scholarly journals A Model Of College Tuition Maximization

2011 ◽  
Vol 2 (1) ◽  
pp. 53 ◽  
Author(s):  
Donald I. Bosshardt ◽  
Larry Lichtenstein ◽  
Mark P. Zaporowski
Keyword(s):  
Financial Aid ◽  
Private Colleges ◽  
Capacity Constraints ◽  
Demographic Characteristics ◽  
Maximization Problem ◽  
Capacity Decisions ◽  
College Tuition ◽  
The University ◽  
Private Colleges And Universities

This paper develops a series of models for optimal tuition pricing for private colleges and universities.  The university is assumed to be a profit maximizing, price discriminating monopolist.  The enrollment decision of student’s is stochastic in nature.  The university offers an effective tuition rate, comprised of stipulated tuition less financial aid, to each student based on the demographic characteristics of the student.  Initially, the applicant poll is assumed to be homogeneous.  Subsequently, the quality of the applicant pool is allowed to vary and the university’s tuition maximization problem is subject to quality and capacity constraints.  Lastly, we perform a simulation that allows an exploration of the risks associated with the university’s tuition, quality and capacity decisions.

Strengthen the Bond: Relationships Between Academic Advising Quality and Undergraduate Student Loyalty

2015 ◽  
Vol 35 (2) ◽  
pp. 15-27 ◽  
Author(s):  
Jörg Vianden ◽  
Patrick J. Barlow
Keyword(s):  
Academic Advising ◽  
Undergraduate Student ◽  
Student Outcomes ◽  
Positive Relationship ◽  
Perceived Quality ◽  
Demographic Characteristics ◽  
Strong Bond ◽  
Student Loyalty ◽  
The University

Extant research suggests that student loyalty, a strong bond between the student and university, positively affects important student outcomes, most notably retention. In this article, we advance the notion that academic advisors should become managers of the student–university relationship. We examine the correlation between respondents' perceived quality of academic advising and their loyalty to the university as measured by our recently developed Student University Loyalty Instrument, administered to 1,207 undergraduates at three comprehensive midwestern institutions. Results suggest that a positive relationship exists between the perceived quality of academic advising and student loyalty, other meaningful indicators of the student–university relationship, and specific student demographic characteristics. Recommendations for academic advising practice are shared.

scholarly journals A Probe into the Sustainable Development of the Japanese Talent Cultivation by the Cooperation between Private Universities and Enterprises

2020 ◽  
Vol 9 (6) ◽  
pp. 45
Author(s):  
Tao Yuan ◽  
Shuai Yuan ◽  
Shiqi Yu ◽  
Zhexi Li ◽  
Yu Qian ◽  
...  
Keyword(s):  
Sustainable Development ◽  
Private Colleges ◽  
Private Universities ◽  
Training Model ◽  
Teaching Quality ◽  
Colleges And Universities ◽  
The Sustainable Development ◽  
Private Colleges And Universities ◽  
School Enterprise

With the increasingly frequent exchanges between China and Japan, many companies in China are in urgent need of high-quality Japanese professionals. In this context, private colleges and universities pay more and more attention to school-enterprise cooperation, hoping to further optimize the talent training model of Japanese majors through school-enterprise cooperation. This article starts from the analysis of the problems existing in the training of Japanese professionals in private universities, and focuses on the exploration of the sustainable development of the training of Japanese professionals in private colleges and universities, with a view to comprehensively improving the teaching quality of Japanese professionals in private colleges and universities, and delivering more talents to the society.

scholarly journals Transforming Higher Education

New India ◽  
2020 ◽  
pp. 179-204
Author(s):  
Arvind Panagariya
Keyword(s):  
Higher Education ◽  
Private Colleges ◽  
The United States ◽  
Colleges And Universities ◽  
Rapid Expansion ◽  
Governance System ◽  
Social Sciences And Humanities ◽  
Quality Of Higher Education ◽  
Private Colleges And Universities

Thanks to the rapid expansion of private colleges and universities, India has been able to raise gross enrollment ratios in higher education at a satisfactory pace during the last twenty years. There has not been similar success in raising the quality of higher education, however. India has no universities in the top one hundred in any international rankings, particularly lagging behind in social sciences and humanities. This chapter argues that the key bottleneck is the highly centralized governance system flowing from the archaic University Grants Commission (UGC) Act of 1956. Drawing on the experiences of the United States, United Kingdom, and China, this chapter suggests a complete overhaul of the system, giving autonomy to colleges and universities in all matters and establishing an accreditation system that would evaluate all institutions, with better-performing institutions receiving a larger volume of government funds. Institutions will also be freed to raise their own resources.

Epistemic and relational conflicts in sharing identical vs. complementary information during cooperative learning

2002 ◽  
Vol 61 (3) ◽  
pp. 139-151 ◽  
Author(s):  
Céline Darnon ◽  
Céline Buchs ◽  
Fabrizio Butera
Keyword(s):  
Cooperative Learning ◽  
Social Comparison ◽  
Positive Relationship ◽  
Learning Task ◽  
Control Group ◽  
Complementary Information ◽  
Relational Conflict ◽  
The Social ◽  
The University

When interacting on a learning task, which is typical of several academic situations, individuals may experience two different motives: Understanding the problem, or showing their competences. When a conflict (confrontation of divergent propositions) emerges from this interaction, it can be solved either in an epistemic way (focused on the task) or in a relational way (focused on the social comparison of competences). The latter is believed to be detrimental for learning. Moreover, research on cooperative learning shows that when they share identical information, partners are led to compare to each other, and are less encouraged to cooperate than when they share complementary information. An epistemic vs. relational conflict vs. no conflict was provoked in dyads composed by a participant and a confederate, working either on identical or on complementary information (N = 122). Results showed that, if relational and epistemic conflicts both entailed more perceived interactions and divergence than the control group, only relational conflict entailed more perceived comparison activities and a less positive relationship than the control group. Epistemic conflict resulted in a more positive perceived relationship than the control group. As far as performance is concerned, relational conflict led to a worse learning than epistemic conflict, and - after a delay - than the control group. An interaction between the two variables on delayed performance showed that epistemic and relational conflicts were different only when working with complementary information. This study shows the importance of the quality of relationship when sharing information during cooperative learning, a crucial factor to be taken into account when planning educational settings at the university.

The Relationship Between Interoception and Metacognition

2016 ◽  
Vol 30 (2) ◽  
pp. 76-86 ◽  
Author(s):  
Judith Meessen ◽  
Verena Mainz ◽  
Siegfried Gauggel ◽  
Eftychia Volz-Sidiropoulou ◽  
Stefan Sütterlin ◽  
...  
Keyword(s):  
Memory Performance ◽  
Memory Task ◽  
Demographic Characteristics ◽  
Metacognitive Awareness ◽  
Interoceptive Awareness ◽  
Future Research ◽  
Heartbeat Perception ◽  
Interoceptive Accuracy ◽  
The Relationship

Abstract. Recently, Garfinkel and Critchley (2013) proposed to distinguish between three facets of interoception: interoceptive sensibility, interoceptive accuracy, and interoceptive awareness. This pilot study investigated how these facets interrelate to each other and whether interoceptive awareness is related to the metacognitive awareness of memory performance. A sample of 24 healthy students completed a heartbeat perception task (HPT) and a memory task. Judgments of confidence were requested for each task. Participants filled in questionnaires assessing interoceptive sensibility, depression, anxiety, and socio-demographic characteristics. The three facets of interoception were found to be uncorrelated and interoceptive awareness was not related to metacognitive awareness of memory performance. Whereas memory performance was significantly related to metamemory awareness, interoceptive accuracy (HPT) and interoceptive awareness were not correlated. Results suggest that future research on interoception should assess all facets of interoception in order to capture the multifaceted quality of the construct.

Sign in / Sign up

Export Citation Format

Share Document