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Sebastian Orboh Ehiaguina; Anolu Easter; Aireruor Napoleon Eromosele; Okoedion Sarah Ojiehisegbe – African Educational Research Journal, 2024
Inadequate funding of university education that is occasioned by the present economic quagmire has made the need for generating revenue other than government allocation sacrosanct. It is against this backdrop that this paper attempted a holistic perusal of the issues associated with Internally Generated Revenue (IGR) in Nigerian Universities. This…
Descriptors: Educational Finance, Financial Support, Income, Foreign Countries
National Association of Student Financial Aid Administrators, 2025
The Higher Education Act of 1965, as amended, specifies a loan origination fee of 1 percent for all Direct Subsidized Loans and Direct Unsubsidized Loans, and a fee of 4 percent for all Direct PLUS Loans for both parent borrowers and graduate and professional student borrowers. Student loan origination fees, the hidden student loan tax, generated…
Descriptors: Student Financial Aid, Student Loan Programs, Fees, Federal Aid
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Baozhong Li; Chengxuan Kang – European Journal of Education, 2025
This study was based on the data of the funding scale, income and expenditure structure and academic output level of the Russell Group universities from 2013 to 2022. By using methods such as the Granger causality test and the two-way fixed effects model, it analyses the relationship between the funding scale, structure and the academic output.…
Descriptors: Educational Finance, Universities, Institutional Characteristics, Foreign Countries
Samuel Tanner McKnight – ProQuest LLC, 2024
Impacts to postsecondary institutions' enrollment and financial positions that resulted from the COVID-19 pandemic were examined in this study. Taking a quantitative observational approach, enrollment trends as they relate to changes in tuition and fee revenue, unrestricted cash on hand, and unrestricted investments held are analyzed to determine…
Descriptors: Postsecondary Education, Enrollment Trends, COVID-19, Pandemics
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Anas Hajar; Mehmet Karakus – British Journal of Sociology of Education, 2025
This mixed-methods study is the first to examine schoolteachers' perceptions and experiences of fee-based private tutoring in Kazakhstan. Data from 952 teachers using a close-ended questionnaire and 60 semi-structured interviews revealed that 39.6% of participants engĀ­aged in tutoring, primarily driven by financial necessity and professional…
Descriptors: Foreign Countries, Educational Change, Teacher Attitudes, Tutoring