Investigating Vietnamese undergraduate students’ willingness to pay for higher education under the cost-sharing context

2021 ◽  
pp. 147821032110118
Author(s):  
Trung T Le ◽  
Thuy L Nguyen ◽  
Minh T Trinh ◽  
Van T Le ◽  
Hiep-Hung Pham
Keyword(s):  
Higher Education ◽  
Willingness To Pay ◽  
Undergraduate Students ◽  
Cost Sharing ◽  
Public Higher Education ◽  
University Administrators ◽  
Tuition Fees ◽  
Related Factors ◽  
The Government ◽  
Tuition Fee

Currently, Vietnam is adopting a cost-sharing policy for public higher education. A dual mechanism of tuition fees has been introduced: (i) the tuition fee covers part of the instruction cost; and (ii) the tuition fee covers the full instruction cost. Despite this, Vietnamese public universities still face a shortage of income for maintaining good quality higher education. There has been ongoing debate about measures to resolve this problem: while some suggest the current tuition fee cap predetermined by the government should be raised, in conjunction with high levels of aid, others are opposed to this idea. However, this debate lacks students' perspectives. In this paper, we examine student’s willingness to pay for tuition in association with its predictors. A survey of 237 students shows that there is a high willingness to pay for higher education, evidenced by their willingness to pay for extra classes in addition to tuition fees for universities. The study also revealed that the following factors affect students’ views on total payments for higher education (including tuition fees and fees for extra classes): the academic year of the student, their major, whether they are fully self-paid vs. state-subsidized, their family’s economic situation and academic-related factors. Meanwhile, their willingness to pay was not influenced by gender and economic-related factors. These findings provide implications for policymakers and university administrators for the adjustment of financing policies.

scholarly journals Tax justice of the reform of higher education: tuition fees or tax relief?

2012 ◽  
Vol 60 (7) ◽  
pp. 259-264
Author(s):  
Pavel Semerád ◽  
Veronika Sobotková
Keyword(s):  
Higher Education ◽  
Point Of View ◽  
Access To Higher Education ◽  
Ministry Of Education ◽  
Dependent Child ◽  
Tax Relief ◽  
Current Reform ◽  
The Government ◽  
University Leaders ◽  
Tuition Fee

This paper deals with the current reform of higher education which is now being discussed in the Czech Republic. The Government and the Ministry of Education, Youth and Sports propose a tuition fee for students at universities but there is still no clear concept of it. University leaders and students are against the tuition fee because of their fear of getting into debt during their study. The aim of this paper is to show an alternative way of funding higher education without tuition fee loans and from the point of view of tax justice. According to the concept of horizontal justice (Mankiw, 1999) taxpayers should pay taxes at the same rate, but it does not work this way. The result of research is that changes in Act 586/1992 Coll., on income tax and in Act 117/1995 Coll., on state social welfare are required. Abolition of tax relief is proposed where discrimination against other taxpayers and groups of students could occur. By abolition of tax relief for a student and tax relief for a dependent child the amounts of 4,020 CZK and 13,404 CZK respectively could be saved. Changes in legislation could be politically more acceptable than the tuition fee. The solution could also lead to simplification for taxpayers. The target should be equal access to higher education for all students.

scholarly journals Economic Models of Higher Education: An International Perspective

2015 ◽  
Vol 2 (2) ◽  
Author(s):  
Pierre-Bruno Ruffini
Keyword(s):  
Higher Education ◽  
Cost Sharing ◽  
Economic Models ◽  
State Intervention ◽  
Developed Countries ◽  
International Perspective ◽  
Tuition Fees ◽  
Market Mechanisms ◽  
High Level ◽  
The Cost

As other sectors, higher education can be characterized by the combination of market mechanisms and state intervention in its funding and organization. Although higher education systems of developed countries pursue similar goals (provide high-level manpower, meet individual and social demands, etc.) and face similar challenges (massive expansion, internationalization, MOOCs, etc.) their economic models differ significantly. In some countries, universities are public and charge no or very low tuition fees, whereas in other countries, the cost-sharing with parents and students is much more demanding. The paper will try to underscore and explain these differences by drawing on the lessons of economic analysis and on the historical and cultural background of countries.

scholarly journals Assessing Four Budget-Balancing Strategies in Higher Education

2015 ◽  
Author(s):  
Arthur M. Hauptman
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Government Funding ◽  
Tuition Fees ◽  
Institutional Conditions ◽  
Budget Balancing ◽  
Tuition Fee

Higher education institutions currently face serious challenges from cutbacks in government funding worldwide. In responce to this, four strategies are available: capping enrollments and cutting costs, changing the mix of enrollments, increasing tuition fees for existing students, and increasing enrollments while maintaining current tuition-fee levels. Institutions need to decide their response based on their institutional conditions.

Cultural Constraints To Female Higher Education In Malakand Division, Pakistan

2018 ◽  
Vol 17 (1) ◽  
pp. 203-218
Author(s):  
Sameer Ul Khaliq Jan ◽  
Ahmad Ali ◽  
Muhammad Niqab
Keyword(s):  
Higher Education ◽  
Freedom Of Expression ◽  
Snowball Sampling ◽  
Educational Facilities ◽  
Early Puberty ◽  
Chi Square ◽  
Related Factors ◽  
Chi Square Test ◽  
The Government ◽  
Cultural Constraints

The current study was aimed to analyze the Pakhtun cultural constraints in the way of female higher education. For this purpose, the data was collected through a survey instrument by snowball sampling and selected 384 respondents from Malakand division, Khyber Pakhtunkhwa, Pakistan. The collected data were analyzed through SPSS. A Chi-Square test was applied in order to find out the association between independent (Pakhtun culture) and a dependent variable (low female higher education). The results show that there is a high and significant relationship between the low ratio of female higher education and sub-dimensions of Pakhtun culture i.e. early puberty, conservatism, Pardah, home related factors, Son preference, male dominancy, lack of freedom of expression for female, early/child marriage, noninvolvement of female in decision making, spending money of parents but benefits goes to husband family, non-acceptance of co-education, living in hostel of female and cultural interpretation of religion are various risk factors for low female higher education in Pakhtun society. The study recommends that the government should focus on women education, create awareness regarding female education and provide better educational facilities and incentives for women. Besides, more employment opportunities should be created to enhance female higher education.

scholarly journals Emberley on Hot Button Politics in Canada's Universities: A Critique

2017 ◽  
Vol 29 (3) ◽  
pp. 175-199
Author(s):  
A. Scott Carson
Keyword(s):  
Higher Education ◽  
Zero Tolerance ◽  
Business Community ◽  
Recent Book ◽  
University Administrators ◽  
13Th Century ◽  
Canadian Universities ◽  
Narrow View ◽  
The Government

In his recent book, Zero Tolerance: Hot Button Politics in Canada s Universities (1996), Richard Emberley attacks the government, business community, university administrators, magazine publishers and acade- mics for their complicity in pushing Canadian universities to the point of ruin. His accusation is that academe is pressed to achieve so many social, political and economic objectives that it risks not being successful in any of them. He provides a number of recommendations for restructuring higher education and these are presented in the context of a very rich con- ception of what a university should be. This paper examines Emberley's account of universities and the "scholarly culture" which has developed since the 13th century. It is argued that Emberley has an overly narrow view of the role of a university and one that is based on certain mistaken presumptions about what constitutes value in education.

Anreizeffekte von Studiengebühren in der Hochschulbildung

2007 ◽  
Vol 58 (2) ◽  
Author(s):  
Aloys Prinz ◽  
André Horstkötter
Keyword(s):  
Higher Education ◽  
Human Capital ◽  
Labour Market ◽  
Decision Problem ◽  
Decision Model ◽  
Tuition Fees ◽  
German System ◽  
Second Period ◽  
Fixed Period ◽  
Tuition Fee

SummaryTuition fees – as they are now possible in the German system of higher education – may change the behaviour of students. To analyse these reactions more rigorously, a microeconomic decision model is constructed. It consists of two periods: in the first one, students invest in their human capital by studying a fixed period of time. The student’s decision problem is to choose between three time-consuming activities: the intensity of study, working in the labour market and enjoying leisure. In the second period, former students are assumed to use their human capital for earning a living by working. The wage they realise depends on the intensity of study in the first period. Incorporating a tuition fee into this model, it is analysed how the allocation of the student´s time between studying, working and leisure will change as well as how the demand for credit will be adjusted.

scholarly journals Charging for Higher Education: Estimating the Impact on Inequality and Student Outcomes

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Ghazala Azmat ◽  
Ştefania Simion
Keyword(s):  
Higher Education ◽  
Student Outcomes ◽  
Labor Market Outcomes ◽  
University Education ◽  
Tuition Fees ◽  
Market Outcomes ◽  
Percentage Points ◽  
The Government ◽  
The Impact ◽  
State Schools

AbstractOver the last two decades, undergraduate university education in England moved from being state-funded and free for students, to costing all students substantial amounts in tuition fees. In this paper, using detailed administrative longitudinal microdata that follow all students attending state schools in England (approximately 95% of student population), we causally show that, despite the substantial reforms, enrollment fell only by 0.5 percentage points, where the effect is largely borne by those in wealthier groups, reducing the enrolment gap across socio-economic groups. Since tuition fees were introduced in conjunction with the government offering generous means-tested maintenance (cash) grants, as well as loans, our results highlight the importance of reducing financing constraints. Beyond enrollment, we find that the reforms have limited impact on students’ higher education choices, such as relocation decisions, university choice, and field of study. Finally, by tracking the students after graduation, we show similarly small effects on labor market outcomes.

scholarly journals Confirmatory factor analysis of the essential digital competencies for undergraduate students in Thai higher education institutions

2019 ◽  
Vol 9 (3) ◽  
pp. 340 ◽  
Author(s):  
Thamasan Suwanroj ◽  
Punnee Leekitchwatana ◽  
Paitoon Pimdee
Keyword(s):  
Higher Education ◽  
Factor Analysis ◽  
Confirmatory Factor Analysis ◽  
Undergraduate Students ◽  
Higher Education Institutions ◽  
Public Higher Education ◽  
Digital Information ◽  
Validity And Reliability ◽  
Confirmatory Factor ◽  
Digital Competency

The purpose of this descriptive study was to apply 2nd order confirmatory factor analysis (CFA) and structural relationship models to identify the digital competency components essential to undergraduate students in Thai higher education institutions. The sample comprised 1,126 specialists in Information Technology, Computer Technology, Computer Education, Computer Science, and Computer Engineering working in public higher education instructions throughout the country. The selection was the result of multi-stage random sampling from 76 public higher education instructions that offer undergraduate education. The instrument was a questionnaire form on essential digital competency components for undergraduate students in higher education institutions. The question items employed a 7-point Likert scale and showed Cronbach's alpha values for the content validity and reliability at a range of.93-.97 per domain and .87-.99 per component. The data were analyzed using descriptive statistics for general data and 2nd Order CFA analysis. The findings revealed that from 24 observed variables, there were 7 competency components.: 1) Fundamental of digital ; 2) Accessing digital information; 3) Using digital information; 4) Creating digital information and media; 5) Communicating digital information; 6) Managing digital information; and 7) Evaluating digital information. The discovery from this study was substantially constructive for Thai higher education institutions as it could be used to design an essential digital competency framework of the 21st century.

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