Student budgets and widening participation: Comparative experiences of finance in low and higher income undergraduates at a northern red brick university

Hordósy, Rita; Clark, Tom

doi:10.1111/spol.12410

Cited by 14 publications

(15 citation statements)

References 39 publications

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“…It has now been more than a decade since the publication of this review. In the meantime, the UK higher education landscape has experienced significant changes (Harrison, 2017;Hordósy & Clark, 2018). For example, the National Collaborative Outreach Programme has established partnerships between universities and colleges to create higher education outreach programmes for widening participation, building on the previous National Networks for Collaborative Outreach and AimHigher initiatives.…”

Section: Introductionmentioning

confidence: 99%

The role of gender, social class and ethnicity in participation and academic attainment in UK higher education: an update

Richardson

Mittelmeier

Rienties

2020

Oxford Review of Education

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Richardson (2008b) outlined known relationships between gender, ethnicity, and academic attainment in UK higher education. In the period since this publication, many changes to the higher education sector have occurred, including raising tuition fees, an increased focus on widening participation, and an increasing interest in diversifying the curriculum. There is a need for an updated and expanded literature review to highlight whether the relationships between gender, ethnicity, and academic attainment remain the same one decade later. This article synthesises the current literature related to the impact of gender, social class, and ethnicity on higher education participation and academic attainment. We highlight the important role of intersectionality in understanding overarching trends. Altogether, this literature review shows that there are persisting inequalities in both participation and attainment based on gender, social class, and ethnicity. To conclude, we provide several suggestions for improving our understanding of these phenomena in the decades to come.

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Section: Introductionmentioning

confidence: 99%

The role of gender, social class and ethnicity in participation and academic attainment in UK higher education: an update

Richardson

Mittelmeier

Rienties

2020

Oxford Review of Education

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“…Some students, in turn, make savings in the form of deposits [11]. This behavior is aimed at optimizing the budget, intertemporal selection of budget items during study periods and summer months.…”

Section: Analysis Of the Literaturementioning

confidence: 99%

“…Hordósy & Clark found that in order to achieve the goal of obtaining financial independence, students "paid" with their personal time, while the time spent on work disrupted sleep patterns, negatively affected their studies, and limited interaction with peers [11].…”

Section: Analysis Of the Literaturementioning

confidence: 99%

Budget, motives and strategies for financial independence of undergraduates

Diachkova¹,

Avramenko²,

Melikova³

2020

Econ. Consult.

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Introduction. The problems of scientific analysis, where the subject of study is the financial independence of undergraduates, mainly focuses on two directories: the study of the academic performance of undergraduate and the factors affecting it; financial condition of undergraduate depending on tuition fees. In modern studies, the issues of financial independence of students, their budget are not given due attention. The employment of students is often seen as one of the factors that negatively affect their academic performance, or in the context of forced work caused by high tuition fees. In today's pandemic realities, the aspect of the financial independence of students is actualized, while the problem of students' labor activity during training is of scientific and practical interest as a forced measure to maintain their well-being in order to gain financial independence. Materials and methods. The survey was attended by: 2-4-year students of the Bachelor's degree program "Applied Economics and Finance" (38.03.01 Economics) of the Institute of Economics and Management of Ural Federal University was carried out. The total number of students in 2-4 courses on the program is 284. Results and discussion. As a result of the study, the key motives for obtaining financial independence have been identified, which boil down either to the forced need to find finances, or to the desire to obtain financial independence and the formation of labor and financial competencies; formulated the basic financial strategies of students in relation to budget planning, budget optimization - passive as an orientation towards transfers from parents and the state, active as a search for grant support or going to work; it was found that the problem of choosing between work and study as an additional criterion included opportunity costs, measured as deterioration in academic performance; it was found that significant financial support from parents (family) and its increase with an increase in student spending forms a "soft budget constraint" for a student, reducing the motivation to gain financial independence. It was founded that more than 20% of 2-4-year students have part-time gob, while 2/3 of the working students do not “sacrifice” their studies for work. This is due to the fact that the motivation for choosing a job is voluntary. The survey data allowed to conclude that students are focused both on the improving of labor and financial competencies. It was revealed that the main source of income for their budget is transfers from parents (more than 90%) but own earns are less than 6% of the student budget. It should be noted that there was a large range in the students’ income: from 2,500 to 36,000 rubles. This may be due to both the income of the family in which the student lives and the model of financial support of the parents: they admit the independence of students according to their budget or the autonomy of their student children is practically absent. Conclusion. The results of this study are aimed at comprehending the educational, scientific, labor activity of a student, taking into account the motives for obtaining financial independence, which can be taken into account in the design of individual educational trajectories of students, the development of grant projects and offers of internship, educational loans, which together ensure the strengthening of the financial independence of students.

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“…Appropriate financial support in the form of maintenance funding and financial aid for tuition are key elements of student success (Dougherty and Callender, 2017; European Commission/EACEA/Eurydice, 2017). Systems without substantive financial support provision increase the risk of students having to rely on familial contributions, or to undertake part-time work throughout their studies (Antonucci, 2016;Hordósy;Clark, 2018), meaning that students from poorer backgrounds are left with the choice of indebting their future, or paying with their time throughout the duration of their studies.…”

Section: Financing University: Public and Private Fundsmentioning

confidence: 99%

Moving Through and Moving Away

Hordósy

Szanyi-F.²

2020

Intersections

Self Cite

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The existence of persistent and entrenched inequalities within the Hungarian education system is revealed in international comparison, thereby highlighting the strong link between students’ socio-economic background and educational outcomes. University entry and progression are patterned on student background, with a lack of systematic and robust support for disadvantaged students. Drawing on two rounds of the Active Youth survey of full-time university students (in 2015 and in 2019), this paper explores the diverse educational and career strategies of young people. After giving an overview of tertiary participation in relation to socio-economic background, it explores the financial experiences of university students, pointing to the related difficulties and mitigation strategies. The paper also looks at future migration plans, including their aim, planned duration, and key push and pull factors. The results point to social closure, along with large differences in student experiences throughout university, with international student mobility remaining the privilege of more advantaged students. The lack of equitable student pathways into, through, and beyond Hungarian higher education correspond to several policy areas. One conclusion is that the financial support system needs to be made more effective through better targeting and the provision of sufficient funding for students in need.

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Student budgets and widening participation: Comparative experiences of finance in low and higher income undergraduates at a northern red brick university

Cited by 14 publications

References 39 publications

The role of gender, social class and ethnicity in participation and academic attainment in UK higher education: an update

The role of gender, social class and ethnicity in participation and academic attainment in UK higher education: an update

Budget, motives and strategies for financial independence of undergraduates

Moving Through and Moving Away

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