The effects of tuition fees on transition from high school to university in Germany

Bruckmeier, Kerstin; Wigger, Berthold U.

doi:10.1016/j.econedurev.2014.03.009

Cited by 50 publications

(40 citation statements)

References 12 publications

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“…A study of the results from a natural experiment in Germany (upon introduction of tuition fees in seven out of 16 federal states in 2007) confirms there is considerable influence on changes in the number of students (Bruckmeier & Wigger, 2014;Huebner, 2012). An empirical approach to justify a hypothetical situation of the influence of countrywide tuition fees in German states shows an increase in the number of students of up to 6.85 percentage points.…”

Section: Existing Empirical Evidencementioning

confidence: 97%

Sustaining Student Enrolment: Impact of Demand Trends for Higher Education in Russia

Абанкина¹,

Filatova²

2015

UCPA

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The higher education system, a field of activity that defines the requirements for professional qualifications, that can impact structural changes in employment and foster dynamic economic development and increased competition, was one of the first sectors to be exposed to market failure. Issues of better access to higher education in various countries increasingly fit specific consistent patterns as desired results are achieved: from positive effects in the initial stages to problems that prevent growth in the number of students in the state-subsidized segment at subsequent stages, including the rigid regulation by the state. To confirm similar processes against the background of the demographic problems in Russia affecting the number of students, an empirical analysis was performed to reveal the factors influencing a surge in demand on the basis of an assessment of the correlation of a higher education resource base, production, and the industrial capacity of a region's development. This study shows successive stages of change in the public demand for higher education and confirms the justified consequences of the transition to decisive actions pertaining to the optimization of educational, material, technical, financial, and intellectual resources.Keywords: Russia, demand for higher education, student enrolment, industrial capacity of regions, financial solvency of a population Over time, the demand for higher education in Russia has fundamentally changed under the influence of external and internal factors. However, despite adverse circumstances, the Russian system of higher education succeeds in matching the level of many other countries that maintains a number of students pursuing advanced degrees.The globalization of economic knowledge and demographic changes in many countries has resulted in a growing demand for higher education alongside simultaneous cuts in state financing, forcing universities to increasingly rely on tuition fees and seek out alternative income sources to ensure economic sustainability (Araya & Peters, 2010;Sheng-jun, 2011).However, American scholars (using a two-stage least squares model to study the supply and demand in enrolment to state-funded higher education institutions) have demonstrated certain difficulties in keeping a

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Section: Existing Empirical Evidencementioning

confidence: 97%

Sustaining Student Enrolment: Impact of Demand Trends for Higher Education in Russia

Абанкина¹,

Filatova²

2015

UCPA

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“…BAföG recipients were, generally, also obligated to pay the fees and their parents were expected to increase their nancial support accordingly if possible. Evidence on whether the introduction of the fees had an e ect is mixed (Hübner, 2012;Bruckmeier and Wigger, 2014). We construct an indicator based on the students' place of living in a certain year and merge information from federal amendments indicating which federal state introduced tuition fees in which year.…”

Section: Further Robustness Checksmentioning

confidence: 99%

Non-Take-Up of Student Financial Aid: A Microsimulation for Germany

Herber

Kalinowski

2016

SSRN Journal

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Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte. Abstract is paper estimates the percentage of students who do not take up their federal need-based student nancial aid entitlements and sheds light on determinants of this behavior. Against the background that educational mobility in Germany is low although extensive student nancial aid for needy students is available, it is crucial to know whether students assert their claims for student aid at all. To investigate non-take-up, we set up a microsimulation model for the German Socio-Economic Panel Study 2002-2013 and estimate the respective aid amounts students would have received, had they led an application for need-based aid. e results indicate that about 40% of the eligible low-income students do not take up their entitlements. We employ instrumental variable techniques and a sample selection model to consider several potential explanatory factors for this behavior. Our results suggest that non-take-up is inversely related to the level of bene ts, though the elasticity is rather low. Apart from that, a shorter expected duration of bene t receipt is related to a higher non-take-up rate, whereas the possibility to draw upon older siblings' experience with completing the complex application for aid is associated with higher probabilities to claim. Moreover, we nd robust evidence that signi cantly more students socialized in the former socialist East Germany choose to take up student aid than similar West German students. Finally, in line with behavioral economic theory, debt aversion of highly impulsive and impatient students is associated with higher rates of non-take-up. Terms of use: Documents inJEL: I22; I23; I24; I38

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“…Taking advantage of this setting, Hübner (2012) found a negative effect of tuition fees on enrolment, larger than in previous studies for European countries, but similar to those reported for the USA. Dietrich and Gerner (2012) found that the introduction of tuition fees reduced the propensity of high school graduates to enrol at a university and favoured the vocational training option, whereas Bruckmeier and Wigger (2014) found no evidence that the introduction of tuition fees had a general negative effect on enrolment.…”

Section: Tuition Fees As Education Policymentioning

confidence: 99%