Outputs#2

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Mapping Financing Dynamics
of HE Students

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O1 is the analysis of HE funding models and options for students to finance their education and pay tuition fees currently in place in the EU and selected Member States, specifically Member States represented by the partnership (Italy, Poland and UK) and other countries representative of meaningful case studies (i.e. Germany, France, the Netherland: the specific number and type of countries will be finalised in the preparation phase of the SHIFT project). O1 will identify specific drivers and inhibitors of current funding models for HE students to provide elements for the design of the innovative model (O2). The approach is both quantitative and qualitative, as partners will analyse:
  • Common patterns of use of public funds for HE students;
  • Student loans and other financial products (cash advances, scholarships) available to students, and their characteristics (i.e. merit based, income based, and so on);
  • Ratios of public and private funds mobilised to fund HE students: the financial products identified above are funded by public or private sources
  • Shortcomings, drivers and inhibitors of the funding models currently in use;
  • Rigidities in the access to finance for HE students
  • Dynamics, potential mismatch and inefficiencies of the funding of HE students, from both supply and demand sides
  • Issues pertaining to HE students’ financial literacy and capacity to discern financing options for their studies
The partners will take stock of the various funding models for HE, compare the pros and cons and extrapolate positive elements to be considered for the development of the model in IO2. Elements of innovation: IO1 is innovative as it identifies dynamics of HE students’ access to inance and financial literacy. At present, there is no taxonomy nor coherent definitions (at the EU level, and in many cases within Member States) concerning HE Students Financing policy measures, products and initiatives. The key element of innovation of IO1 is the definition of a methodology to classify (and hence identify) such policy tools and measures across different settings, countries and HE dimensions. Expected impact: IO1 is instrumental to the development of IO2. Besides this “internal” impact for the SHIFT Project, IO1 is also expected to produce impact for the community of practice of student loans and financial literacy as it allows to carry out a comparative analysis of practices, methods and programmes pertaining to HE students’ finance across EU. Hence, the impact is not only on participating organisations but also – and most importantly – for the stakeholders (i.e. governmental agencies, HEIs, financial intermediaries and HE students) who will be able to know about other countries’ experiences and models. Transferability potential: the Common Methodology is poised to be immediately used in other contexts outside of the SHIFT Project and potentially in other fields of education (especially VET). The methodology itself will also be embedded in the IO4 Implementation Package and made available without restrictions through the OER Platform.
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Develop the SHIFT
Innovative Financial Model

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O1 is the analysis of HE funding models and options for students to finance their education and pay tuition fees currently in place in the EU and selected Member States, specifically Member States represented by the partnership (Italy, Poland and UK) and other countries representative of meaningful case studies (i.e. Germany, France, the Netherland: the specific number and type of countries will be finalised in the preparation phase of the SHIFT project). O1 will identify specific drivers and inhibitors of current funding models for HE students to provide elements for the design of the innovative model (O2). The approach is both quantitative and qualitative, as partners will analyse:
  • Common patterns of use of public funds for HE students;
  • Student loans and other financial products (cash advances, scholarships) available to students, and their characteristics (i.e. merit based, income based, and so on);
  • Ratios of public and private funds mobilised to fund HE students: the financial products identified above are funded by public or private sources
  • Shortcomings, drivers and inhibitors of the funding models currently in use;
  • Rigidities in the access to finance for HE students
  • Dynamics, potential mismatch and inefficiencies of the funding of HE students, from both supply and demand sides
  • Issues pertaining to HE students’ financial literacy and capacity to discern financing options for their studies
The partners will take stock of the various funding models for HE, compare the pros and cons and extrapolate positive elements to be considered for the development of the model in IO2. Elements of innovation: IO1 is innovative as it identifies dynamics of HE students’ access to inance and financial literacy. At present, there is no taxonomy nor coherent definitions (at the EU level, and in many cases within Member States) concerning HE Students Financing policy measures, products and initiatives. The key element of innovation of IO1 is the definition of a methodology to classify (and hence identify) such policy tools and measures across different settings, countries and HE dimensions. Expected impact: IO1 is instrumental to the development of IO2. Besides this “internal” impact for the SHIFT Project, IO1 is also expected to produce impact for the community of practice of student loans and financial literacy as it allows to carry out a comparative analysis of practices, methods and programmes pertaining to HE students’ finance across EU. Hence, the impact is not only on participating organisations but also – and most importantly – for the stakeholders (i.e. governmental agencies, HEIs, financial intermediaries and HE students) who will be able to know about other countries’ experiences and models. Transferability potential: the Common Methodology is poised to be immediately used in other contexts outside of the SHIFT Project and potentially in other fields of education (especially VET). The methodology itself will also be embedded in the IO4 Implementation Package and made available without restrictions through the OER Platform.
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Test and Validate
through Stress Testing
the innovative financial model

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O1 is the analysis of HE funding models and options for students to finance their education and pay tuition fees currently in place in the EU and selected Member States, specifically Member States represented by the partnership (Italy, Poland and UK) and other countries representative of meaningful case studies (i.e. Germany, France, the Netherland: the specific number and type of countries will be finalised in the preparation phase of the SHIFT project). O1 will identify specific drivers and inhibitors of current funding models for HE students to provide elements for the design of the innovative model (O2). The approach is both quantitative and qualitative, as partners will analyse:
  • Common patterns of use of public funds for HE students;
  • Student loans and other financial products (cash advances, scholarships) available to students, and their characteristics (i.e. merit based, income based, and so on);
  • Ratios of public and private funds mobilised to fund HE students: the financial products identified above are funded by public or private sources
  • Shortcomings, drivers and inhibitors of the funding models currently in use;
  • Rigidities in the access to finance for HE students
  • Dynamics, potential mismatch and inefficiencies of the funding of HE students, from both supply and demand sides
  • Issues pertaining to HE students’ financial literacy and capacity to discern financing options for their studies
The partners will take stock of the various funding models for HE, compare the pros and cons and extrapolate positive elements to be considered for the development of the model in IO2. Elements of innovation: IO1 is innovative as it identifies dynamics of HE students’ access to inance and financial literacy. At present, there is no taxonomy nor coherent definitions (at the EU level, and in many cases within Member States) concerning HE Students Financing policy measures, products and initiatives. The key element of innovation of IO1 is the definition of a methodology to classify (and hence identify) such policy tools and measures across different settings, countries and HE dimensions. Expected impact: IO1 is instrumental to the development of IO2. Besides this “internal” impact for the SHIFT Project, IO1 is also expected to produce impact for the community of practice of student loans and financial literacy as it allows to carry out a comparative analysis of practices, methods and programmes pertaining to HE students’ finance across EU. Hence, the impact is not only on participating organisations but also – and most importantly – for the stakeholders (i.e. governmental agencies, HEIs, financial intermediaries and HE students) who will be able to know about other countries’ experiences and models. Transferability potential: the Common Methodology is poised to be immediately used in other contexts outside of the SHIFT Project and potentially in other fields of education (especially VET). The methodology itself will also be embedded in the IO4 Implementation Package and made available without restrictions through the OER Platform.
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Develop the SHIFT Implementation Package
for its adoption in HEIs

Leggi di più
O1 is the analysis of HE funding models and options for students to finance their education and pay tuition fees currently in place in the EU and selected Member States, specifically Member States represented by the partnership (Italy, Poland and UK) and other countries representative of meaningful case studies (i.e. Germany, France, the Netherland: the specific number and type of countries will be finalised in the preparation phase of the SHIFT project). O1 will identify specific drivers and inhibitors of current funding models for HE students to provide elements for the design of the innovative model (O2). The approach is both quantitative and qualitative, as partners will analyse:
  • Common patterns of use of public funds for HE students;
  • Student loans and other financial products (cash advances, scholarships) available to students, and their characteristics (i.e. merit based, income based, and so on);
  • Ratios of public and private funds mobilised to fund HE students: the financial products identified above are funded by public or private sources
  • Shortcomings, drivers and inhibitors of the funding models currently in use;
  • Rigidities in the access to finance for HE students
  • Dynamics, potential mismatch and inefficiencies of the funding of HE students, from both supply and demand sides
  • Issues pertaining to HE students’ financial literacy and capacity to discern financing options for their studies
The partners will take stock of the various funding models for HE, compare the pros and cons and extrapolate positive elements to be considered for the development of the model in IO2. Elements of innovation: IO1 is innovative as it identifies dynamics of HE students’ access to inance and financial literacy. At present, there is no taxonomy nor coherent definitions (at the EU level, and in many cases within Member States) concerning HE Students Financing policy measures, products and initiatives. The key element of innovation of IO1 is the definition of a methodology to classify (and hence identify) such policy tools and measures across different settings, countries and HE dimensions. Expected impact: IO1 is instrumental to the development of IO2. Besides this “internal” impact for the SHIFT Project, IO1 is also expected to produce impact for the community of practice of student loans and financial literacy as it allows to carry out a comparative analysis of practices, methods and programmes pertaining to HE students’ finance across EU. Hence, the impact is not only on participating organisations but also – and most importantly – for the stakeholders (i.e. governmental agencies, HEIs, financial intermediaries and HE students) who will be able to know about other countries’ experiences and models. Transferability potential: the Common Methodology is poised to be immediately used in other contexts outside of the SHIFT Project and potentially in other fields of education (especially VET). The methodology itself will also be embedded in the IO4 Implementation Package and made available without restrictions through the OER Platform.
Project Shift