学费引入价格机制有利于高等教育可持续发展

学费引入价格机制就是根据不同的教育质量和社会需求确定不同的学费标准，充分发挥学费在高等教育供求中的调节作用，促进高等教育资源合理配置，提高资源使用效益，满足社会各阶层的实际需求，促进高等教育可持续发展。     

An Investigation of Student Response to a Potential Tuition Cap Increase at Casper College

Wyoming Community College Commission policy currently states any student enrolled for more than 12 credit hours will be charged tuition for only 12 credit hours. This policy is referred to as the tuition cap. In November 2010, the commission discussed increasing the tuition cap to 15 credits. An increase from 12 to 15 credits would have represented a 25% increase in tuition for students enrolled for 15 or more credits. Casper College president Dr. Walter Nolte commissioned a study to examine the impact such an increase would have on Casper College and its students. A survey instrument was designed to determine if students carrying more than 12 credit hours would reduce their enrollment credits and what sources of funding they would seek to defray the increased cost. Using a multistage sampling design, a sample of 67 Casper College course sections was selected to respond to the survey. The data were analyzed with logistic regression models, and the estimates were adjusted using sampling weights and a finite population correction. Analysis indicated that 42% of Casper College students would reduce their credit hours by an average of 3.3 credits. Approximately 58% of students would seek additional scholarships and 63% would seek increased work hours. The results of the study were presented to the Wyoming Community College Commission on October 28, 2011. In December 2011, the Commission announced a decision not to increase the tuition cap.     

日本私立高等教育经费来源探析

日本私立高等教育的经费来源呈现出多渠道的特点,主要包括政府财政资助、学费、捐款、学校经营创收等。其中,政府的财政资助是日本私立高等教育发展的重要保障,学费是私立高等教育经费的主要构成部分。探寻日本私立高等教育经费的构成及其特点,将对改变我国民办高等教育经费来源单一化的局面有所裨益。     

Price response in persistence decisions: An analysis of the high school and beyond senior cohort

It is well established in the research literature that student financial aid has a positive influence on year-to-year persistence. However, there has been no prior research on price responsiveness in persistence decisions. This article examines the influence of the amounts of student financial aid received and tuition charged on year-to-year persistence by college students in the high school class of 1980. The principal finding is that the persistence decisions of college students in the early 1980s were more responsive to increases in student aid than to tuition increases. This finding suggests that persistence rates can be improved if institutions increase need-based aid for currently enrolled students when tuition is increased each year, or if government student aid increases over the levels provided in the 1980s.Presented at the Seventh Annual NASSGP/NCHELP Research Conference, Washington, D.C., May 16, 1990.     

Higher Educational Cost-Sharing,Dual-Track Tuition Fees,and Higher Educational Access: The East African Experience

Three universal demands characterize higher education globally: the demand for higher quality, for increased access, and for greater equity. In East Africa, where resources are highly constrained, no nation has been able to meet these demands on the basis of public expenditures alone. Instead countries have had to increase resources from nonpublic sources, including tuition fees. In countries with strong resistance to tuition fees and where the difficulty of taxation is combined with a daunting queue of competing public sector needs, a dual-track tuition policy is especially popular whereby the most capable applicants are financed from public resources and other qualified students are allowed admission on a fee-paying basis. This article studies dual-track policies in Tanzania, Kenya, and Uganda. We find that although rewarding ability, the dual-track policies did little to offer opportunities for the poor.     

高等教育收费对教育机会均等的影响

自1997年起,全国所有高校基本实行学生缴费上学.随着高等教育收费,高校贫困生群体的凸现,不菲学费使一些低收入家庭子女可能面临失学,高校收费问题成为社会关注的热点,人们对于教育公平问题展开激烈的争论.本文就高校收费与教育机会均等的关系进行了浅议,认为高等教育收费可以扩大教育资源,增加人们接受高等教育的机会,从整体和长远看来是有利于教育公平的实现.但是亦会给教育公平带来不利的影响.     

Qualifying teacher work: everyday work as basis for the autonomy of the teaching profession

Teachers’ work in tuition‐free (non‐classroom) time was investigated to see to what degree teachers do work that could be considered as qualifying for the status of professional autonomy. The question arises in Sweden and elsewhere as both teachers and the state actively, and in tandem, strive to professionalise the work of the teacher. Abbott’s work on the division of expert labour is taken as a point of departure. Based on data collected by an organisation sampling method, the article describes what teachers do in their tuition‐free time. The study data consist of 1166 reports from 59 Swedish teachers’ daily work situations in school years 1–12. Qualifying teacher work is related to teachers’ ways of handling divergent cases, discretionary work and problem solving. Situations where teachers can use specific professional knowledge are described. One of the main findings is that in 22.2% of the situations studied, such professional knowledge can be applied. This corresponds to at least 7.5 hours of the Swedish teachers’ weekly working hours; with the reservation that 10 hours of teachers’ weekly 45 hours working time is not examined. This time corresponds roughly with the non‐regulated working time, that is, time when the teachers do not have to be at school.     

Community College Economic Workforce Development Programs and Financial Insecurity

The financial cost of economic workforce development programs for community colleges is becoming unsustainable. Economic workforce development programs are experiencing changing demands from the community, declining government support, debates over function and purpose, and escalating competition from for-profit higher education institutions. Three models are proposed to policymakers as a potential policy response to this issue: Differential tuition, reallocation of resources, or funding from grants development and each were judged using two evaluative criteria: efficiency and political acceptability. It is recommended that community college policymakers and stakeholders utilize differential tuition as a policy strategy for managing the high cost of economic workforce development programs. Nevertheless, it is recommended that state community college policymakers and directors conduct a thorough and research-based policy study before moving forward considering any of the three most policy strategies mentioned here. The context and situation for all 50 states is likely unique, making this an excellent topic for a 50 state national study.     

PRERETIREMENT EDUCATION: A PROPOSED BILL FOR TUITION TAX CREDIT

A proposed bill for a tuition tax credit for preretirement education is presented. Such issues as eligibility, control, type of expenditure, and proportionate benefit are examined, as well as issues such as constitutionality and revenue loss. The use of existing educational resources and regulatory agencies would not require new federal programs for implementation.     

市场扭曲与高等教育学费定价

高等教育学费在一定程度上已经具有价格的某些功能,发挥着价格机制对教育资源的配置作用。但由于高等教育的巨大外部性,往往导致其市场扭曲,高等教育的学费定价不能完全按照等价交换原则来进行。高等教育收益的不可分割及其风险性、高等教育资源的稀缺及其垄断性、高等教育供需矛盾以及教育信息不对称等对学费定价有着不同的影响。规范政府和学校定价行为,改革政府学费规制是学费政策的现实选择。     

SiO_2气凝胶钼尾矿金属催化剂的应用研究

利用商洛钼尾矿与亲水型Si O2气凝胶结合制成的气凝胶钼尾矿催化剂对甲醇与乙醇一步合成异丁醛、仲丁醇的氧化反应的催化活性进行考察。通过改变催化剂的用量和反应时间考察催化剂的催化活性。用傅立叶变换红外光谱仪对产物进行分析。结果表明:甲醇与乙醇一步合成异丁醛的反应在2 h时有醛基吸收峰;仲丁醇氧化反应在2 h时有羰基吸收峰;说明此催化剂对这两个反应均有一定活性。     

Initial Academic Momentum and Student Success: Comparing 4- and 2-Year Students

ABSTRACT

Today, many full-time students spend one, two, or more additional years completing a 2-year associate or 4-year bachelor degree. In order to reduce this time frame, many institutions are utilizing a 15 to Finish campaign to encourage full-time students to enroll in 15 credits each semester. The first purpose of this study was to examine if there is a relationship between the number of credit hours enrolled in the first semester and the number of credits earned at the end of the first year. Concurrently, it examined how a student’s initial academic momentum (i.e., the number of credit hours earned in the first year) relates to student persistence and degree completion. The second purpose was to determine if there was a relationship between a student’s socioeconomic status and the number of credit hours enrolled in the first semester—and if it is feasible for low-income students, who primarily attend community colleges, to afford additional credit hours. The results showed that more students who earned 30 credit hours in the first academic year persisted to the second year and earned a degree than students who did not earn 30 credit hours. Also, the results showed that the majority of low-income community college students had enough Federal Pell Grant funds to pay for the additional tuition cost. Given these results, practical and policy implications are discussed.     

Tuition fees and the demand for university places

Estimating the effect of tuition fee increases on demand for a university education is complicated by the potential endogeneity of tuition fees. The relative homogeneity of university tuition fees within Canadian provinces and the role of provincial governments in university funding and policies, provides an opportunity to use changes in the political party in power to identify plausibly exogenous changes in tuition fees. System estimates that take into account endogeneity of fees show large effects relative to single equation estimates, and to previous Canadian studies – a C$1000 increase in university tuition fees is estimated to reduce the enrolment rate by between 2.5 and 5 percentage points.     

关于硕士生教育实行收费制的思考

随着本科教育实行收费并轨改革成功后，研究生教育的收费问题也被提到议事日程上来。当前对硕士研究生教育实行收费制有其必要性和可行性。制定符合中国国情的研究生教育收费制度，一是要确定收费标准的原则，二是要完善有关的配套措施。     

民国时期的学生免费公费制

民国时期的学生免费公费制是在民国教育收费日趋高昂、社会政治经济日趋恶化、教育平等思想日渐普及以及战争等特殊社会政治经济化背景下逐步形成发展起来的，对矫正民国教育贵族化倾向，实现教育平民化、平等化、义务化目标，培植抗战建国人才，发挥了重要而积极的作用，但亦存在局限与弊病。     

PUBLIC TWO‐YEAR COLLEGE FUNDING AND PROGRAM PATTERNS

Several sets of data were employed in efforts to address the major concerns of this study. The first was a national survey of state directors of two‐year colleges. From them basic data regarding the distribution of funding for public two‐year college institutions on a state‐by‐state basis was obtained. It was found that 57% of funding nationally was derived from state legislatures, 17% from local or regional governments, 14% from tuition, and 10% from other sources. Also computed from the survey data was the distribution of full‐time enrollments by generic program. It was found that about half of the full‐time students were enrolled in occupational programs.

Using selected national data, the cost per credit‐hour for 1979‐1980 full‐time students was computed to be $115 if 24 credit‐hours are considered a full‐time load, and $92 using 30 credit‐hours as a full‐time load.

Also determined were the correlations between selected population data and certain public two‐year college demographics. Strong positive relationships were found between state populations, number of colleges in the state, and the magnitude of the states’ gross weights (fraction of total national full‐time enrollments found in that state).     

MCAI在高等数学教学中的应用

本文讨论了多媒体计算机辅助教学(MCAI)在大学高等数学教学中的应用,叙述了MCAI在课堂教学中的特点、使用和体会,有利于促进教学方法和教学手段的更新,推动教学方式方法的改革.     

研究生全面收费与教育公平问题

研究生全面收费是近年来研究生教育改革中的热点问题。由于教育经费的不足和研究生教育的特殊性,研究生全面收费有一定的合理性和必然性。但如若全面收费,相当一部分贫困生群体可能因为高昂的学费而面临入学困难,这是一种教育公平失衡的表现。为了解决研究生全面收费后出现的教育公平问题,一方面需要确立合理的研究生教育成本分担比例,完善研究生收费标准;另一方面也需要健全研究生奖学金、贷款制度,完善研究生收费保障体系。     

Assessing tuition and student aid strategies: Using price-response measures to simulate pricing alternatives

This paper uses price-response measures derived from recent national studies to assess institutional pricing (tuition and student aid) alternatives in diverse institutional settings. It concludes that such analyses are viable, especially if an understanding of institutional contexts is used to frame and interpret simulation results. The analyses indicate there are limits to the viability of the “Robin Hood” pricing approach that has predominated in private colleges during the past decade. New alternatives, such as simultaneous tuition and grant reductions or the creation of forgivable loans, merit consideration in some settings.     

Face‐to‐face versus online tuition: Preference,performance and pass rates in white and ethnic minority students

Attainment in higher education tends to be poorer in ethnic minority students than in white students. This study examined whether this attainment gap was affected by the introduction of online tuition. Data were obtained from students who had taken courses in either arts or management with the UK Open University and had opted for either face‐to‐face or online tuition. The arts courses had a higher proportion of white students and lower proportions of Asian and black students than the management courses. Nevertheless, white and ethnic minority students gave similar reasons for choosing face‐to‐face tuition or online tuition. In the management courses but not in the arts courses, the pass rate was lower in students who had received online tuition than in students who had received face‐to‐face tuition. Regardless of the discipline or mode of tuition, black students tended to obtain lower marks and lower pass rate than white students, but Asian students did not. It is concluded that online tuition is an appropriate form of student support in both campus‐based and distance education but that the attainment gap in ethnic minority students probably does not arise from the nature and quality of their interactions with teachers and other students.