Tuition Fees at Top US Graduate Schools and the Starting Salary Paid to These Graduates (Research Paper Sample)

Relationship between Tuition Fees at Top US Graduate Schools and the Starting Salary paid to these Graduates.
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Institution
Relationship between Tuition Fees at Top US Graduate Schools and the Starting Salary paid to these Graduates.
Background of the Study
The tuition fees charged in the institutions of higher learning is a crucial factor that affects access to education and other issues. The high amount of tuition fees is likely to limit access to education for students from families that experience financial challenges (Johnstone & Marcucci, 2010). However, employers in the job market associate higher tuition fees to better education offered to the students. Institutions may charge higher tuition fees to increase revenue collection and enhancing the quality of education. Therefore, it is important to examine the relationship between tuition fees at the top US Graduate Schools and the starting salaries paid to the graduates.
Heller (2011) defines the net tuition revenue as the total amount of money that a Higher Education Institution (HEI) collects in the study fees minus any scholarship, grants, tuition discounts or stipends, and higher education offers to students. Net tuition revenue is the income HEI generates from tuition that can use to support its operation. User or tuition fees have been on the rise in higher education systems around the world (Reisberg, 2012). Fees have recently been increased in many countries and newly implemented in several systems where students previously did not pay tuition. In some countries, such as the United Kingdom (UK), an increase in tuition fees reflects explicit government policy. On the contrary, an increase in tuition fees in the institutions of higher learning in the United States (US) does not reflect explicit changes in government policy that is designed to increase the fees (Fischer, 2011). In both cases, fees have been charged to share the cost of providing higher education between the state and the students (and their families) who consume the education (Johnstone, 2004; Johnstone & Marcucci, 2010). However, some fee schemes extend beyond cost-sharing. Higher Education Institutions especially in Anglo-Saxon countries, have become increasingly entrepreneurial and seek revenue through market-like competition (Morphew & Eckel, 2009; Slaughter & Cantwell, 2012).