This document summarizes a study that compared the experiences of students who graduated from university in 2014 under the old student finance system to those who graduated in 2015 under the new 2012 system with higher fees and debt levels. It found that students from working-class backgrounds who attended a Russell Group university tended to do well under the new system, with many able to save money, gain work experience, and secure graduate jobs or pursue further study. However, students from both working-class and non-working-class backgrounds at a post-1992 university struggled more, with many experiencing financial hardship, anxiety about employment prospects, and considering non-graduate jobs after graduation. The changes to student finance since the study may have exacerbated these inequalities.
This session will introduce you to the basics of financial aid, an introduction to key terms and concepts of financial aid and the Free Application for Federal Student Aid (FAFSA).
In addition, participants will be provided with tools and resources to reach out to students and families as they navigate through the process of finding ways to pay for college.
This session will introduce you to the basics of financial aid, an introduction to key terms and concepts of financial aid and the Free Application for Federal Student Aid (FAFSA).
In addition, participants will be provided with tools and resources to reach out to students and families as they navigate through the process of finding ways to pay for college.
Student Loans: What Financial Practitioners Need to Knowmilfamln
This 90-minute webinar will focus on providing financial practitioners with tools and resources to aid clients in selecting student loans. The webinar speakers will discuss research findings related to student loan research and student loan/financial aid education best practices and experience.
An investment in a child's college education has the potential to result in a lifetime of increased earnings. There are a variety of ways you can finance your investment in your children's college education. Many, if not most, families utilize a combination of these methods to finance a college education
Student Loans: What Financial Practitioners Need to Knowmilfamln
This 90-minute webinar will focus on providing financial practitioners with tools and resources to aid clients in selecting student loans. The webinar speakers will discuss research findings related to student loan research and student loan/financial aid education best practices and experience.
An investment in a child's college education has the potential to result in a lifetime of increased earnings. There are a variety of ways you can finance your investment in your children's college education. Many, if not most, families utilize a combination of these methods to finance a college education
Tilastokatsaus Kainuun soten perhepalveluihinMatti Heikkinen
Tilastokatsaus Kainuun soten perhepalveluihin:
aikuisten sosiaalipalvelut;
lasten, nuorten ja perheiden sosiaalipalvelut
lasten, nuorten ja perheiden terveyspalvelut
vammaispalvelut ja erityishuolto
Kainuun sotea koskeva tilastotieto.
Ks. myös esitykseen liittyvä esitysteksti täältä: http://goo.gl/cDfauF
The Path to Lower Tuition: Breaking the Status QuoDominic Lynch
The Path to an affordable education begins here. Dominic Lynch and Danish Murtaza take an in-depth look at the machinery of the University and offer solutions for the rising cost of education at Loyola University Chicago. The major cost drivers of tuition- administration, faculty, athletics, and financial aid- are examined, their problems identified, and solutions provided. The issues discussed in this report are real- but so are the solutions. The status quo of the “high tuition, high discount” model is worked around while plausible answers are laid out for every issue within the University machine. The Path is an innovative new look at the cost of education from the one perspective that is never consulted: the students.
Ethical Viewpoints Assignment - Worksheet
Research Question
See Step 1: Find it! (The research question for your topic goes here.)
Viewpoint 1
See Step 1: Find it! (The first viewpoint for your topic goes here.)
Direct Quotations
See Step 2: Quote it! (Your direct quotes from the Viewpoint 1 article go here. Include quotation marks.)
T.R.A.P. Evaluation
See Step 3: Evaluate it! (Answer the TRAP questions to evaluate your article.)
MLA Citation
See Step 4: Cite it! (Your MLA citation for the Viewpoint 1 article goes here.)
Viewpoint 2
See Step 1: Find it! (The second viewpoint for your topic goes here.)
Direct Quotations
See Step 2: Quote it! (Your direct quotes from the Viewpoint 2 article go here. Include quotation marks.)
T.R.A.P. Evaluation
See Step 3: Evaluate it! (Answer the TRAP questions to evaluate your article.)
MLA Citation
See Step 4: Cite it! (Your MLA citation for the Viewpoint 2 article goes here.)
Reflection
See Step 5: Reflect on it! (Your assignment reflection goes here.)
Ethical Viewpoints Assignment - EXAMPLE
Research Question
Is a college education worth the cost for all students?
Viewpoint 1
Yes, a college education provides better career opportunities.
Direct Quotations
· “Education remains the chief American institution that promotes economic and social mobility for poor and disadvantaged citizens. It's not an evasion; it's the direct answer to the question of what the nation needs to improve its talent pool and improve economic opportunity and social equality.”
· “Harvard economists Claudia Goldin and Lawrence Katz find that the growing difference in the earnings of college graduates and high-school graduates explains between 60% and 70% of the rise in wage inequality between 1980 and 2005.”
· “MIT economist David Autor has an instructive thought experiment: The increase in wages for the top 1% between 1980 and 2005, if divided among the bottom 99%, would provide each household about $7,000 in additional income. But the wage gains of college graduates over the same period, divided among high-school graduates, would provide each household with $28,000 of additional income.”
· “The premium attached to a college education -- the difference in wages between those with degrees and those with high-school diplomas -- increased even as the market was flooded with university graduates.”
· “In 1980 only 16 million Americans, or 21% of those in their prime working years (ages 23 to 54), held a bachelor's degree or higher; by 2013, that figure was 38 million, or 37%. When supply increases, economists expect the price to fall. But instead the college-wage premium grew from 33% to 62% between 1980 and 2013.”
T.R.A.P. Evaluation
T: This article was published on April 10, 2015, which is within the past three years.
R: Ongoing debates about the value of an education persist; however research findings from this article suggest that education is the key to closing the earnings gap in the job market. There are great economic divid.
College Can Be Expensive - How Do You Pick the Right One?PayScale, Inc.
These days, college students have more to worry about than what classes to take next semester. Rising tuition expenses, mountains of debt, and the not-so-sunny outlook on the employment prospects of many popular career choices have increased the importance for both parents and future college students to examine their choices more thoroughly than ever before. Before mailing in the applications, use the available data wisely: research which majors have the most potential, and, more importantly, study each school’s return on investment—which is what, ultimately, you’ll earn back from your degree.
In the midst of the COVID-19 pandemic, higher, health, and medical education environments have gone from previously packed lecture halls to now empty seats. How must institutions of academic medicine and advanced learning pivot, transform, and adapt in order to ready for and survive the uncertain future? We keep hearing "new normal," but It is not that it is a new normal, but a pathway toward the future that we are seeing more clearly and visibly. We just have to adapt and change more quickly, which will require a new way of thinking in order to navigate the future.
1
Surname1
Taiyuan Mei
Caitlin Kirkley
English 1A
September 12, 2018
Should Everyone Go to College – Rhetorical Analysis
Education is believed to be the key to success. It is considered a smart investment associated with a number of benefits including earning more money and job satisfaction among others. Higher education is beneficial but may not be a smart investment for those attending it. Stephanie Owen and Isabel Sawhill argue that a college degree should not be a must to everyone. The enormous variation existing in the return to education based on several factors such as the field of study and institution attended among others are some factors to consider when thinking of higher education as a must investment. Despite the positive return on education, higher education may not be a smart investment to everyone. Student should be allowed to choose wisely their postsecondary education to ensure that they fully benefit from their choice. (In thesis, clarify the strength of ethos, pathos, logos in the article.)
Target Audience(no subtitle)
Going for higher education is valuable though it may not be the best investment for all young people who intend to college. Benefits of attending college include improved overall wellbeing and reduced crime among others. As much higher education is valuable, it may not benefit all those who attend it equally. Policymakers who are the target audience should acknowledge the fact that higher education does not equally benefit all those who attend it. They should consider the rate of return as well as variations in rate of return on education before considering it the best investment. Owen and Sawhill illustrate why higher education is not necessarily a smart investment for everyone by focusing on rate of return. They illustrate how variation in the school attended, career chosen, and graduation affect the rate of return on education. The use rhetorical appeals to convince the policymakers that attending college may be a disservice to some students.
Rhetorical Appeals
Logos
The authors use logos to convince policymakers that attending college is beneficial but does not equally benefit all students. They illustrate the benefits of attending higher education by stating the gap that exists in annual earnings between college graduates and high school graduates that is quite appealing. A college graduates working full time should earn $15,000 more than a high school graduate. However, this is not the case because from previous studies, the rate of return for attending an additional year of school is approximately 10%. This means that an individual aged 23-25 years old attending college for four years should earn $12,000 more than a high school graduate on a median earning of $30,000 though it less than what is expected (p.209). Additionally, a research by Hamilton Project indicates that the gap in the earnings grows to $46,500 by age 50. This is a clear indication that investing in college is valuable.
However.
Students mismanaging money could see universities losing up to 1 in every 10 students every year.
It will come as no surprise to you, to hear us say that, we think upskilling students and getting them more financially savvy is key.
We are on a mission – to upskill people for the 21st century through better money management, employability and enterprise training.
Ask us how!
The rising cost of college is spurring many young adults to re-evaluate their post-secondary education options. See what Millennials are saying about it.
https://www.juniorachievement.org/web/ja-usa/critical-issues
7 May 2020 - This PPT presents the results of the third OECD PISA assessment of the financial literacy of 15-year-old students. Find out more at http://www.oecd.org/finance/launch-pisa-financial-literacy-results-2018.htm
This presentation is part of a workshop I run on Approaches to Doctoral Supervision as part of a Research Supervision Module for new doctoral supervisors.
Twittering on about research: Using social media to develop doctoral researchers
VIGURS Jones Harris Everitt_SRHE Paper 2016
1. The Usual Suspects? Which graduates are more
disadvantaged under the 2012 student finance system in
England?
Paper presented at SRHE Annual Conference,
7th-9th December 2016.
Dr Katy Vigurs, Dr Steven Jones, Dr Diane Harris, Julia Everitt
2. Institute for Fiscal Studies Report R93 (2014)
‘We estimate that students will leave university with nearly £20,000 more
debt, on average, in 2014 prices (£44,035 under the new system
compared with £24,754 under the old system).’ Crawford & Jin
4. Impact of debt on families
(West et al. 2015)
‘Almost all parents felt that they should contribute
financially to their children’s higher education costs, and
most with the means to do so were providing more than
the government’s maximum assessed household
contribution. However, for some parents this was stressful
and caused financial difficulties. For other parents, their
limited financial means resulted in them being unable to
contribute, even though they wished to do so.’ (p31)
‘One recurring theme was a lack of information about the
fact that the government financial support did not cover
their children’s living and accommodation costs. The cost
came as a surprise to some parents… For another
mother, the financial challenges had caused significant
stress...’ (p31).
5. Anxiety about unequal graduate
outcomes
Regular stories in the media (based on a range of research reports) that
raise concerns about student debts, graduate jobs and the value of a
degree.
6. Wider Context for Uncertain Futures
(Howie & Campbell, 2016)
Downstream effects of the Global Financial Crisis (GFC)
The GFC gave way to conditions of precarious socio-
economic life
Young adults face declining full-time job opportunities,
increasing competition in employment, where
qualifications alone lose out to experience
Precarious employment situations have coincided with
increasing costs of debt-based forms of HE payment
In response to neo-liberal hardships, young adults are
expected to become rational, autonomous, choice making,
risk aware, prudential, responsible and enterprising (Kelly,
2015)
7. Graduate Trajectories
(Roberts et al., 2016)
‘Beck (1992) describes a post-traditional age in which
predictable or ‘normal’ trajectories are disrupted, to
be replaced by ‘do-it-yourself’ biographies:
responsibility is thrown onto the individual to achieve
‘self-realization’ (Beck and Beck-Gernsheim 2002:
26), including making decisions about career, leisure
and education.’ (p321)
8. Impact on transitions to adulthood
(Arundel & Ronald, 2015)
Transitions to adulthood are a key period for individual
development, but also contribute to processes of social
stratification
Transition dynamics today: increased complexity,
postponement, diversity & individualisation - Precarity in
transition pathways
Rise of ‘yo-yo’ and ‘boomerang’ transitions
Uncertainty has reshaped routes to adulthood
Young adults develop coping mechanisms… but which
young adults have to do this and what sorts of coping
mechanisms do they create? What do these strategies
rely on?
9. Inequality in Graduate Employment
(Abrahams, 2016)
Mass expansion in UK HE sector = diversified student body
In 2013, more students from non-traditional backgrounds
entered HE than ever before (higher fees didn’t put people off)
But HE sector increasingly stratified – those from non-traditional
backgrounds less likely to study at Russell Group HEIs – may
have impacts on these individuals’ future employability
Going to HE is not the key to equality – there is inequality in
graduate outcomes (i.e. not equal chances of securing graduate
jobs)
Be wary of ‘the myth of meritocracy’ because it ‘normalises
inequalities, converting them into individual rather than collective
responsibilities.’ (Reay, 1998: 1)
10. Not all doom and gloom?
The media also report ‘good news’ stories about the value of higher
education and positive graduate outcomes (again, based on a range of
research report and national data sets).
So should some groups of students, graduates, families
and universities be concerned?
11. Focus of Paper
Should we have concerns about inequalities in graduates’
transitions and outcomes in the wake of higher university fees
and higher levels of student debt?
• Do graduates appear more disadvantaged under the 2012
student finance system in England?
• If so, what does this disadvantage look like?
12. Comparing graduate transitions
across different student finance
systems
This paper compares the
views and decision-making
of 37 pairs of students from
two different universities
(Russell Group and Post-
1992 HEI) in central
England.
One half of each pair
graduated in 2014 (lower
fees, lower debt) and the
other half graduated in 2015
(first generation of students
to have paid £9000 per
year).
Each pair was from the
same social background,
and had studied the same
degree subject/discipline.
15. Comparing 2014 & 2015
Graduates. Much difference?
Headline % across
whole sample
2014 2015
Saved £ at university 14% 16%
Professional work
experience whilst at
university
41% 32%
Graduate job anxiety 57% 59%
Secured graduate job 16% 19%
Seeking non-graduate
job after graduation
49% 49%
Studying a
postgraduate
qualification after
graduation
16% 16%
16. Participants by
HEI type & socio-
economic
background
% Saved
£ at uni
%
Profession
al work
experience
% Graduate
job anxiety
% Got a
graduate
job
% Seeking
non-graduate
job
% PG
study
after
graduatio
n
Post-92
WP
n8
201
4
0 75 75 0 50 0
201
5
0 25 75 0 100 0
Post-92
Non-WP
n20
201
4
10 20 60 10 40 30
201
5
0 20 80 10 60 10
RG
WP
n28
201
4
14 43 43 29 50 14
201
5
43 21 43 29 36 29
RG
Non-WP
n18
201
4
22 44 67 11 56 11
201 0 67 56 22 33 11
% broken down by HEI type & student background:
Inequalities?
17. Which groups did well in 2015?
WP students at RG university
Why were so many able to save money whilst at
university? How did this affect their graduate trajectories?
How did so many secure graduate jobs prior to
graduation?
How were so many able to start postgraduate courses
straight after graduation?
18. “[Finances are] the number one
thing in deciding what I’m going to
do next, it’s just whether I can afford
it or I can’t… I will go to do my
masters either this year or next. I
have money saved up but I’m just a
bit off… I’ve been able to live
comfortably as a student whilst
saving for my MA.”
Max – RG WP – 2015 – BA Hons
“Paying for my Masters isn’t a concern because I have been saving up
and … there is a new postgraduate bursary scheme available for £10K
which I’ve applied for too and it’s based on geographical location and
other factors … If I didn’t [get that], then it would just mean that I fund
myself, which wouldn’t be ideal, but I really do want to do further
education so I would just, you know, find a way.”
Rachika – RG WP – 2015 – BSc Hons
“I am comfortable with my financial
situation. Obviously I planned financially
to leave university and I’ve got six
months’ worth of money saved for my
bills before I start worrying. Erm, you
know, with a couple of [graduate job]
offers on the table, I’m not really
concerned about the financial side of
things.”
Martyn – RG WP – 2015 – BSc Hons
19. “The university is really helpful
because I got an internship last
summer with Lloyds and the
university has a scheme where they
provide you with funding for work
experience; that could be travel or
accommodation. I’ve now got a
graduate job as a tax consultant
with an accountancy firm in
London.”
Yasir – RG WP – 2015 – BA Hons
“I’ve actually got a job… I’m going to be a trainee solicitor but that doesn’t
start until 2016, I have another course to do in January this coming year.
So I have some free time before January. I’m going to work at Waitrose in
my home town until then. I’ll maybe try and get an office job as well just
to get a few months’ work. I’ve got Waitrose provisionally. ”
Kidjana– RG WP – 2015 – Law LLB
“I’ve applied for quite a few jobs. I’ve
got two different offers to think about at
the moment; one is in a medical field, it’s
to do with doctors’ surgeries… I worked
at an NHS hostel for two years and I do
Air Cadets so I’ve got a load of skills
outside [of my degree].”
Martyn – RG WP – 2015 – BSc Hons
20. “I want to get accepted on a
Masters course given that I get
funding for it. I’ve not done much
research on the job market but I
want a part-time job over the
summer … I’ve got a lot of
experience in schools … hopefully
when I do a Masters course I’ll be
more, definitely more sure of what I
want to do [in the future].”
Sangita– RG WP – 2015 – BSc
Hons
“I’m going to do a PGCE because I know I can get student finance … and
then later on I can go back and do a Masters when I’m more financially
secure. And also at [the Post-1992 University in same city] they do a
bursary for PGCEs as well so I thought, “Right that’ll really help if I get
that bursary”. They’ll pay my tuition fees and they also give me
maintenance as well so I was like “Yay”. I can survive.”
Jayden – RG WP – 2015 – BA Hons
“I’ve applied at [this University to do a
Masters] and received a conditional offer
and I’ve also applied at [the post-1992
university in the same city] and I’ve got
an interview for that. I’ve got the two
options.”
Rachika – RG WP – 2015 – BSc Hons
21. Which groups struggled in 2015?
Non-WP & WP students at Post-1992
HEI
None were able to save money. 50% of non-WP
students disclosed suffering financial hardship. 40%
of non-WP students were moving back home.
What contributed to high levels of anxiety about gaining
graduate employment?
Why so many seeking non-graduate jobs?
22. “During university I struggled
financially because I’d not applied
for the loan because of my religious
reasons, because I didn’t want to be
in more debt because of the
interest. So I didn’t apply for the
loan so I just had a small
maintenance grant but because I’m
travelling to a different city [it’s
difficult].”
Ari– Post-92 - Non WP – 2015 –
BSc
“I guess because student finance doesn’t quite cover my living costs, this
semester it’s been okay because I’ve had some left over and because I
have a job on campus, I’m able to like fund myself. It’s not too bad but
last year and my first year, I struggled with money quite a bit… ”
Siobhan – Post-92 – Non WP – 2015 – BA Hons
“I’ve always had money concerns. I do
have a lot of money concerns and I’m
not particularly great at saving. I have
been meaning to put a little bit of my
student loan away each time for that
period where I don’t have a job and I’m
not in uni and so far I have saved none
of it.”
Jamie – Post-92 – Non WP – 2015 –
BSc
23. “I don’t feel like I’ve got as much of
an advantage on those who don’t
go to university, as say ten years
ago. I don’t know if that’s right or
not… it might be my degree as well;
I just don’t think there’s an
availability of jobs. People say “why
don’t you go into teaching?” but I
mean I’m not confident going into
that area.”
Mark – Post-92 – Non WP – 2015 – BA
“I’ve tried to get a few work placements but when you’re in uni firms try to
fob you off. I’ll tell you what would be good, a module on writing personal
statements and applying and when to apply and what’s available,
because we just write a personal statement but then you don’t really
know what to put in and what not to put in. I mean the limit was ten
thousand characters. I had no idea that was coming nor what two
thousand words to put.”
Craig – Post-92 – Non WP – 2015 – Law LLB
“I think it’s so uncertain, like you’ve been
at uni for three years and now
everything’s going to change, even
though you’ve got the ambition and the
plan for the future, you don’t know
what’s going to happen… uni is a bit of a
safe haven and then you go out, you
don’t know what’s going to happen, you
don’t know whether you’re going to be
broke.”
Joanne – Post-92 - WP – 2015 – BSc Hons
24. “Hopefully I’ll get a job within the
industry but, being realistic, that
might not happen initially or it might
take a while because of the current
climate… like I said before, I’d be
happy to take a job that isn’t
actually in the industry to at least
get paid obviously. ”
Lawrence – Post-92 - WP – 2015 –
BSc
“I’m going back home because of personal circumstances, it has become
the most viable option because of money. I need to keep my bank level
up… the plan is to move back home to live with my parents and find my
first full-time job to save up for the deposit on a house… I just need to be
secure, in my personal circumstances that’s the main consideration at
the moment rather than being a freelance creative kid.”
Dan – Post-92 – Non WP – 2015 – BSc
“I panic all the time. Because I live at
home and I’d like to move out but then I
can’t do that on just a McDonald’s wage,
or I could but I feel like I’d be stuck in
that job forever… I’m like ‘I’ve already
had this McDonalds job for five years’ so
I do panic and think “I’m going to be at
home for the next few years” I don’t
know what I’m going to do.”
Annie– Post-92 - WP – 2015 – BA
25. Change since
the end of this
study
• End of maintenance grants
• Postgraduate loans
introduced (2016-17)
• Brexit
• Tuition fees rise above
£9000 at some universities
(2016-17)
• End of NHS bursaries (Sept
2017)
Further implications for
inequalities in higher education
27. Fairer Future Finance
Systems?‘There is a strong case to be made for student maintenance
loans to cover the realistic costs of higher education, including
accommodation and living costs, given that excessive reliance
on family resources is inequitable (Barr, 1997).’ (West et al., 2015:
40)
‘An extension of means-tested grants should be considered for
students from low-income families in lieu of the current mix of
grants, student loans and university bursaries. Such grants
should be transparent; the amount easy to predict (cf. Baum et
al., 2008), non-discretionary and based on financial need. This
is especially important given that the effects of loans are worst
for students from poor backgrounds with less access to family
support (Barr, 2012). Such a move would protect those with the
fewest familial assets from student loan debt. A system of loans
moves costs into the private domain; it inevitably privileges
some families and their children over others and also makes
young people’s transition to adulthood a highly contingent
process.’ (West et al., 2015: 40)
29. References
Allen, K. and Hollingsworth, S. (2013) Sticky Subjects or Cosmopolitan Creatives? Social Class, Place and Urban Young
People’s Aspirations for Work in the Knowledge Economy, Urban Studies, 50 (3), 499-517.
Arundel, R. and Ronald, R. (2015) Parental co-residence, shared living and emerging adulthood in Europe: semi-dependent
housing across welfare regime and housing system contexts, Journal of Youth Studies, DOI: 10.1080/13676261.2015.1112884
Atherton, G. and Naughton, M. (2016) Does cost matter? Students’ understanding of the higher education finance system and
how cost affects their decisions, NEON Report, London: University and College Union.
Crawford, C. and Jin, W. (2014) Payback time? Student debt and loan repayments: what will the 2012 reforms mean for
graduates? IFS Report R93, London: Institute for Fiscal Studies.
Dorling, D. (2014) Tuition fees: a bonanza for the 1%, The Guardian, Tuesday 30th September 2014.
Holdsworth, C. (2015) The cult of experience: standing out from the crowd in an era of austerity, Area, DOI: 10.1111/area.12201
Howie, L. and Campbell, P. (2016) Guerilla selfhood: imagining young people’s entrepreneurial futures, Journal of Youth Studies,
19 (7) 906-920.
NUS (2015) Debt in the first degree: Attitudes and behaviours of the first £9K fee paying graduates, London: NUS.
Roberts, J., Noden, P., West, A. and Lewis, J. (2016) Living with the parents: the purpose of young graduates’ return to the
parental home in England, Journal of Youth Studies, 19 (3), 319-337.
Tholen, G. (2015) What can research into graduate employability tell us about agency and structure? British Journal of Sociology
of Education, 36 (5), 766-784.
West, A., Roberts, J., Lewis, J. and Noden, P. (2015) Paying for Higher Education in England: Funding Policy and Families,
British Journal of Educational Studies, 63 (1), 23-45.