Student Perceptions of the Impact of Bursaries and Institutional Aid on their Higher Education Choices and the Implications for the National Scholarship Programme in England

Bibliographic Data

ID2115484
AuthorsClaire Callender (0000-0002-8795-707X, Birkbeck, University of London), David Wilkinson (0000-0001-5934-3540, National Institute of Economic and Social Research)
Year2013
Volume42
Issue2
Pages281-308
Publication date2013-04-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueJournal of Social Policy (JOURNAL)
Journal identifiersISSN: 0047-2794 • E-ISSN: 1469-7823
PublisherCambridge University Press (CUP) (PUBLISHER)
DOI10.1017/s0047279412000992
OpenAlexW2026744755
LanguageEN
Citations received9
References cited11

Variable tuition fees and bursaries, funded by higher education institutions, were introduced in England to promote student choice and provider competition, while bursaries would off-set higher fees and safeguard access. Both have been central to government reforms of undergraduate student funding since 2004. This article assesses student perceptions of the impact of bursaries on their higher education decisions and choices, and considers the implications for the 2012/13 National Scholarship Programme. It concludes that most students do not think their choices are affected by bursaries, although those who are cost-conscious, expect to receive higher bursaries, especially of £1,000 or more, and attend Russell Group universities are more likely to think bursaries are influential and important. The reconfiguration of institutional aid from 2012/13 may overcome some perceived barriers to the effectiveness of financial support, but is likely to exacerbate others, and create new impediments and inequalities

Competition (biology) · Economic growth · Economics · Government (linguistics) · Higher education · Perception · Political science · Public relations · Scholarship · Set (abstract data type) · Diversity and Career in Medicine · Higher Education Research Studies · Medical Education and Admissions · Psychology

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