilities to enable the government to re-channel its resources to
other pressing areas of the economy. The main and specific functions of the bank include, among others: student lending, lending for
publishing, equipment leasing, project financing, funds for mobilization and provision of advisory services for educational purposes.
The article also highlights the comparative experience of several
countries in Africa, Europe, and the Americas in the area of student
financing. It recommends the active participation of Nigerias private
sector in educational financing, and the strengthening of the student-lending scheme through resources from petroleum, a higher
education tax and the value added tax.
Chuta, E.J. (1992). Student Loans in Nigeria, Higher Education,
23(4), 443-49.
This article describes the operations of the student loan program in
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aim of the comparative study on which the article is based was not
only to provide updated in-depth information on higher education
costs and funding, but also to establish the quantitative role public
support continues to play in covering the overall costs of study. The
qualitative function of public support in shaping the students roles
as dependent children, investors or citizens was also analyzed.
Davis, Jerry Sheehan. (2003). Unintended Consequences of Tuition
Discounting, Lumina New Agenda Series, Volume 3, Number 1.
Indianapolis, IN: Lumina Foundation for Education.
Available at: http://www.luminafoundation.org/publications/
Tuitiondiscounting.pdf
The monograph looks at tuition discounting including the ways in which
it does not always achieve its goals of increasing institutional revenue,
increasing student diversity and attracting outstanding students and its
unintended negative effects on lower-income students.
Davis, Jerry Sheehan. (2000). College Affordability: Overlooked Long-Term
Trends and Recent 50-State Patterns. USA Group New Agenda Series, Vol.
3, No. 1. Indianapolis, IN: USA Group Foundation. Available at: http://
www.luminafoundation.org/publications/collegeaffordability.pdf
Aimed at informing discussions on the college affordability crisis
in the United States, the monograph looks at long-term trends in
college charges, the ability of students and families to pay them and
trends in graduation productivity ratios (college prices in relation
to the earnings outcomes of college graduates). Among the copious findings are the following: prices in public and private colleges
grew rapidly in the 1990s, but at a lower rate than during the 1980s;
it has become more difficult for low-income students to afford to
attend college without access to student financial aid; the perceived
affordability crisis for middle class students is more one of willingness to pay than one of ability to pay; since the early 1980s, mean
annual earnings have grown much faster for young persons with
college degrees than those with just high school degrees; and there
are substantial state-by-state differences in affordability and graduation productivity and, therefore, significant inequities between states
in terms of paying for college.
De Dios Jimenez, Juan and Manuel Salas-Velasco. (2000). Modeling
Educational Choices. A Binomial Logit Model Applied to the Demand
for Higher Education. HigherEducation, 40, 293-311.
Using a binomial logit model and cross-sectional survey data on the
educational choices made by Spanish high school graduates, the
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whether there are other comparable options that are cheaper. The
authors argue that this situation leads to inefficiency in the higher
education market. As a result, the social costs of higher education
may not produce the optimal social benefits. Another problem raised
in the article is the existence of imperfect information on the actual
quality of academic programs, because producers themselves have
imperfect information on a programs true quality and therefore
they fail to make improvements. The authors suggest that the current institutional framework provides insufficient incentives for
academic quality improvements within universities and discuss the
effects of information asymmetry and imperfect information on the
market, the effectiveness of social investment and the way university
resources are used.
Dobson, Ian. (2001). Go Forth and Diversity! The Rise and Fall of
Government Contributions to Australian Higher Education. Higher
Education Management, 13 (1), 9-22.
The article reviews higher education funding over the years in
Australia and the policy changes that were behind the variations in
government contributions. While 25 years ago the government provided higher education institutions with 90 percent of their income,
by 1998 government contributions accounted for less than 52 percent. This decline was paralled by an increase in the percentage
of income provided by the students themselves and funding from
other sources (research grants and contracts, donations, investment
income etc.) and is expected to continue.
Ehrenberg, Ronald G. (2000). Tuition Rising, Why College Costs so Much,
Cambridge and London: Harvard University Press.
This is one of the best recent books on higher education finance, particularly in the elite, high cost/high price colleges and universities.
Ehrenberg is an economist and former Cornell administrator, and
combines a sophisticated yet readable book on both the economics
of rising costs and prices, and on the practical administrative, or
managerial, side of coping with this trajectory.
Eicher, Jean-Claude. (1998). The Costs and Financing of Higher
Education in Europe. European Journal of Education, 33(1), 3139.
One of the many articles presented in this volume of the European
Journal of Education on innovation and changes in financing higher
education in Europe, the author discusses the costs and financing
of higher education in Europe. Over the last four decades, higher
education systems in Europe have undergone deep quantitative
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age these costs and looks at the impact of this increased cost burden
in terms of debt trends and participation. The report offers very
detailed suggestions about future research that is needed to further
clarify these issues.
Fred Hemingway Consulting. (2004). Pressure Points in Student Financial
Assistance, Exploring the Making Ends Meet Database. Montreal,
Canada: Canada Millennium Scholarship Foundation. Available at:
http://www.millenniumscholarships.
ca/images/Publications/pressure_en.pdf
The data in this study came from the EKOS survey of 1,543 Canadian
students in the 2001-02 school year. Using Canada Student Loans
Program definitions and categories, this report explores the data to
identify additional information for analysis, and the policy implications inherent in the reformatted data. Information was extracted
on the following eight topics: 1) actual vs. allowed Canada Student
Loan living expenses, 2) actual education & living costs vs. assistance
limits, 3) student financing strategies, 4) actual vs. expected parental
contributions, 5) students intent to work, 6) impact of work on time
taken to graduate, 7) program choice, and 8) graduate debt.
Fred Hemingway Consulting. (2003). Assessing Canadas Student Aid
Need Assessment Policies. Montreal, Canada: Canada Millennium
Scholarship Foundation. Available at:
http://www.millenniumscholarships.
ca/images/Publications/assessing_en.pdf
A part of the Canada Millennium Scholarship Foundations ongoing evaluation of its programs to enhance access to post-secondary
education, the report looks at the effectiveness of current need
assessment procedures in Canada and seeks to determine whether
there are better ways and means of assessing student need in the
future. Based on web searches, literature reviews and interviews and
reviews of assessment methodologies used in the United States, the
report outlines the student loans need assessment presently used
in Canada and seeks to identify possible program bias against certain student groups and unmet need. It concludes that unmet need
is increasing as a result of increases in tuition and fee amounts
since 1994 and too low loan limit and recommends among other
things: indexing assistance limits to recognize increases in costs;
increasing the income exemption above the $600 level; reducing
required parental contributions to more realistic levels; moving from
a needs-testing to a means-testing approach; and establishing an
unsubsidized loan option available to qualified families.
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Fry, Peter, and Utui Rogerio. (1999). Promoting Access, Quality, and
Capacity Building in African Higher Education: The Strategic Planning
Experience at Edward Mondlane University, Association for the
Development of Higher Education in Africa-Working Group on
Higher Education. Washington, DC: ADEA Working Group on Higher
Education. Available at:
http://www.adeanet.org/publications/wghe/wghe_uem_en.pdf
This report analyzes the efforts of Edward Mondlane University in
Mozambique to carry out strategic institutional reforms intended to:
expand access higher education; improve the quality of university
teaching and research; and strengthen its capacities for institutional
planning, program implementation, performance monitoring, and
output evaluation.
Gill, T.K. and S.S. Gill. (2000). Financial Management of Universities in
Developing Countries. Higher Education Policy, 13(2), 125-130.
This short article reviews the options available to universities in
developing countries (and particularly India) to deal with resource
constraints including implementation of, or increases in, tuition
fees, privatization, and implementation of policies to attract foreign
students, policies to encourage investment by businesses, and policies to encourage entrepreneurial activities.
Gladieux, Lawrence E. and Arthur Hauptman. (1995). The College Aid
Quandary: Access, Quality and the Federal Role. Washington, DC: Brookings
Institution Press.
This book examines U.S. financial aid policies in a historical context and discusses present programs and future strategies aimed at
improving student aid. Loan programs and their problems are highlighted throughout the book as it describes the unique and dynamic
approach to higher education funding in the United States. Recent
data and estimates on costs and expenditures in higher education
by various levels of government, families, individuals, and endowments are included.
Glennerster, Howard. (2003). A Graduate Tax Revisited. Higher
Education Review, 35(2), 25-40.
Re-published 1968 article by Howard Glennerster, Stephen Merrett
and Gail Wilson with a short introduction by H. Glennerster.
Although not implemented in any country, the graduate tax concept
is an important part of the theoretical literature on student finance,
and Glennersters 1968 article was its first widely read proposal.
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for loans that are sufficient to cover all living costs, that repayments
should be income contingent and that all students should have to
pay a real interest rate.
Hansen, Janet S. (Ed.). (1990). College Savings Plans, Public Policy
Choices. New York: College Entrance Examination Board.
This 1990 edited volume, published by the College Board, is dated
but is still an interesting and useful historical account of the early
years of the governments movement from need-based student aid
to an emphasis on tax-advantaged savings plans to encourage parents
to save for their childrens college educations. While encouraging
and perhaps even subsidizingparents to save more for the higher
educational expenses of the children, the concept has been rightly
criticized on two counts. First, it is not clear how much additional
savings such plans generateas opposed to moving savings from
other vehicles into the more subsidized one, rewarding parents for
taking advantage of this vehicle, but arguably not actually increasing
accessibility. Another objection is that it has the quality of seemingly
solving the largely political of middle and upper middle class tuition
anxiety without, in fact, spending any money in the current budget
years by hiding the true (present value) costs to the government of
the programs, in part by pushing the effective costs of the tax advantages far into the future.
Harding, Ann. (1995). Financing Higher Education: An Assessment of
Income-Contingent Loan Options and Repayment Patterns Over the
Life Cycle. Education Economics, 3, 173-203.
The author provided much of the simulation modeling of the
Australian Lifetime earnings streams upon which the design of the
Australian Higher Education Contribution Scheme (HECS) was
based. Although the HECS program has undergone modification,
this early 1995 article is valuable in its account of the importance of
simulated future earnings and the need to go beyond the simulation
only of mean incomes to a simulation of the distributions of incomes/
earnings/around these estimated means. By Hardings simulations,
most Australians would repay their HECS debts in full by their 65th
year (93% of males and 89% of females), with most repaying in their
30s and 40s.
Harmon, Colm, Ian Walker and Niels Westergard-Nielsen (Eds.). (2001).
Education and Earnings in Europe: A Cross Country Analysis of the Returns
to Education. Northampton, UK: Edward Elgar Publishing.
This book, reports on a research project, Public Funding and Private
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Heller, Donald E. (Ed.). (2000). The States and Public Higher Education
Policy. Affordability, Access, and Accountability. Baltimore, MD: The John
Hopkins University Press.
The essays in this report explore the debates surrounding issues
of affordability, access and accountability in higher education in
the United States by focusing on the relationship between tuition,
financial aid and enrollment. The report surveys recent literature on
this relationship, updates the historical findings on student price
responsiveness nationally and applies these findings to California.
The report makes the point that while research has shown that college pricing and financial aid factors play a relatively small role in a
students decision to enroll in college, they are critically important
because they are among the only factors under the direct control of
policy makers.
Heller, Donald E. (1999). The Effects of Tuition and State Financial Aid
on Public College Enrollment. The Review of Higher Education, 23(1),
6589.
This study examines the impact of state policy in the US on public
college enrollment by students from different racial groups. The
author suggests that if the impact of rising prices does differ from
group to group, states need to adapt their policies to safeguard the
goal of equality of access to public higher education.
Heller, Donald E. (1997). Student Price Response in Higher Education:
An Update to Leslie and Brinkman. The Journal of Higher Education,
68(6), 624659.
In 1987 Leslie and Brinkman reviewed 25 quantitative analyses for
their metaanalysis on the relationship between price and enrollment
in higher education. The main quandary has been, and continues
to be, that college participation rates grew in the US over the past
three decades, even in the face of increasing costs. The answer is
that college prices, though increasing in nominal terms, have not
increased in real terms. Heller extends the Leslie and Brinkman article with more recent student demand studies to answer the question:
Do tuition and financial aid changes have the same effect on later
cohorts of students as those found by Leslie and Brinkman? Many of
the 20 new student demand studies Heller uses focus on the effect
of tuition and aid changes on students of different income categories, races, and in different college sectors. Heller concludes that the
evidence continues to be overwhelming: as the price of tuition goes
up, the probability of enrollment tends to go down.
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Herbert, Alicia and Claire Callender. (1997). The Funding Lottery, Student
Financial Support in Further Education and its Impact on Participation.
London, UK: Policy Studies Institute.
The report assesses the impact of student financial support in the
further education sector in the UK on participation and concludes
that given the absence of a comprehensive or universal system of
financial support for further education students and the discretionary
nature of the financial funds that are available, the current funding
system can only have a minimal impact on widening participation. It
recommends the creation of a national-level comprehensive system
of financial support built on additional research on the actual costs
of participation, and the impact of financial support on initial access,
completion and progression in further education.
Herz, Barbara. (2005). University-Level Education for Women in the
Developing World: Questions for Public Policy. New York: Carnegie
Corporation of New York.
This paper was commissioned by the Carnegie Corporation of New
York to explore the accessibility, value and cost of higher education
for African women and the social, cultural and financial barriers
that they face. The author argues that one of the first steps for
improving womens participation in higher education is to fill in
some of the research and data gaps on current university enrollment patterns, on the economic and social returns to university
education and on strategies for increasing womens education at
the university level. After reviewing the data that is available in
each of the three areas, she makes suggestions for future research
and data collection.
Heyneman, Stephen and Alan J. DeYoung (Eds.). (2004). The Challenge
of Education in Central Asia. Greenwich, CT: Information Age Publishing.
The book looks at developments in the field of education in the
Central Asian countries that emerged as independent entities after
the collapse of the Soviet Union in 1991. The book addresses a number of educational issues including the problems of educational
accessibility and quality in Central Asia and looks at the educational
reforms aimed to decentralize the system. In terms of higher education, a wide range of issues are addressed including university quality,
governance problems, the dilemma of confusing profit-making education with private education, the process of financial diversification,
institutional autonomy issues, and the dilemmas involved in creating a new citizenry through a new university structure.
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from the late 1980s, which put greater trust in universities by allocating them extra resources and decreasing their accountability to
the State. The current policy tends to be a mix of self-regulation,
and contract between the Ministry of Education and each university.
Decentralization and deregulation are the characteristics of this
new policy. The new funding model is composed of three distinct
components: the basic budget, oriented towards formula budgeting; the performance component, based on indicators of efficiency
and effectiveness in academic activities; and the component for
development programs, which is awarded based on a national competition. External funding has increased in recent years. The article
concludes with discussions on the new funding model and the balance between the state, markets and the academic profession.
Horn, Laura J., Xianglei Chen and Chris Chapman. (2003). Getting
Ready to Pay for College: What Students and their Parents Know about the
Cost of College Tuition and What are They Doing to Find Out. Washington,
DC: NCES, NHES, US Department of Education. Available at:
http://nces.ed.gov/pubs2003/2003030.pdf
Using data from the 1999 National Household Education Survey
Programs Parent and Youth Surveys, the study looked at how much
students who plan to attend postsecondary institutions and their parents know about the costs of attending college. It examined whether
parents had started to save for their childrens education, had gathered information on financial aid, and knew about the various tax
credits that were available to offset costs. The study found that both
parents and students tended to overestimate tuition; especially for
public institutions and that parents ability to estimate accurately was
positively linked to their household income and educational level.
However, regardless of income and educational level, parents who
were involved with their childrens school were more likely to have
begun saving for college and were more aware of college costs.
Huang, Lihong. (2005). Elitism and Equality in Chinese Higher Education.
Studies of Student Socio-economic Background, Investment in Education,
and Career Aspirations. Studies in Comparative and International
Education. Stockholm: Institute of International Education, Stockholm
University. Available at: http://www.interped.su.se/publications/lihongthesis.pdf
A doctoral dissertation, this study presents empirical patterns of
social equity in Chinese higher education based on a questionnaire
survey administered to 1,200 students at six public universities in
Southwest China. The survey findings reveal that a disproportion-
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paper also stresses the role student aid plays in increasing access to
postsecondary education especially in circumstances of increasing
tuition. It points out that student aid enables lower income students
to acquire college education that benefits both individuals and society. However, this study indicates that over the last three decades the
amount and type of support has shifted considerably, resulting in
diminishing access for low-income students. In its conclusion the
paper suggest possible policy solutions to address higher education
access issues.
Institute for Higher Education Policy. (2000). Higher Education Cost
Measurement, Public Policy Issues, Options, and Strategies. Compilation
of background papers prepared for the Seminar on Cost Measurement
and Management, The New Millennium Project on Higher Education
Costs, Pricing, and Productivity. Washington, DC: Institute for Higher
Education Policy.
This is a compilation of background papers prepared for seminars
on cost measurement and information management in higher education. Approaches to cost analysis, inter-institutional effort to share
cost information, institutional cost and productivity, and the impact
of differential allocation of subsidy are the major background papers
included in the compilation.
Institute for Higher Education Policy, Sallie Mae Education Institute,
and the Education Resources Initiative. (1997). Student Loan Debt:
Problems and Prospects. Proceedings from a National Symposium.
Washington, DC: Institute for Higher Education Policy.
The collection of papers (proceedings from a national symposium)
addresses a number of questions related to student debt. Jacqueline
E. King of the American Council on Education in her study Student
Borrowing: Is there a Crisis? suggests that increased reliance on
loans is not a crisis for all students; nevertheless there are pockets
of students for whom borrowing has become a problem. Patricia
M. Scherschel of USA group in her research Reality Bites: How
Much Do Student Owe? focuses on borrowing patterns and debt
levels, as well as how they changed over time. Susan Choy of MPR
Associates, Inc. in the article Early Labor Force Experiences and Debt
Burden looks at early labor force experiences of borrowers and nonborrowers. Sandra Baum of Skidmore College and Diane Saunders
of Nellie Mae in their paper Life After Debt: Summary Results of
the National Student Loan Survey discuss students repayment
experiences and attitudes toward borrowing and repaying student
loans. Finally, Patricia Somers of the University of Arkansas at Little
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governmental expenditures that ought to be examined for their respective cost-effectiveness in promoting whatever goal or goals constitute
the basis for governmental subsidization via student assistance.
Johnstone, D. Bruce. (2005a). Higher Education Accessibility and
Financial Viability: the Role of Student Loans. In Tres, Jaoquim and
Francisco Lopez Segrera (Eds.), Higher Education in the World 2006:
The Financing of Universities (pp. 84-101). Barcelona: Global University
Network for Innovation (GUNI) published by Palgrave Macmillan.
Available at: http://www.gse.buffalo.edu/org/inthigheredfinance/publications.html
This chapter, drawn from earlier papers prepared for the International
Comparative Finance and Accessibility Project, serves as the Projects
primer on student loans. It begins with the four principal ways that
governments can participate in generally available student lending,
including (1) bearing all or a significant part of the risk; (2) subsidizing
interest; (3) absorbing some costs; and in some cases (4) employing
governmental income tax and /or pension contribution collection
systems for the collection of student loan obligations. The chapter
covers the forms of student lending, including conventional or mortgage-type loans, income contingent loans, and hybrid versions of fixed
schedule and income contingent repayment obligations, and presents
examples of loan programs in several countries, concluding with the
crucial elements of student lending, including terms and conditions,
risk bearing, and the provision of capital.
Johnstone, D. Bruce. (2005b). A Political Culture of Giving and the
Philanthropic Support of Higher Education in International Perspective.
International Journal of Educational Advancement. 5(3), 256-264.
The political culture of giving, which is presented as one of the critical factors in the success of philanthropic funding in the search for
other-than-governmental funding of higher education, depends to a
considerable degree on the political acceptance of the appropriateness
of tuition fees and other elements of cost-sharing. Johnstone suggests
that Germany and other European countries that continue to reject the
appropriateness of cost-sharing will have difficulty in attracting broadbased philanthropic support for institutions of higher education.
Johnstone, D. Bruce. (2005c). Fear and Loathing of Tuition Fees:
an American Perspective on Higher Education Finance in the UK.
Perspectives. 9(1), 12-16. Available at:
http://www.gse.buffalo.edu/org/inthigheredfinance/publications.html
Although the UK in 1997 became the first European country to have
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a more-than-incidental tuition fee, the Labor Partys Left supported by a strong National Union of Students and strong academic
Left seems never to have forgiven the Labor Government for
this act, and in 2004 managed to convert the tuition fees which,
because they were means-tested, were mainly paid by relatively
well-to-do parents to deferred fees, which are to be paid for
mainly by students. This article traces this and other features of
what Johnstone describes as the UKs somewhat curious fear and
loathing of tuition fees.
Johnstone, D. Bruce. (2004a). Higher Education Finance and
Accessibility: Tuition Fees and Student Loans in Sub-Saharan Africa.
Journal of Higher Education in Africa. 2(2), pp. 11-36.
Abstract available at: http://www.bc.edu/bc_org/avp/soe/cihe/africaHEjournal/journal_home.htm
The article describes some of the historic resistance to cost sharing
in Africa as well as its rationales the most compelling of which
is the sheer need for revenue, coupled with the increasing unlikelihood that African governments can raise revenue by taxation
to meet currently underfunded social needs and simultaneously
provide more money to higher education. It identifies some limitations to the dual-track tuition policies that are being implemented
in East Africa and some reasons for the many failures African
countries have experienced with student loans programs. Finally,
it cautions against the prevailing fascination with income-contingent loans and makes recommendations drawn from both theory
and practice.
Johnstone, D. Bruce. (2004b). Cost-Sharing and Equity in Higher
Education: Implications of Income Contingent Loans. In Pedro Teixeira,
Ben Jongbloed, David Dill, and Alberto Amaral (Eds.), Markets in Higher
Education. Rhetoric or Reality. (pp. 37-60). Dordrecht, the Netherlands:
Kluwer Academic Publishers.
This chapter traces the history of cost-sharing in European higher
education, and some implications of the current interest in income
contingent loans for recovering a portion of the costs either of student living or tuition fees or both. The author outlines the differences
and similarities (which are more than commonly thought) between
income contingent versus conventional repayment obligations and
describes some of the unintended consequences of the former. He
recommends that countries carefully study the theoretical underpinnings of cost sharing and the operations of alternative programs of
tuition fees and student loans, before choosing a loan system.
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introductory and concluding chapters on the theory of cost sharing and on the summary observations of how public policy can be
viewed through the lens of those forces attempting to shift costs onto
another party, are still valid.
Johnstone, D. Bruce. (1972). New Patterns for College Lending: Income
Contingent Loans. New York and London: Columbia University Press.
This book, published in 1972 while the author was a Project Specialist
for the Ford Foundation, was the product of extensive research
within the Foundation in response to the question of whether the
Ford Foundation should back Yale Universitys early experiment
with income contingent lending. As the first entire book devoted to
the concept of income contingent lending, it remains important for
the analysis of the principles of income contingency, as well as an
historical record of the details of several important early and failed
experiments, particularly Yales Tuition Postponement Option, and
Dukes Deferred Tuition Plan. The book is particularly useful in its
discussion of the essence of income contingency and the need for a
source of subsidy, whether the source be the institution, the taxpayer,
or the high earning borrowers who thereby need to pay a substantial premium in effective interest on their repayments. Johnstone
also presents for the first time his proposal for a hybrid version of
income contingent and fixed-schedule loans in which only the low
earners would repay income contingently, and where the source
of subsidy would be the government, which is now subsidizing students on the basis of their parents low earnings at the time they were
in college, but which could just as (or perhaps more) reasonably
subsidize students on the basis of their own low lifetime earnings
after college, thus providing the means of funding the losses from
low earners without the mutualization of risk and the consequent
adverse selection that tends to keep potential high earners out of the
program.
Johnstone, D. Bruce and Olga Bain. (2001). Universities in Transition:
Privatization, Decentralization and Institutional Autonomy as National
Policy with Special References to the Russian Federation. Buffalo, NY: The
International Comparative Higher Education Finance and Accessibility
Project, Center for Comparative and Global Studies in Education,
University of New York at Buffalo.
This paper presents the three interrelated concepts of privatization, decentralization, and institutional policy in connection with
governments relationship to higher education, and in the context
of governmental policies that seem to be attempting to further these
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three trends worldwide. It then gives examples with respect to governmental policies in the Russian Federation in the 1990s, following
the dissolution of the Soviet Union, the severe financial crisis, and
the embrace of more market principles.
Johnstone, D.Bruce, Alka Arora, and William Experton. (1998). The
Financing and Management of Higher Education: A Status Report on
Worldwide Reforms. Washington, DC: The World Bank. [Prepared in conjunction with the October 1998 UNESCO World Conference on Higher
Education, Paris, October 5-8, 1998.]
This monograph was commissioned in 1998 by the World Bank as
part of the World Banks contributions to the 1998 UNESCO World
Conference on Higher Education, held in Paris in October of that year.
The authors present worldwide trends in financing and management
in the context of five themes: (1) expansion and diversification; (2)
financial pressures and austerity; (3) the gravitation toward more market orientation, together with the search for more non-governmental
revenue; (4) the demand of greater accountability with both institutions and faculty; and (5) the demand for both greater quality and
greater efficiency. Particular emphasis is placed on resource diversification and increasing use of cost sharing in student loans. Examples
are given from, e.g., Hungary, Chile, China, and Argentina.
Jongbloed, Ben. (2004). Tuition Fees in Europe and Australia: Theory,
Trends and Policies. In John C. Smart (Ed.), Higher Education: Handbook
of Theory and Research (pp. 241309), Volume XIX. Dordrecht: Kluwer
Academic Publishers.
Part of the Handbook compendium series that collects literature
reviews on higher education topics, the chapter discusses tuition
fees in higher education using price theory, human capital theory and screening theory. It reviews the literature on private and
social returns to human capital investment. Using examples of
facts, trends and policies in Western Europe and Australasia, the
chapter draws some conclusions about the setting of fees and the
design of student support systems.
Jongbloed, Ben. (2003). Marketisation in Higher Education, Clarkes
Triangle and the Essential Ingrediants of Markets. Higher Education
Quarterly, 57 (2), 110-135.
The article discusses the introduction of marketization and markettype mechanism policies (deregulation and privatization) into the
higher education sector; a sector that has traditionally been characterized by a high degree of government intervention. It identifies eight
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conditions, four for providers and four for consumers, that need to
be fulfilled for a market to function and looks at the extent to which
they exist in the Dutch higher education system. These freedoms
include freedom of entry, freedom to specify the product, freedom
to use available resources, freedom to determine prices, freedom to
choose provider, freedom to choose product, information on prices
and quality, and direct and cost-covering prices paid. The author concludes that there is a substantial presence of market-type elements in
the Dutch higher education system, with the exception of prices that
reflect costs and the capacity for new providers to enter the market.
He concludes that there is no such thing as a truly free market in
higher education and that Burton Clarks triangle of coordination
between state authority, the market and academe can be seen as a
dynamic process in which demands confront supply and that finding
the optimal balance between these is the real challenge.
Jongbloed, Ben and Jos Koelman. (2000). Vouchers for Higher
Education? A Survey of the Literature Commissioned by the Hong Kong
University Grants Committee. Enschede, the Netherlands: Center for
Higher Education Policy Studies (CHEPS). Available at: http://www.
utwente.nl/cheps/documenten/engart00vouchers.pdf
This report surveys the literature on the use of vouchers in higher
education and presents the pros and cons of their use. It also
describes voucher models and reviews the theory and practice of
vouchers in compulsory education and in higher education.
Jongbloed, Ben and Carlo Salerno. (2002). Funding and Recognition:
A Comparative Study of Funded Versus Non-funded Higher Education
in Eight Countries. Enschede, the Netherlands: Center for Higher
Education Policy Studies (CHEPS). Available at: http://www.utwente.nl/
cheps/documenten/engreport02fundingandrecognition.pdf
Prepared by the Centre for Higher Education Policy Studies
(CHEPS) for the Dutch Ministry of Education, Culture and Sciences,
the report looks at how different countries invest in higher education, and specifically in higher education outside the public sector,
in order to foster the competitiveness of their systems. The study
compares the situation of recognized government funded and nonfunded higher education institutions in eight countries in terms of
formal criteria for public funding, the degree to which such criteria
refers to quality, the existence or not of programs that meet quality
criteria, but are not eligible to receive funding, and recent changes
in the system that could affect the sector of recognized, non-funded
higher education.
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Junor, Sean and Alexander Usher. (2004). The Price of Knowledge 2004.
Access and Student Finance in Canada. Montreal, Canada: Canada
Millennium Scholarship Foundation Research Series.
This second edition of the Price of Knowledge generally follows the
same format as the original edition published in 2002, but adds new
information and additional analysis in each area. After reviewing
the barriers to post-secondary education, the book provides extensive information on the costs of higher education facing students
and their families and the student assistance resources available to
them.
Junor, Sean and Alexander Usher. (2002). The Price of Knowledge: Access
and Student Finance in Canada. Montreal, Canada: Canada Millennium
Scholarship Foundation Research Series.
Produced within the context of the Canada Millennium Scholarship
Foundations program of research into access to higher education,
the book describes what is known to date about access and student
finance in Canada. The book provides a wide range of data collected
from a variety of national sources including data on barriers to higher
education, student behavior and composition, costs of higher education, financial assistance programs and graduate outcomes.
Kagia, Ruth. (1997). Financing Sustainable Educational Programs in
Sub-Saharan Africa: Challenges and Opportunities. Paper presented at
the International Seminar on Basic Education and Development in SubSaharan Africa organized by Japan International Development Agency
(JICA), Tokyo, March 6-7, 1997.
The paper among other issues, discusses rationale for investing in education, context of financing educational programs in
Sub-Saharan Africa, challenges and opportunities for financing
sustainable development in Africa. Challenges discussed in this
paper include economic, political and historical diversities, rapid
population growth, heavy debts, low access to education at all levels,
gender gaps, and declining quality. Opportunities for developing
educational programs include forging effective partnerships, capacity building and supporting educational reforms.
Kaiser, Frans. (2003). Higher Education in France. Country Report. Higher
Education Monitor. Enschede, the Netherlands: Center for Higher
Education Policy Studies (CHEPS).
Available at: http://www.utwente.nl/cheps/documenten/france.pdf
Country study for France produced as part of the CHEPS Higher
Education Monitor, an ongoing research project that aims at provid-
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Kaiser, Frans, van der Meer, P., Beverwiji, J., Klemperer, A., Steunenberg,
B. and A. Van Wageningen. (1999). Market Type Mechanisms in Higher
Education. A Comparative Analysis of their Occurrence and Discussions on
the Issue in Five Higher Education Systems. Enschede, the Netherlands:
Center for Higher Education Policy Studies (CHEPS).
Available at: http://www.utwente.nl/cheps/publications/complete_list/
english/English_reports.doc/
According to this report, public higher educational institutions are
pulled from traditional public teaching and research activities into
more market-oriented activities to generate additional resources.
The report explores types of market-oriented policies in place and
the market structure and regulations imposed by the government
to introduce market like mechanisms in higher education on the
basis of field surveys in five countries: Germany, France, the UK,
the Netherlands and the US. According to the report, the success of
market type mechanisms in higher educational institutions depends
on the level of productive efficiency, the degree of providers responsiveness to the demands of the consumers, the degree of choice that
customers have regarding services and providers and the attention
paid to equity.
Kajubi, Senteza. (1992, June). Financing Higher Education in Uganda
Higher Education, 23, 433-41.
This article discusses the current structures of educational finance
in Uganda, arguments for increased cost recovery and the introduction of student loans. The article also examines obstacles to student
loans in Uganda.
Kane, Thomas J. and Peter R. Orszag. (2003). Higher Education
Spending: The Role of Medicaid and the Business Cycle, Policy Brief
Number 124. Washington, DC: The Brookings Institution.
A policy brief that looks at the decline in quality in public college
and universities due to decreasing state support (due in turn to the
States rising Medicaid obligations) and the institutions inability to
offset these decreases with adequate tuition increases.
Kane, Thomas J. (1995). Rising Public College Tuition and College Entry:
How Well do Public Subsidies Promote Access to College? Working Paper
Series. National Bureau of Economic Research, Inc. Cambridge, MA:
National Bureau of Economic Research, Inc.
This paper evaluates the price sensitivity of students, using several
sources of non-experimental variation in costs. The bulk of the
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evidence points to large enrollment impacts, particularly for lowincome students and for those attending two-year colleges.
Kasozi, A.B.K. (2003). University Education in Uganda. Challenges and
Opportunities for Reform. Fountain Series in Education Studies. Kampala,
Uganda: Fountain Publishers.
This study reviews the higher education sector in Uganda and the
challenges that it faces in terms of access. It proposes a number
of reforms in such areas as university management, institutional
capacity and university finance. The third chapter is dedicated to
higher education finance and includes information on the cost sharing strategy that is currently in place in the public university sector.
Kaul, Rekha. (1993). Caste, Class and Education: Politics of the Capitation
Fee Phenomenon in Karnataka. New Delhi, India: Sage Publications.
This book looks at the growth of capitation fee colleges in the State
of Karnataka (and the rest of India). It argues, with data from 19
private engineering and medical colleges, that the capitation fee phenomenon reflects what it terms persisting inequalities and the elitist
base of the education system, works to maintain the caste-class and
power structures and lowers educational standards. The book concludes by outlining several corrective measures and interventions
that need to be made by the government and social forces.
Kezar, Adrianna J. (2000). Higher Education Trends: Finance. George
Washington University. Washington, DC. Graduate School of Education
and Human Development. Washington, DC: ERIC Clearinghouse on
Higher Education. Available at: http://www.eriche.orgAibergU/finance.
html
Summarizes the major literature on financial issues in higher education. Reviews a major study on trends in higher education finance
that presents data from an ongoing study of tuition discounting at
270 colleges and universities and finally relates this to how higher
education is financed internationally. Debt financing, creative budget
strategies, and strategic planning in response to shrinking resources
are explored.
Kiamba, Crispus. (2004). Privately Sponsored Students and Other
Income-Generating Activities at the Univeristy of Nairobi. Journal of
Higher Education in Africa, 2(2), 53-74.
Abstract available at: http://www.bc.edu/bc_org/avp/soe/cihe/africaHEjournal/journal_home.htm
This article describes the income generating policies that have been
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costs and the use of some of these funds for means tested financial
assistance to students from lower socio-economic groups.
Li, Wenli and Weifang Min. (2000). Tuition, Private Demand and Higher
Education Expansion in China. Beijing, China: School of Education,
Peking University.
All higher education institutions in China have adopted cost-recovery policies since 1997. This study analyzes the impact of college
costs, expected return to education and family education and
financial background on the probability of individual enrollment
in higher education in China, especially in urban areas. The data
are from Urban Household Survey of the State Statistical Bureau of
China, which was collected in August 1999. Using price-response
measures, this study examines cost sensitivity among different
income groups. It also analyzes willingness to pay for higher education and the financial resources available for students educational
expenses using data from a college student survey, administered in
December 1999. This study finds that the main portion of financial
resources is coming from the students families, and that the gap
in terms of willingness to pay among different income groups is
becoming larger with increases in tuition. The study concludes
by outlining some recommendations aimed at informing enrollment projections and tuition policy choices in the Chinese higher
education system.
Looker, E. Dianne. (2004). Why Dont They Go On? Factors Affecting
the Decisions of Canadian Youth Not to Pursue Post-Secondary Education.
Montreal, Canada: Canada Millennium Scholarship Foundation
Research Series. Available at: http://www.millenniumscholarships.
ca/images/Publications/looker_en.pdf
The paper focuses on why young people opt out of postsecondary
education. In order to address this question, it uses two studies of
Canadian youth commissioned by the Canada Millennium Scholarship
Foundation (Foley, 2001, and COGEM, 2001), which examine the factors affecting the decision not to attend postsecondary education. The
paper gives an overview of the relevant literature, describes the design
and major findings of the two studies mentioned above, and presents
some policy implications based on this research.
Lund, Helen. (1999). Making and Saving Money: Income Generation and
Cost Saving in Higher Education, Commonwealth Higher Education Manage
ment (CHEMS)-Association of Commonwealth Universities (ACU).
Based on data from questionnaire surveys administered to 150 insti-
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Makerere University who are given subsidy to cover part of the costs
of higher education. The findings were that students from well-to-do
affluent families from prosperous districts were enjoying the performance-based subsidy (PBS) and the privately sponsored places
and programs (PSSP) introduced by Makerere University. The study
recommended that while the government must have the primary
responsibility for funding higher education, the public subsidy must
become more sensitive to equity and if need be the government
should introduce cost sharing based on positive discrimination.
Mayhew, Ken, Cecile Deer and Mehak Dua. (2004). The Move to Mass
Higher Education in the UK: Many Questions and Some Answers.
Oxford Review of Education, 30(1), 65-82.
This paper describes the course and causes of the expansion of higher
education in the UK since the 1960s. While the number of university
students from modest social backgrounds has increased, they comprise much the same proportion of the university population as they
did 40 years ago. Though personal rates of return from higher education are generally substantial, there is still doubt about the extent
of the returns to society and how productively new graduates will be
employed in the labor market. The paper considers the impact of this
expansion with tight public funding since the early 1980s and of the
increase in compliance and audit costs. Finally it suggests that the
incentive structures applied by the government may have made the
different parts of the sector more homogenous than is desirable.
McEwan, Patrick J. and Martin Carnoy. (2000, Fall). The Effectiveness
and Efficiency of Private Schools in Chiles Voucher System. Educational
Evaluation and Policy Analysis, 213-239.
This article evaluates the relative effectiveness and efficiency of
private and public schools under Chiles voucher system that was
introduced in 1980. The findings show mixed results in terms of
effectiveness (academic achievement) and efficiency (cost per specified level of outputs) among non-religious voucher schools, Catholic
voucher schools, public schools and Catholic schools.
McKeown-Moak, Mary. (2002). Financing Higher Education in the New
Century, The Third Annual Report from the States. Denver, CO: State
Higher Education Executive Officers (SHEEO).
This report summarizes trends in financing higher education in the
United States based on various reports of states appropriations and
a survey of state higher education finance officers.
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particular, the book describes the cost sharing and revenue diversification policies implemented at Makerere University that brought it
from near bankruptcy and total dependency on government financing in the early 1980s to raising over 60 percent of its annual budget
by the 1999/ 2000 academic year.
Mwamila, Burton L.M., Issa Omari and Eva Mbuya. (2002). Proceedings
from the International Conference on Financing Higher Education. Dar es
Salaam, Tanzania: University of Dar es Salaam.
Proceedings from the ten-nation conference, Financing Higher
Education in Eastern and Southern Africa: Diversifying Revenue
and Expanding Accessibility, held in Dar es Salaam, Tanzania,
in March 2002 and co-hosted by the University of Dar es Salaam
and the International Comparative Higher Education Finance and
Accessibility Project of the State University of New York at Buffalo.
In addition to the keynote papers, the proceedings include highlights
from the discussions and a list of findings and recommendations
that reflect the views of the majority of participants. Among the
latter is the recognition that cost-sharing in some fashion is almost
certainly an imperative for African higher education and that tuition
fees are an important component of cost sharing.
Nanzaddorj, Buluut. (2001). Educational financing and budgeting
in Mongolia. Financial management of education systems. Paris:
International Institute for Educational Planning- UNESCO.Available at:
http://unesdoc.unesco.org/images/0012/001235/123534e.pdf
Prepared as part of the IIEPs research project on capacity building in
budgetary processes for education in Central Asia and Mongolia, the
book analyses the financial management and budgeting procedures
used in Mongolia against a backdrop of its educational system and
recent history. Since the dissolution of the Soviet Union, Mongolia
has experimented with market reforms in education and introduced
cost sharing in higher education.
Narayana, M.R. (2005). Student Loan by Commercial Banks: A Way to
Reduce State Government Financial Support to Higher Education in
India. Journal of Developing Areas, 171-187.
This study aims to find plausible answers to the ongoing policy
debate about financing higher education through public subsidies
versus student loans. It focuses specifically on the financing of
collegiate education, which is part of general higher education,
in Karnataka State in South India. This study provides interesting data about the development of student lending in India, as
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include: (1) the high rate of tuition increases that have made US
higher education less affordable for most American families; (2)
the failure of both federal and state financial aid to keep pace with
these tuition increases; (3) the striking increase in borrowing to pay
for college; (4) the juxtaposition of steep increases in public college
tuition with a serious flattening of earnings on the part of the bottom income deciles of the American public; and (5) the fact that
tuition has been increased at such high rates in part to compensate
for the failure of state support to maintain its share of the increasing
costs of higher education.
National Commission on the Cost of Higher Education. (1998). Straight
Talk About College Costs and Prices. Phoenix, AZ: Oryx Press
This book includes facts and figures on federal student aid, student
aid and tuition, real costs, and college costs in addition to sociological
surveys, one example being the perceived costs of higher education.
Terms and concepts are also neatly identified and described in easy
language as it is written for highlevel policy makers, not specialists.
An excellent reference for US higher education.
National Union of Students. (2000). Equal access or elitist entry? The
Impact of Student Funding on Access to Higher Education. London, UK:
National Union of Students.
This monograph from the UK National Union of Students is a predictably partisan and critical, but nonetheless well researched and
written, answer to the UK governments increasing drift in the late
1990s toward increasing reliance on markets, tuition fees, and student loans. The National Union of Students has always opposed
these trends, seemingly in the hope of restoring and even enhancing
an earlier period in the UK where higher education was free of any
tuition fees and students were supported by generous means-tested
maintenance grants that allowed them to pursue their studies full
time, without the distractions either of part-time employment or the
burden of borrowing. The monograph is partly an examination of
Australia, Germany, and the US, and in particular an attempt to find
fault with both Australia and the United States, both of which continue to move in the direction of cost sharing and a higher education
finance system that places a portion of the burden on both parents
and students. The report is well written, but predictably selective
both in its citations and its conclusions, finding both the Australian
and the American systems injurious to students and participation
(contrary to much evidence presented elsewhere, such as Chapman
and Johnstone).
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National Union of Students. (1968). The Case Against Loans, NUS Policy
on Student Support. London: National Union of Students.
This pamphlet written in 1968 is dated, but is still of considerable historic interest, presenting the British students case against
loanswhich case is actually an affirmation of their case for no
tuition fees and for generous mandatory grants covering the costs
of student living. This was written before there was any tuition fees
and before there were any student loans in the UK. The absence of
any general available student loan program in Britain was almost
certainly a hardship for older students, part-time students, further
education students, and others who were not eligible for the thengenerous mandatory grants. However, the opposition to loans was
predicated on a strategic assumption that the British Government
would be politically constrained from adopting tuitions or allowing an erosion of mandatory grants as long as there were no loans
to accommodate the students. The corollary assumption was that
the existence of a generally-available student loan program would
be a precursor to either the advent of tuition fees or to an erosion
of student grantsboth of which, of course, began occurring in
the late 1990s.
Netherlands Bureau for Economic Policy Analysis and the Center for
Higher Education Policy Studies. (2001). Higher Education Reform:
Getting the Incentives Right. Enschede, the Netherlands: Center for
Higher Education Policy Studies (CHEPS).
Available at: http://www.gao.gov/new.items/d0284sp.pdf
The volume provides an overview of the various options for organizing higher education systems that involve governments as well
as markets. In addition to the description of higher education policy in several countries, the book includes a concise discussion of
the economics of higher education. In regards to particular policies,
it focuses on the Dutch higher education sector and suggests what
are the lessons from international experiences that Dutch policymakers can draw upon to get the incentives in higher education
right. The Australian Higher Education Contribution Scheme is
examined in great detail as is the decentralized higher education
sector in the United States. The volume also looks at the Danish
taximeter-model in which the financial flows are directly linked
to student performance. The UK system is studied in regards to
public research funding allocations, while the US is examined in
terms of the impact of university and industry ties on academic
research.
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modation, living costs, culture and leisure, and the role of higher
education institution in student support). It also analyzes financial
support from parents and relatives and the students financial contribution, and compares the students income and expenditure (student
support by social background, general assessment of the effects of
the system of study costs and student finance, and developments in
study costs and support for students in the last two decades).
Organisation for Economic Co-operation and Development and
UNESCO. (2002). Financing Education Investments and Returns, Analysis
of the World Education Indicators. Executive Summary. Paris: OECD.
This is an executive summary of the complete report that seeks to
analyze the education indicators developed through the OECD/
UNESCO World Education Indicators (WEI) program. The report
addresses the financing of education systems by examining spending and investment strategies in WEI countries (Argentina, Brazil,
Chile, China, Egypt, India, Indonesia, Jamaica, Jordon, Malaysia,
Paraguay, Peru, the Philippines, the Russian Federation, Sri Lanka,
Thailand, Tunisia, Uruguay and Zimbabwe). It looks at the rationale
for public spending, how public resources are distributed across levels of education and the role of the private sector both as a provider
of educational services and a source of educational expenditure.
Organisation for Economic Co-operation and Development. (1999a).
Financing Lifelong Learning in Tertiary Education, Alternative Approaches
to Financing Lifelong Learning. Paris, France: OECD.
This report outlines the financial issues that arise in implementing
the lifelong learning society, and the strategies that the public and
private sectors are pursuing to achieve it. It deals with issues such
as individual learning accounts, recognition of non-formal learning,
and measures to raise rates of return to lifelong learning. The aim of
the report is to provide a basis for continued in-depth discussion by
public authorities and their social partners. It aims to inspire future
actions that ensure that lifelong learning serves as a sustainable and
equitable strategy for human development.
Organisation for Economic Co-operation and Development. (1999b).
Financing Higher Education. In Tertiary Education and Research in the
Russian Federation (pp. 139-156). Paris, France: OECD.
The chapter on financing higher education in Russia looks at a) the
current status of higher education and its major sources of revenue
(sponsored research, research collaboration with industry, entrepreneurial earnings, student tuition and fees, and regional and
community support); b) the major reasons for government intervention and the forms of intervention; and c) key policy issues. The
paper explains the importance of broad based demand side government intervention including information provision, vouchers,
targeted subsidies, loan assistance and general tuition subventions as a vehicle to capture positive externalities from the sector.
Key policy issues discussed in the paper include the aggregate fiscal challenge faced by higher educational institutions, the loss of
institutional focus due to the conflict among major stakeholders,
managerial problems, the unpredictability of government support,
the lack of management budgetary control systems within institutions, and the diseconomies of scale.
Organisation for Economic Co-operation and Development. (1999c).
Tertiary Education: Extending the Benefits of Growth to New Groups.
Education Policy Analysis, 6483. Paris, France: OECD.
This study considers the three main components involved in decisions to invest in tertiary education: (1) the degree to which the visible
costs are being borne by students and their families compared to the
past; (2) the patterns of how these costs point to important variation according to the situation of each student; and (3) the impact
of private financing on participation and overall spending levels. It
describes a complex picture that does not clearly show the effects
of the imposition of costs on studies and households. The study
includes comparative data on private contributions to tertiary higher
education. The study concludes that caution should be used in shifting the burden of financing higher education from the government
to students and their families, so that it does not reduce the opportunity for some groups to study.
Organisation for Economic Co-operation and Development. (1998a).
Paying for Tertiary Education: The Learner Perspective. Education Policy
Analysis, 5782.
The paper discusses the issue of access to higher education as a
function of financial and educational resources. It examines the
participation issue in tertiary education by looking at patterns and
trends of access to different study options, learning resources and
financial support.
Organisation for Economic Co-operation and Development. (1998b).
Redefining Tertiary Education. Paris: Organization for Economic Co-operation and Development.
This is a comparative review of the first years of tertiary education
Payne, Joan and Claire Callender. (1997). Student Loans, Who Borrows,
and Why? London: Policy Study Institute.
This book on student borrowing in the UK was written in the context
of changing student aid policy that increased the use of loans. The
publication concentrates on the impact of borrowing on students.
Among other findings, looking at student behaviors related to the
take-up of student loans, the study concludes that women were
less likely to take out loan than men. The same was true for Asian
students in comparison to members of other ethnic groups. At the
same time having dependent children may possibly have increased
take-up, and students who were single parents had a high loan
take-up rate. The likelihood of taking out a student loan increased
with each subsequent year of study, and the level of loan take-up
differed between different age groups. The authors suggest that decisions about whether to take out a loan are likely to be influenced
by expected future earnings. Analyzing the reasons for borrowing
and not borrowing, the authors refer to different rationales for students from poorer families and students from more prosperous
backgrounds. They conclude that because students from poorer
backgrounds incur bigger debts than students from more wealthy
families, the fear of debt might deter some young people from entering higher education.
Pechar, Hans. (1998). Funding Higher Education in Austria: Present
Mechanisms and Future Trends. European Journal of Education, 33(1),
41-53.
The article reviews the evolution of higher education finance in
Austria and recent strategies for dealing with cuts in public expenditure in its different sectors. Written four years before tuition fees
were introduced in Austria, the article discusses the cost sharing
measures that the government had undertaken at that point including cuts in indirect and direct student assistance and goes on to
identify strategies for coping with continued and increasing financial stringency. The article concludes by looking at the arguments for
and against the imposition of tuition fees in higher education.
Pell Institute for the Study of Opportunity in Higher Education. (2004).
Indicators of Opportunity in Higher Education. Fall 2004 Status Report.
Washington, DC: The Pell Institute.
The report seeks to measure the opportunities for low-income students to access and success in higher education, to track progress
and improvement over time and to use the findings to advocate for
rates, despite the fact that access to schooling has never been more
widespread.
Powar, K.B. and K.L. Johar. (Eds.). (2004). Private Initiatives in Higher
Education. Yamuna Nagar, India: Sneh Prakashan.
This book examines Indias large and growing private sector for
higher education including its legal environment and its commercialization. The book also includes discussion of international private
higher education trends.
Prairie Research Associates. (2005). Canadian College Student Finances
(3rd ed.). Montreal, Canada: Canada Millennium Scholarship Foundation
and the Canadian College Student Survey Consortium. Available at:
http://www.millenniumscholarships.
ca/images/Publications/colleges-2004_en.pdf
This paper examines the results of a second survey of about 9,900
Canadian college students in 27 colleges, conducted by the Canadian
College Student Survey Consortium (CCSSC), in terms of the
students academic and personal profiles, financing strategies, expenditures, debt, and use of time. This paper concludes that students
financial situations and time use vary greatly by program type as
well as by region. Many of the differences arise because students
personal characteristics are correlated with the program they are
enrolled in. The fact that some programs are more predominant in
certain regions adds another dimension to this variation.
Price, Derek V. (2003). Borrowing Inequality: Race, Class, and Student
Loans. Boulder, CO: Lynne Rienner Publishers.
This book critically looks at current student loan programs in the
United States and argues that they reproduce the very patterns of
inequality among races, ethnic groups, genders and classes that they
were intended to alleviate. It concludes with financial aid proposals
that the author feels would address these problems and support
higher educations role as a vehicle for individual opportunity and
social change.
Psacharopoulos, George and Harry Anthony Patrinos. (2004). Returns
to Investment in Education: A Further Update. Education Economics,
12(2), 111-134.
Psacharopoulos, a Greek Parliament member in the early 2000s, was
also a senior economist in the World Bank. He is identified with the
Banks reliance in the 1970s and 80s on rate rate-of-return analyses
to show the relatively low payoff to public investments in higher as
opposed to elementary and secondary education. This article presents the latest estimates and patterns on social and private returns
to investment in education.
Psacharopoulos, George. (2002). The Social Cost of an Outdated Law:
Article 16 of the Greek Constitution. Paper presented at the 19th Annual
Conference European Association of Law and Economics, Athens,
Greece.
The paper argues that Article 16 of the Greek Constitution, which
guarantees free public higher education and prohibits private
universities, has resulted in limited access, declining quality,
unemployment, brain drain, foreign exchange loss, misallocation
of resources, reduced human capital investment and social agony.
The paper concludes that article 16 is an economically inefficient
and social inequitable law, but that public opinion continues to be
against private universities.
Public Funding and Private Returns to Education. (2001). Final Report.
Helsinki, Finland: Public Funding and Private Returns to Education
(PURE). Available at: http://www.etla.fi/PURE/
The Final report on the public funding and private returns to education project in 15 European countries. The project found that the
private returns to education vary across Europe and there is no sign
of a convergence of returns. In addition, project research revealed
that while enrollment in higher education is strongly influenced by
public funding, entry exams in the high-school system and tuition
fees, current returns to education and current unemployment rates
do not appear to affect current enrollment.
R.A. Maltest and Associates Ltd. (2004). Aboriginal Peoples and PostSecondary Education, What Educators have Learned. Montreal, Canada:
Canada Millennium Scholarship Foundation.
This article examines Aboriginal post-secondary education in Canada
and discusses the barriers to their participation in, and completion of, post-secondary education. The author discusses the federal
governments Post-Secondary Student Support Program and its
shortcomings in terms of the quantity of funding and the process
used to award grants. Finally, the article outlines five main strategies
to make post-secondary education more accessible for Aboriginal
peoples: Access Program, Community Delivery, Aboriginal Control
of Education, Partnerships between Aboriginal Communities and
Mainstream Educational Institutions, and Student Support that
Addresses Aboriginal Needs.
look at the direct and indirect impact of globalization and marketization on colleges and universities in the United States and Latin
America (Argentina, Brazil and Mexico). Particular attention is paid
some of the expressions of globalization such as privatization that
the authors argue jeopardize access for the poor.
Richards, Ken. (2002). Reforming Higher Education Student Finance
in the UK: The Impact of Recent Changes and Proposals for the
Future. Welsh Journal of Education (Special International Issue on
Paying for Learning: The Debate on Student Fees, Grants and Loans in
International Perspective), 11(1), 48-63.
Ken Richards, of the University of Wales, Aberystwyth, served
(along with Journal editor Maureen Woodhall), on the Independent
Investigation Group on Student Hardship and Funding in Wales [The
Rees Report] in 2001, designed to move toward a possible distinctive system of student finance in Wales, similar to what was brought
to Scotland through the CUBIE Report in 2000. This article is an
excellent example of the problems in the current (as of 2002) UK
system of student finance, particularly the parental means test and
its reliance only on income and not at all on assets or wealth, and on
the complex and at least partly unintended effects of the changes in
Scotland that replaced the upfront tuition fees with an income contingent loan. Richards illustrates, how, in Scotland, the abandonment of
an upfront, but means-tested, tuition fee was to the substantial financial advantage to upper middle income families who formerly paid
tuition but were now excused from doing so, and to the disadvantage
to all students, who now were assessed the tuition, albeit in the form
of a loan, and a special disadvantage to low income students, who
heretofore (or whose families were heretofore) excused from tuition
via the means test, but who now had to pay the full amount of tuition.
It is also a good treatment of the complexity of means testing, presenting, in the end, proposals for reform both for Wales and for the
remainder of the UK (England and Northern Ireland).
Rodrigues, Anthony J., and Shim O. Wandiga. (1997). Cost Sharing
in Public Universities: A Kenyan Case. Higher Education Policy Journal,
(1997) 10 (1), 55-80.
Using the Kenya case, this article discusses government policies
and existing cost sharing mechanisms within a framework of the
key policy issues (access, equity and educational quality) involved
in the cost and financing of university education. Based on simulations of loan schemes at the micro and macro levels the article
zation are discussed, and the strategies that Arab states could adopt
regarding privatization are outlined.
Sanyal, Bikas and Michaela Martin. (1998). Managing Higher Education
with Special Reference to Financial Management in African Universities.
In UNESCO Regional Office (Dakar-Senegal) Higher Education in Africa:
Achievements, Challenges, and Prospects. Paris: UNESCO.
This article presents diverse concepts and issues encompassing
financial management in African universities. Included in the article
are: the context of financial management, mechanisms of government finance, functions and practices of financial management,
acquisition and mobilization of resources, management of cash
reserves, allocation of resources, and evaluation and auditing.
Sawyerr, Akilagpa. (2004). Challenges Facing African Universities, Selected
Issues. Accra, Ghana: Association of African Universities.Available at:
http://www.aau.org/english/documents/asa-challengesfigs.pdf
A wide-ranging overview of the issues facing African universities
in the context of globalization, rising demand for enrollment and
decreasing government resources. The challenges of access and
social equity, quality and relevance, and system diversification are
explored and the coping strategies that universities adapt in the face
of these challenges are described.
Schaferbarthold, Dieter. (1999). The Financing and Cost of Studies in
Germany. European Journal of Education, 34(1), 69-74.
This paper analyzes the cost of postsecondary studies in Germany,
direct public support for students, other forms of financial support
to students and their parents, and parental support and the financial contribution of students. It summarizes the different models
currently under discussion. Priority seems to be given to an arrangement whereby each student would receive a contribution of some
DM 400, independent of parental income and a second amount (half
of which would be a grant and half an interest free loan) related to
parental income. This public system of financial support would also
cover periods spent studying abroad.
Scherschel, Patricia M. (2000). Student Debt Levels Continue to Rise,
Stafford Indebtedness: 1999 Update. USA Group Foundation New
Agenda Series, Volume 2, No. 3. Indianapolis, IN: USA Group. Available
at: http://www.luminafoundation.org/publications/debtburden.pdf
This report is based on a series of statistical reports drawn from the
borrower account database of USA Group Loan Services, and there-
fore does not cover any Stafford loans served by other companies,
Federal Perkins loans, private education loans, or credit card debts. It
presents the indebtedness figures for four different categories of borrowers (graduate students, undergraduates, proprietary students, and
students enrolled in community college and other two- and three-year
institutions), as well as several payment-stress indicators.
Schofield, Allan. (1996). Private Post-Secondary Education in Four
Commonwealth Countries. UNESCO/ACU-CHEMS Joint Action Plan in
Higher Education Management. Paris, France: UNESCO.
This study report is aimed at providing updated information about
private post-secondary education in selected Commonwealth countries (Australia, Nigeria, Pakistan, and Malaysia), and in particular
at examining both trends and operational issues in some detail.
The study was undertaken to design, disseminate and analyze
an international survey in private post-secondary education, and
to prepare a report containing summaries of country data, and
the criteria used by governments to authorize the establishment,
accreditation and monitoring of private post-secondary education
institutions.
Schrag, Philip G. (2001). The Federal Income-Contingent Repayment
Option for Law Student Loans. Hofstra Law Review, 29(3), 771-772.
Aimed at exploring the potential of the income contingent loan
repayment (ICR) option to help law students with high-debts, this
study describes the objectives and history of ICR legislation and
analyzes findings from a survey of law students and their financial
advisors. The study identifies the advantages and disadvantages of
ICR compared with standard repayment and with other long-term
repayment plans and concludes with recommendations on ICR for
students, financial aid advisors, and policy makers.
Shattock, Michael (Ed.). (2004). Entrepreneurialism and the
Transformation of Russian Universities. Paris: International Institute for
Educational Planning. Available at:
http://unesdoc.unesco.org/images/0013/001390/139013e.pdf
A series of case studies by Russian and non-Russian authors that
document the financing and management transformations that are
taking place in Russian higher education.
Shen, Hong and Wenli Li. (2003). A Review of the Student Loans Scheme
in China. Policy Research and Dialogue, Student Loan Schemes in Asia,
Vol. 1, N. 2. Bangkok, Thailand: UNESCO Asia and Pacific Regional
Responsibilities for Financing Postsecondary Education as a supplement to its main published report, which was requested by the
US Congress and reported in 1993. The National Commission,
while independent, was clearly expected by a partisan Republican
congress to find considerable fault with US higher education and
its presumed profligacy. The commission did not find the expected
(and presumably hoped for) wastefulness, although it did caution universities to make more effort both to contain costs and to
preserve accessibility. Sundts chapter provides some interesting
perspectives on European countries facing similar dilemmas in
higher education finance, including increasing costs and growing
demand.
Sutherland, Carla. (2001). The Limits of Marketization of Higher
Education in Sub-Saharan Africa. A Case Study of Student Financing
at Makerere University in Uganda. Paper presented at Conference on
Globalization and Higher Education: Views from the South. Cape Town,
South Africa, March 27-29, 2001.
This paper primarily based on fieldwork undertaken in 1998,
explores the impact of marketization of higher education in Uganda,
and questions of equity and efficiency. The paper also addresses the
question of sustainable marketization of higher education by looking at the way in which students are currently financing their studies
through costs bone to themselves and their families.
Swail, Watson Scott. (2003). The Affordability of University Education,
An Analysis of Higher Education in Canada and the United States.
Washington, DC: Educational Policy Institute supported by the Canada
Millennium Scholarship Foundation. Available at:
http://www.educationalpolicy.org/pdf/Affordability.pdf
The study deals with two questions: how do Canadians differ in
access to postsecondary education, specifically at the university level,
compared to Americans, and how affordable is the Canadian system
compared to that of the United States. Data in this report confirm
that access rates in Canada and the United States are strikingly
similar. With respect to affordability, tuition and fee charges and
total costs of attendance are considerably lower in Canada. However,
American students receive almost twice as much grant aid as do
Canadian students, and have access to significantly more loan aid.
When compared with costs of attendance, total aid covers 33 percent
of the bill in Canada, and 60 percent in the United States. The study
finds that the net cost for a university education in Canada is 32
percent higher than in the United States.
CHEPS that focused on the financing of higher education in subSaharan Africa. The book proposes changes in funding policies and
strategies for managing and generating resources that are required
for stimulating African universities to make a greater contribution
to the development of their nations.
Teferra, Damtew and Philip Altbach (Eds.). (2003). African Higher
Education Reference Guide and Handbook. Bloomington, IN: Indiana
University Press.
This book is a basic source and guide on various themes in African
higher education. The major portion of the book consists of chapters
on each African nation. Financing and funding patterns of higher
education are among the major themes discussed in this book.
Teixeira, Pedro, Bruce Johnstone, Maria Joao Rosa and Hans
Vossensteyn (Eds.). (2006). Cost-Sharing and Accessibility in Western
Higher Education: A Fairer Deal. Dordrecht, the Netherlands: Springer
Science + business Media (formerly Klewer Academic Publishing).
A collection of papers on cost-sharing in the so-called mature economies (essentially the countries of the Organization for Economic
Cooperation and Development [OECD]), written for the Fourth
Annual Douro (Portugal) Seminar held in August 2004, organized
under the auspices of the Center for Higher Education Policy Studies
in Matosinhos Portugal and HEDDA, a consortium of European
centers on higher education research based at the University of
Oslo. Chapters are by Per Olaf Aamodt (Norway), Alberto Amaral
(Portugal), Claire Callendar (UK), Bruce Chapman (Australia),
Ross Finnie (Canada), Donald Heller (US), Ben Jongbloed (the
Netherlands), Bruce Johnstone (US), Pedro Teixeira (Portugal), Alex
Usher (Canada), Hans Vossensteyn (the Netherlands), Maureen
Woodhall (UK), Frank Ziegele (Germany).
Teixeira, Pedro, Ben Jongbloed, Alberto Amaral and David Dill (Eds.).
(2004). Markets in Higher Education. Rhetoric or Reality? Dordrecht, the
Netherlands: Kluwer Academic Publishers.
A collection of papers that were presented at the Douro III: Markets
in Higher Education Mature Economies seminar held in Portugal
in September 2003. The papers review the advantages and disadvantages of the markets introduction into higher education and its
implications for access, equity and quality.
Tekleselassie, Abebayehu and D. Bruce Johnstone. (2004). Means
Testing: The Dilemma of Targeting Subsidies in African Higher
uates receiving various types of financial aid, the sources of the aid,
and the average award amounts in 1999-2000. The focus is on loans
and grants at the four major types of institutions where undergraduates were enrolled: public 2-year, public 4-year, private not-for-profit
4-year, and private for-profit postsecondary institutions. In addition
to the loans received in 1999-2000, there is also a description of the
cumulative amount of federal loans that students had ever borrowed
as undergraduates. The report also includes a compendium of tables
that describe tuition, total price of attendance, and the various types
and sources of financial aid in more detail by institutional and student characteristics.
United States Department of Education and the U.S. General
Accounting Office. (2001). Alternative Market Mechanisms for the
Student Loan Program. Report GAO-02-84SP. Washington, DC: U.S.
General Accounting Office. Available at: http://www.gao.gov/new.
items/d0284sp.pdf
A report by the US Department of Education and the US General
Accounting Office that summarizes and evaluates four market
mechanism models (loan origination rights auction, loan sale, federal funding and market-set rate) for use in determining lender
return on student loans. The report also reviews adjustments that
could be made to the current system and includes a chapter on the
income-contingent repayment option and its inclusion in the market
mechanism models.
United States General Accounting Office. (2002). Student Aid and
Tax Benefits, Report to Congressional Committees. Report GAO-02-751.
Washington, DC: U.S. General Accounting Office. Available at: http://
www.gao.gov/new.items/d02751.pdf
The report reports on the use of the U.S. tax code (tax credits, allowed
deductions for interest on student loans, and income tax exclusions
for earnings of state sponsored college savings and prepaid tuition
plans) as a policy tool to assist students in financing higher education. The report concludes that more than 4 in 10 undergraduate
students were provided with benefits via the Lifetime learning and
HOPE tax credits and that 70 percent of undergraduate students are
assisted by title IV student aid (federal grant and loan programs) and
higher education tax credits taken together. Finally, the report points
to the critical need for additional research on the effects of higher
education tax credits on college attendance and choice, completion
and costs.
Usher, Alex. (2005b). Much Ado About a Very Small Idea: Straight Talk on
Income-Contingent Loans. Toronto, Canada: Educational Policy Institute.
Available at: http://www.educationalpolicy.org
This paper describes the concept of income contingent loans in
higher education finance and the (not necessarily accurate) claims
made for (they are more efficient and promote increased access to
education) and against (they tend to go hand in hand with tuition
increases and they force graduate into higher paying, less socially
useful careers) them. It goes on to point out that while Canada
already has an income contingent student loan system (albeit one
that the author would define as soft in that repayments revert
to mortgage-style repayment system once an income threshold is
reached) and, therefore, in its upcoming debate about ICR should
be discussing which, if any, additional ICR features it should adopt,
the general discussion is bound to miss these subtleties and focus
on the old pro and con positions stated above.
Usher, Alex. (2004a). A New Measuring Stick. Is Access to Higher
Education in Canada More Equitable? Toronto, Canada: Educational
Policy Institute. Available at: http://www.educationalpolicy.org
Making the distinction between type I access to post-secondary education (how many people are attending) and type II access (who attends
post-secondary education), the author argues that while type I access
is fairly easy to measure using raw enrollment numbers and participation rates and also fairly easy to compare across jurisdictions, type
II access is more problematic as different measures (income level,
race, socio-economic status) are used within and across countries
making comparisons of inequality and evaluations of the relative
effectiveness of government funding policies almost impossible. The
author proposes using parental educational attainment as a new measure of equality of education opportunity given that it is reliable, easy
to collect, easy to use and understand, can be easily categorized, can
be collected in all jurisdictions and has the same meaning in all jurisdictions. He uses this measure to calculate Educational Equity Index
scores by multiplying the ratio between the percentage of males (or
females) ages 45-64 in the general population (of a particular jurisdiction) with university credentials to the percentage of the student body
(of a particular jurisdiction) whose fathers (or mothers) have university credentials by 100. The higher the Index, the more equitable the
participation in higher education. The author goes on to use this tool
to look at educational equity in Canada and test popular assertions
that education equity rises as costs decline.
Usher, Alex. (2004b). Are the Poor Needy? Are the Needy Poor? The
Distribution of Student Loans and Grants by Family Income Quartile in
Canada. Educational Policy Institute, Canadian Higher Education Report
Series. Stafford and Toronto, Canada: Educational Policy Institute.
Available at: http://www.educationalpolicy.org
The report examines the assumption at the root of Canadas student
financial assistance system that high need students are also lowincome students. The author argues that several of the need-based
criteria (attending a more expensive program, living away from home
and being independent of parents) actually favor students from
upper-income families and funnel aid away from low-income students.
Using national income, loan and grant data, the author shows that
while children from poorer families receive more assistance than children from richer families, students from higher income backgrounds
still receive over 40 percent of loan expenditures and 40 percent of
student grants and proposes that to reach more low-income students
a more direct income-targeting methods should be adopted.
Usher, Alex. (2004c). Who Gets What? The Distribution of Government
Subsidies for post-Secondary Education in Canada. Educational Policy
Institute, Canadian Higher Education Report Series. Stafford and
Toronto, Canada: Educational Policy Institute. Available at:
http://www.educationalpolicy.org
In this report the author argues that the distribution of Canadas
student financial assistance (via need-based loans and grants and
universal benefits including tax credits and the Canada Education
Savings Grant) is slightly regressive overall (with over 40 percent of
grants and loans and 62 percent of the universal benefits going to
students from families with above median incomes) and inconsistent with Canadas strategy of assisting low income students.
Varghese, N.V. (2001a). The Limits to Diversification of Sources of
Funding in Higher Education. Paris: UNESCO/International Institute for
Educational Planning. Available at:
http://unesdoc.unesco.org/images/0012/001292/129279e.pdf#xml
=http://unesdoc.unesco.org/ulis/cgi-bin/ulis.pl?database=ged&set
=43F8E77A_0_33&hits_rec=3&hits_lng=eng
Presented at the IMHE General Conference, Beyond the
Entrepreneurial University? Global Challenges and Institutional
Responses, at the OECD in Paris in 2000, the paper analyzes the
ability of institutions to create and sustain income-generating
activities, and overcome shortfalls in public contributions to higher
reference levels and the endowment effect to help explain the way
that people react to financial incentives.
Vossensteyn, Hans. (1999a). Where in Europe Would People Like to
Study? The Affordability of Higher Education in Nine Western European
Countries. Higher Education, 37(2), 15976.
The focus of this article is the accessibility of higher education and
the financial positions of students. In many countries, the affordability of higher education is an issue, particularly within those
countries which have proposed to implement cost sharing policies.
Within this context, nine Western European are examined representing various systematic approaches to higher education and their
impact on students and accessibility.
Vossensteyn, Hans. (1999b). The Financial Situation of Students in the
Netherlands. European Journal of Education, 3(1), 59-68.
The article looks at the financial situation of students in the
Netherlands in the late 1990s using data on student expenditure
and sources of income (direct and indirect public support, support
from parents, and student employment) from government and other
institutional research. While it is difficult to provide an overview
of the financial situation of all students in the Netherlands given
the great variations between and within them, the data reveals that
the income and expenses of students living at home comes closest
to the norms used by the Ministry in their normative budget and
that those living on their own have higher income and expenditure
levels. It also reveals positive causal relationships between the participation of women and children from disadvantaged background
in higher education and the introduction of the Student Finance Act
in 1986 and between completion rates and duration of studies and
the change toward an output-oriented funding of higher education
institutions.
Vossensteyn, Hans and Carlo Salerno. (2002a). State Subsidence from
the Federal Budget to Citizens of the Russian Federation to Cover Education,
Tuition Fees, Considerations Regarding the Proposal for a System of State
Subsidence for Education in the Russian Federation. Enschede, the
Netherlands: Center for Higher Education Policy Studies.
A short summary of the authors conclusions regarding the Russian
Federations plan to offer interest-free loans to tuition fee paying
students in secondary professional or higher education. While
impressed with the innovative nature of the plan, the authors are
concerned by its complex nature and recommend the development
of a more transparent organization. They also recommend considering scrapping the interest-free nature of the loan and adding a partial
adjustment of outstanding debt for inflation.
Vossensteyn, Hans and Carlo Salerno. (2002b). State Subsidence in
the Field of Education. A Commentary and International Reflection to the
Proposal for a System of State Subsidence for Education in the Russian
Federation. Enschede, the Netherlands: Center for Higher Education
Policy Studies.
The paper analyzes the plan of the Russian Federation to offer interest-free loans to tuition fee-paying students (i.e. those students who
do not qualify for free higher education) in secondary professional
or higher education. These loans could be forgiven (or partially forgiven) in the future if students study in certain locations or study
certain subjects or if they accept certain jobs in particular areas after
graduation. The loan system is aimed at widening access to students from particular areas and increasing participation in particular
subjects. Regional and local authorities, education institutions, companies and public organizations would apply for the money and,
in turn, pay the tuition fees (or part of the tuition fees) for particular students who agree to repay that amount to the Federal Budget
after graduation. Based on experiences in other countries, the paper
reviews the strengths and weaknesses of the plan and concludes that
some of the parameters of the loan program should be adjusted to
strengthen its sustainability. These include limiting the number of
loans that are forgiven, charging an interest rate equal to the rate
of inflation and considering a more centralized system in which
students only have to apply to one entity to avoid administrative
confusion and politicization of the program.
Wagner, Alan. (1998). From Higher to Tertiary Education: Evolving
Responses in the OECD Countries to Large Volume Participation. LCSHD
Paper Series No. 34, The World Bank, Latin America and the Caribbean
Regional Office.
Part of a series designed to offer policy options for Brazilian education, the paper looks at the responses of OECD countries to the
expansion in tertiary education participation and demand in terms
of meeting this demand (extending provision under current structures, opening up the tertiary education sector to private providers,
encouraging cross boarder enrollment etc.), overcoming persistent
gaps in access (by socio-economic background, by region, and by
age) and meeting the challenges in teaching and learning brought
about by enrollment increases.
each of the states were developed and used as the basis for interviews with officials from each of the states to learn more about their
approaches to aid. Opening with a general discussion of trends in
state funding for student aid and rising college tuitions, the report
then summarizes the findings from the survey of states and concludes with recommendations for state policymakers.
Wellman, Jane V. (2001). Looking Back, Going Forward: The Carnegie
Commission Tuition Policy. The New Millennium Project on Higher
Education Costs, Pricing, and Productivity. Washington, DC: Institute
for Higher Education Policy.
Prepared for the New Millennium Project on Higher Education
Costs, Pricing and Productivity, the report reviews the policy framework for higher education presented by the Carnegie Commission
on Higher Education in the 1970s and the influence that it had
on the policy debate and outcomes. The report proposes that one
of the most important effects of the Commissions work was its
conceptualization of higher education finance in terms of prices
(what students and families pay), costs (what institutions spend)
and subsidies (general purpose revenues either from government
or endowment sources). The report concludes that while it would
not make sense to construct a new framework for the 21st century
given the shift in focus from questions of social purpose or roles and
responsibilities between the states, individuals and governments to
technical and methodological issues and the much greater role that
the private sector now plays in higher education, the basic questions
that were addressed by the Commission remain vitally important
and deserve continued attention by todays leaders.
Wellman, Jane V. (1999). The Tuition Puzzle: Putting the Pieces Together.
The New Millennium Project on Higher Education Costs, Pricing, and
Productivity. Washington, DC: Institute for Higher Education Policy.
Available at: http://www.ihep.org/Pubs/PDF/Puzzle.pdf
This report reviews two decades of trends in college tuition, the
effects on student access and college choice, and how government
institutions have responded. The report reveals its major finding
and recommendations for planning and budgeting in response to
higher prices.
Wilkinson, Rupert. (2005). Aiding Students, Buying Students. Financial
Aid in America. Nashville, TN: Vanderbilt University Press.
The book examines the social and economic history of student aid
(including grants, loans and jobs) in the United States and its three
main strands: the variety of motives for student aid, the struggle
between need based aid and other educational spending and the
entwining of mission and market (i.e. promoting access, but also
promoting enrollment and helping to establish a reputation of social
responsibility that is useful for fundraising). The final part of the
book examines the lessons that can be learned from this history,
and the author makes several proposals concerning student loans,
student/program grants, use of rankings to measure institutional
commitment to better access for low-income students, and revised
antitrust legislation.
Williams, Gareth. (2004). The Higher Education Market in the United
Kingdom. In Pedro Teixeira, Ben Jongbloed, David Dill and Alberto
Amaral (Eds.), Markets in Higher Education. Rhetoric or Reality? (pp. 241276). Dordrecht, the Netherlands: Kluwer Academic Publishers.
This chapter, prepared for the Duoro III conference in Portugal held
in September 2003, looks at the higher education market in the UK
and how it has changed through the years. The author concludes
that the marketization of British higher education has increased
efficiency, expanded and lessened the boundaries of universities and
higher education in general, contributed to simultaneous diversification and standardization, changed management arrangements
within higher education and institutions and changed the social and
economic position of academic staff.
Williams, Gareth. (1998). Current Debates on the Funding of Mass
Higher Education in the United Kingdom. European Journal of Education,
33(1), 77-87.
A discussion of the debates concerning higher education funding
in Britain. The paper introduces the debates and developments
in British higher education from 1988 to 1997, and discusses new
policies and key proposals. The conclusions made by the Dearing
Committee on the issue emphasize the necessity of funds from
students/parents.
Williams, Gareth. (1992). Changing Patterns of Finance in Higher
Education. Buckingham, UK: Society for Research into Higher Education
and Open University Press.
Chapters 7 and 9 are of particular relevance to a higher education
finance bibliography. Chapter 7: Effects of Funding Changes in
Continuing Education covers a broad range of related issues that
include finance and costing issues and modes of delivery. Chapter
9 looks at the British Experience in an international context high-
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106
108
Richards, Ken
Rodrigues, Anthony J., and Shim O. Wandiga
Sanyal, Bikas C.
Schaferbarthold, Dieter
Shattock, Michael
Ssebuwufu, John P.M.
Sutherland, Carla
Swail, Watson Scott and Heller, Donald
Teixeira, Pedro et al.
Teixeira, Pedro et al.
Tekleselassie, Abebayehu and D. Bruce Johnstone
Varghese, N.V.
Vossensteyn, Hans
Vossensteyn, Hans
Vossensteyn, Hans
Vossensteyn, Hans
Vossensteyn, Hans
Vossensteyn, Hans
Weidman, John C.
Wellman, Jane V.
Wellman, Jane V.
Wilkinson, Rupert
Williams, Gareth and Gregory Light
Wolanin, Thomas R. and Jamie P. Merisotis
Woodhall, Maureen
Woodhall, Maureen
2002
1997
1998
1999
2004
2002
2001
2004
2006
2004
2004
2001a
2004a
2004b
2002
2001
2000
1999b
1995
2001
1999
2005
1999
2001
2003
2002
109
109
113
114
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A4 Student Loans
author
year page
Ahmed, Eliza
Albrecht, D and A. Ziderman
Andrews, Les
Archibald, Robert B.
Anthony, Susanne
Avery, Christopher and Caroline M. Hoxby
Baum, Sandy and Saul Schwartz
Baum, Sandy and Marie OMalley
Berkner, Lutz and Larry Bobbitt
Callender, Claire
2000
1991
1999
2002
1999
2003
2006
2003
2000
2003
5
5
9
9
9
10
13
13
15
22
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61
62
66
73
74
75
2004
2003
2003
2001
2005
2001
2005
2000
1968
1999
2004
2004
1997
2003
1999
2000
2002
2003
1992
2002
2004
2001
2001
1997
2005a
2005b
2004b
2002a
2002b
2005
1993
1991a
1991b
1990
1989
2004
2003
2002
2000
76
77
78
78
87
90
92
95
96
97
102
102
104
106
113
114
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147
year page
3
3
4
7
9
10
27
30
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34
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69
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72
74
2004
2001
1998
1995
2002
1998
1993
2000
2004
2003
2003
2001
2002
2006
2004b
2004c
2004a
2004b
2001
2002
2005
1998
1998
2001
1989
76
86
86
91
94
95
99
108
112
119
126
126
127
128
130
130
132
132
133
136
137
138
139
139
142
year page
Altbach, Philip G.
American Council on Education
American Council on Education
Banya, Kingsley
Belfield, Clive and Henry M. Levin
Breneman, David and Chester E. Finn Jr
Correia, Fernanda, Alberto Amaral and Antonio Magalhaes
European Centre for Higher Education (CEPES)
International Finance Corporation
Kinser, Kevin and Daniel C. Levy
Kitaev, Igor
1999
2004b
2004c
2001
2002
1998
2002
1999
1999
2005
1999
6
7
8
11
15
20
32
39
58
76
77
2003
2004
2003
2002
1986
2002
2004
1997
2003
2000
2003
2004
2002
2001
2004
1998
1996
2004
1996
77
80
80
81
81
83
83
83
84
85
89
106
106
110
112
113
115
138
147
year page
2003
2002
2001
2004a
2003
2002
2003
1999
2005
2002
2001
2001
2004
2004
2003
2000
2000
3
3
4
7
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12
14
17
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19
21
29
32
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35
2002
2003
1999
2004
2004
2004
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1995
2001
1998a
2001a
2000
1997
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1997
2005
2003
2005
1998
2000
2004
2003
2000
2004
2002
1995
2003
2004
2002
1999
2002
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2004
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2001
1996
2002
2004
2002
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1999c
1998a
2004
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95
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103
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2005
2004
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2004b
2004c
2005
1999a
1998
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2006
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Section 3
Cross Referenced by
Geographical Area
year page
Barr, Nicholas
Barr, Nicholas
Belfield, Clive R. and Henry M. Levin
Bray, Mark
Carnoy, Martin
Center for International Higher Education
Eisemon, Thomas Owen and Jamil Salmi
Glennerster, Howard
Johnes, Geraint
Johnstone, D. Bruce
Johnstone, D. Bruce
Johnstone, D. Bruce
Johnstone, D. Bruce
Johnstone, D. Bruce
Johnstone, D. Bruce
Johnstone, D. Bruce
Johnstone, D. Bruce
Johnstone, D. Bruce
Johnstone, D. Bruce
Johnstone, D. Bruce
Johnstone, D. Bruce
Johnstone, D. Bruce
Johnstone, D.B., Alka Arora and Experton, W.
Leslie, Larry and Paul Brinkman
Levy, Daniel C.
Levy, Daniel C.
Lund, Helen
Maldonado, Alma, Yingxia Cao, Philip G. Altbach, Daniel C.
Organisation for Economic Co-operation and Development
Organisation for Economic Co-operation and Development
Organisation for Economic Co-operation and Development
Organisation for Economic Co-operation and Development
Palacios Lleras, Miguel
Patrinos, Harry A. & David L. Ariasingam
Ruch, Richard S.
Salmi, Jamil
Sundt, Melora
2000
2001
2003
2001
1995
2001
2002
2003
2003
2006
2005a
2005b
2004b
2004c
2003
2002
2001b
1999
1992
1991
1987
1972
1998
1989
2002
1986
1999
2004
1999a
1999c
1998a
1998b
2004
1997
2001
1999
1993
12
12
15
19
23
23
39
44
59
59
60
60
61
62
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63
64
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64
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66
67
79
81
81
82
83
100
101
101
101
102
103
110
113
118
Varghese, N.V.
Woodhall, Maureen
Woodhall, Maureen
World Bank
Ziderman, Adrian
Zumeta, William
2001a
2003
2002
1994
2002
1996
130
140
141
144
146
147
B2 Comprehensive or Encyclopedic
author
year page
1993
2002
1999
2004
2004
2002
2004
1996
2004
2005
2003
2006
6
15
79
80
83
100
106
115
122
125
126
142
year page
Ahmed, Eliza
Andrews, Les
Anthony, Susanne
Barr, Nicholas
Barr, Nicholas
Beerkens, Eric
Bekhradnia, Bahram
Boezerooy, Petra
Boezerooy, Petra & H. Vossensteyn
Boxall, Mike and Shahid Amin, Aamir Baloch
Brown, Nigel and Charles River Associates
Brown, Richard and Wendy Piatt
Brown, Roger
Callender, Claire
Callender, Claire and Martin Kemp
Canada Millennium Scholarship Foundation
2000
1999
1999
2005
2000
2003
2003
2003
1999
2002
2003
2001
2004
2003
2000
2002
5
9
9
12
11
14
14
17
17
19
21
21
20
22
22
23
2003
2004
2006
2004
1997
2003
2002
2003
1999
1998
2002
2003
2003
2001
2000
2004a
2004b
2003
1997
2003
2001
1998
2003
1999
1999
2003
2004
2004
2002
2004
2004
2003
2000
2002
2001
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2001
2002
1998
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45
46
46
52
52
Huisman, Jeroen
Iacobucci, Frank and Carolyn Tuohy
Independent Committee of Inquiry into Student Finance
Ipsos Reid
Johnstone, D. Bruce
Johnstone, D. Bruce
Johnstone, D. Bruce
Jongbloed, Ben
Jongbloed, Ben
Jongbloed, Ben and Carlo Salerno
Jongbloed, Ben and Jos Koelman
Junor, Sean and Alexander Usher
Junor, Sean and Alexander Usher
Kaiser, Frans
Kaiser, Frans et. al.
Kaiser, Frans et. al.
Kaiser, Frans et. al.
LaRocque, Norman
LaRocque, Norman
Levy, Jan S.
Looker, E. Dianne
Marginson, Simon
Massey, William F.
Matthews, Rebecca
Metcalf, Hilary
Minxuan, Zhang
Mizikaci, Fatma
Mora, Jose-Gines and Michael Nugent
National Union of Students
National Union of Students
Netherlands Bureau for Economic Policy Analysis and
CHEPS
New Zealand Vice-Chancellors Committee
Oliveira, Tanya and Pedro Telhado Pereira
Organisation for Economic Co-operation and Development
Organisation for Economic Co-operation and Development
Organisation for Economic Co-operation and Development
Palfreyman, David
Payne, Joan and Claire Callender
Pechar, Hans
2003
2005
2000
2004
2005b
2005c
1986
2004
2003
2002
2000
2004
2002
2002
2003
2001
1999
2003
2001
2004
2004
1997
2004
2001
2005
2000
2006
1998
2000
1968
54
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1999
1999a
1998a
1998b
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1998
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104
104
2005
2002
2001
2004
2002
2002
2004
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1999
2003
2003
1999
2006
2003
2002
2003
2006
2005a
2005b
2004a
2004b
2004c
2005
2004a
2004b
2003
2002
2001
2000
1999a
1999b
1998
1998
1997
2004
1998
1992
1999
1990
1989
106
106
107
107
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109
112
112
114
119
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120
122
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142
year page
3
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45
Hansen, Janet S.
Hauptman, Arthur
Hauptman, Arthur
Hauptman, Arthur
Hauptman, Arthur
Hearn, James C.
Heller, Donald E.
Heller, Donald E.
Heller, Donald E.
Heller, Donald E.
Herbert, Alicia and Claire Callender
Horn, Laura J., Xianglei Chen and Chris Chapman
Ifill, Roberto M. and Michael S. McPherson
Ikenberry, Stanley O. and Terry W. Hartle
Institute for Higher Education Policy
Institute for Higher Education Policy and Scholarship
Institute for Higher Education Policy et al.
Johnstone, D. Bruce
Johnstone, D. Bruce
Johnstone, D. Bruce
Johnstone, D. Bruce and Olga Bain
Kaiser, Frans, Hans Vossensteyn and Jos Koelman
Kane, Thomas J.
Kane, Thomas J. and Peter R. Orszag
Kezar, Adrianna J.
King, Jacqueline E.
King, Jacqueline E.
King, Jacqueline E.
King, Jacqueline E.
King, Jacqueline E.
King, Tracey and Ellynne Bannon
Kinser, Kevin and Daniel C. Levy
Kipp, Samuel M., Derek V. Price and Jill K. Wohlford
Kirshstein, Rita J. et al.
Levy, Daniel C.
McKeown-Moak, Mary
McPherson, Michael S. and Morton Owen Schapiro
McPherson, Michael S. and Morton Owen Schapiro
McPherson, Michael S., Morton Owen Shapiro and
Gordon C. Wilson
1990
1999
1998a
1998b
1990
2003
2001a
2001b
1999
1997
1997
2003
2004
1998
2000
2004
1997
2001a
1999
1986
2001
2001
1995
2003
2000
2004
2003a
2003b
2002
1999
2002
2005
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2004
1986
2002
2001
1998
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74
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81
85
86
86
1993
87
Monks, James
Mumper, Michael
National Center for Education Statistics
National Center for Education Statistics
National Center for Education Statistics
National Center for Public Policy and Higher Education
National Center for Public Policy and Higher Education
National Commission on the Costs of Higher Education
Olivas, Michael
Palfreyman, David
Pell Institute for the Study of Opportunity in
Higher Education
Price, Derek V.
Redd, Kenneth E.
Rhoads, Robert A. and Carlos Alberto Torres
Ruppert, Sandra S.
St. John, Edward P.
St. John, Edward P.
St. John, Edward P. et. al
St. John, Edward P. and Michael D. Parsons
Scherschel, Patricia M.
Schrag, Philip G.
State PIRGs Higher Education Project
Stringer, William L. et al.
Sundt, Melora
Swail, Watson Scott
Swail, Watson Scott and Donald Heller
Teixeira, Pedro et al.
Trombley, William
US Department of Education
US Department of Education and the the US General
US General Accounting Office
US General Accounting Office
Usher, Alex
Usher, Alex
Wellman, Jane V.
Wellman, Jane V.
Wilkinson, Rupert
Winston, Gordon C.
Wolanin, Thomas R.
2001
1996
2004
2003
2002
2004
2002
1998
1993
2004
90
91
93
93
94
94
94
95
99
103
2004
2003
2000
2006
2003
2003
1994
2004
2004
2000
2002
2002
1999
1993
2003
2004
2006
2003
2001
2001
2002
1997
2006
2005a
2001
1999
2005
1998
2001
104
106
108
108
110
111
111
111
112
114
115
117
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118
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122
126
126
127
127
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128
128
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137
137
139
139
2005
2003
1990
140
140
142
year page
Adams, Don
Agarwal, Pawan
Albrecht, Douglas and Adrian Ziderman
Altbach, Philip G.
Amonoo-Neizer, Eugene
Association of African Universities
Babaloloa, Joel B.
Balan, Jorge
Banya, Kingsley
Banya, Kingsley and Juliet Elu
Blair, Robert D.D.
Blair, Robert D.D.
Bollag, Burton
Bouapao, L., O. Sengchandavong and S. Sihavong
Bray, Mark
Bray, Mark
Mark, Bray and R. Murray Thomas
Chapman, Bruce
Chapman, David
Chudgar, Amita
Chuta, E.J.
Chuta, E.J.
Cloete, Nico, Pundy Pillay, and Saleem Badat
Colclough, Christopher
Committee of Vice-Chancellors and Principals in Tanzania
Court, David
Daka, J.S.J. et al.
Fiske, Edward B. and Helen F. Ladd
Fry, Peter and Rogerio Utui
Gill, T.K. and S.S. Gill
Hauptman, Arthur
Heath, Julia A.
Herz, Barbara
2002
2006
1991
1999
1998
1997
1998
1993
2001
2001
1998
1992
2003
2000
2002
2001
1998
1999
2002
2004
1992
1998
2004
1999
1997
1999
2000
2004
1999
2000
1998a
1998
2005
3
4
5
6
8
9
10
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11
11
17
17
18
18
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19
20
25
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27
28
28
29
29
31
33
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44
44
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49
51
2004
2002
1995
1999
2002
2002
2004a
2004d
1997
1992
2004
1993
2004
1997
2003
1999
2003
2003
2002
2003
1999
2002
1998
2000
1988
2000
2005
2002
2003
1992
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2002
2005
2003
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2002
1999
2003
2000
51
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52
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84
85
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89
90
91
92
92
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97
98
98
98
99
Otieno, Wycliffe
Passi, F.O.
Pillay, Pundy
Ping, Charles
Powar, K.B. and K.L. Johar
Rhoads, Robert A. and Carlos Alberto Torres
Rodrigues, Anthony J., and Shim O. Wandiga
Rozada, Martin Gonzalez and Alicia Menendez
Samoff, Joel and Bidemi Carrol
Sanyal, Bikas C.
Sanyal, Bikas and Michaela Martin
Sawyerr, Akilagpa
Scherschel, Patricia M.
Schofield, Allan
Ssebuwufu, John P.M.
Steyn, Gert and Pierre de Villiers
Stumpf, Rolf
Sutherland, Carla
Task Force on Financial Sustainability of Higher Education in
Task Force on Higher Education and Society
Task Force on Improvement of Higher Education in Pakistan
Teckleselassie, Abebayehu A. and D. Bruce Johnstone
Teekens, Hanneke and Ben Jongbloed
Teferra, Damtew and Philip G. Altbach
Tight, Malcolm
Tilak, Jandhyala B.G.
Tilak, Jandhyala B.G. and Geetha Rani
UNESCO Regional Office for Education in Africa
Varghese, N.V.
Varghese, N.V.
Weidman, John C.
Wolanin, Thomas R. and Jamie P. Merisotis
Woodhall, Maureen
Woodhall, Maureen
Woodhall, Maureen
Woodhall, Maureen
Woodhall, Maureen
World Bank
World Bank
2004
1994
1989
1995
2004
2006
1997
2002
2004
1998
1998
2004
2000
1996
2002
2006
1996
2001
1998
2000
2002
2004
2000
2003
2003
1997
2000
1998
2001a
2001b
1995
2001
2003
2001
1993
1991a
1991b
2003
2002
102
103
105
105
106
108
109
110
113
113
114
114
114
115
116
117
118
119
120
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121
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121
122
124
124
124
126
130
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136
140
140
141
141
141
142
142
143
World Bank
World Bank
World Bank
Wright, Cream
Zeleza, Paul Tiyambe and Adebay Olukoshi
Ziderman, Adrian
Ziderman, Adrian
Ziderman, Adrian
Ziderman, Adrian and Douglas Albrecht
2001
1997
1994
1998
2004
2004
2003
2000
1995
144
144
144
145
145
145
146
147
147
B6 Transitional Countries
author
year page
Adams, Don
Bain, Olga
Berryman, Sue E.
Bray, M. and N. Boresvskaya
Huang, Lihong
Huang, Lihong
Independent Institute for Social Policy
Johnstone, D. Bruce and Olga Bain
Kusherbaev, Krymbek et al.
Li, Wenli and Weifang Min
Mateju, Petr and Natalie Simonova
Min, Weifing
Mok, Ka-Ho and Jasan Tan
Nanzaddorj, Buluut
Organisation for Economic Co-operation and Development
Postiglione, Gerard A.
Shattock, Michael
Shen, Hong and Wenli LI
Shouxin, Li and Bray, Mark
Tiron, Stefan et. al.
Vossensteyn, Hans and Carlo Salerno
Vossensteyn, Hans and Carlo Salerno
Ziyaev, Muzafar K., Ahadjon Rakhmonov &
Murtazo S. Sultanov
2002
2001
2000
2001
2005
2002
2004
2001
2001
2000
2003
2004
2004
2001
1999b
2006
2004
2003
1992
2003
2002a
2002b
3
10
16
20
53
54
56
66
78
82
84
88
90
92
100
105
115
115
116
125
134
135
2000
147
author biographies
pamela n. marcucci
Pamela Marcucci is the Project Manager for the International
Comparative Higher Education Finance and Accessibility Project
(ICHEFAP) at the State University of New York at Buffalo. Working
closely with Bruce Johnstone, the project director, Ms. Marcucci coordinates the project workflow, supervises project graduate students, edits
project reports, and writes certain of the country studies. Ms. Marcucci
handles the project budget and all official communication with both the
University Office of Sponsored Programs Administration and the Ford
Foundation and was the principal US coordinator of the March 2002 conference in Dar es Salaam, Tanzania; the June 2003 conference in Prague,
Czech Republic; and the July 2006 conference in Nairobi, Kenya. She has
co-authored papers with Bruce Johnstone on tuition policies worldwide
and their impact on access to higher education and has presented on this
topic at several international higher education conferences.
Prior to moving to Buffalo and commencing work at the project, Ms.
Marcucci spent two years living and working in New York City and more
than eight years living and working in Rome, Italy. Her experience at
the Italian Association for Women in Development (AIDOS) in Rome
and at the African American Institute (AAI) in New York focused on
program development, and international education and training.
d. bruce johnstone
D. Bruce Johnstone is SUNY Distinguished Service Professor of Higher
and Comparative Education Emeritus at the State University of New York
at Buffalo. He retired from active teaching in July 2006, but continues
to direct Ph.D. dissertations and to direct the International Comparative
Higher Education Finance and Accessibility Project (ICHEFAP). He
is presently the Distinguished Scholar Leader of the Fulbright New
Century Scholars Program (part time July 2006 2008) and Lecturer, at
the University of Oslos Erasmus Mundus European Masters in Higher
Education.
In a 25-year administrative career, Dr. Johnstone has held posts of
vice president for administration at the University of Pennsylvania,
president of the State University College of Buffalo, and chancellor of
the State University of New York system, the latter from 1988 through
1994. From 1995 through 2006, he taught courses in higher education
finance, governance, curriculum, and international comparative higher
education and directed the Center for Comparative and Global Studies
in Education.
Dr. Johnstone has written more than 70 books, monographs, articles,
chapters, and book reviews. He is best known for his works on the financial condition of higher education, the concept of learning productivity,
student financial assistance policy, system governance, and international comparative higher education finance.