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Mar 23, 2016 · No significant change was reported in 2015 (females 39.7%, males 34.3%). In spite of increased tuition fees at both private and public universities over the last 15 years, there is no evidence ...
Jan 1, 2023 · Once the EFC is computed, a student's “need” is defined as the difference between the cost of attendance (e.g., tuition, fees, books, living expenses) and their EFC. Financial aid offices at each institution then use the EFC to “package” each student's financial aid awards, including aid from multiple sources.
Apr 1, 2002 · This paper considers the financial impact of tuition discounting and enrollment growth on private colleges, private/public research universities, and other 4-year private/public colleges and universities. A simultaneous equation model is estimated for each of the aforementioned higher education sectors.
- Robert E. Martin
- 2002
Jun 19, 2020 · We examine listed tuition and institutional aid practices within the US private sector, a sector where market pressures are relatively strong and consequently influence organizational behavior. We present a conceptual framework that highlights three psychological aspects of pricing—the price-quality heuristic, ego-expressive aspects of aid, and the silver lining effect—that can influence ...
- John J. Cheslock, Sam O. Riggs
- 2021
Results: There was no difference based on fees at Time 1 for anxiety, stress, depression and global mental health. At Time 2, those charged £0-2.9k or £3-4k improved while those charged £8-9k stayed the same. However, this trend reversed by Times 3 and 4. Conclusions: Undergraduates mental health is partially affected by the level of tuition ...
- Thomas Richardson, Peter Elliott, Ron Roberts
- 2015
Apr 1, 2021 · However, these enrollment changes hinge upon students recognizing the equivalence in net price between a $10,000 scholarship on $30,000 tuition and a flat tuition of $20,000. Discounting practices ...
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While prospect theory suggests that the security associated with a tuition reset or a guaranteed discount (Kahneman & Tversky, 2013; Tversky & Kahneman, 1985)—as opposed to a discount through institutional aid that may be contingent on continued performance—would be an important incentive for students to enroll, our findings do not provide evidence that students are responding this way ...
