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This paper examines how colleges respond to the introduction of broad merit aid programs. Previous research has emphasized the impact of merit aid on enrollment, student choices, and post-matriculation outcomes. Yet much less is known about how state-implemented merit aid programs affect colleges' financial decisions. To explore impacts, college financial data that spans from 1986-87 to 2009-10 is used and includes tuition and fees, expenditures on students, institutional grants, Pell grants disbursed, and other revenue sources. Results suggest that colleges do not capture merit scholarships through significant increases in published tuition prices. Instead, colleges increase expenditures on students following the introduction of merit aid programs.

In this paper, we emphasize the value of an online community of practice (OCoP) for bringing together faculty from across disciplines to share and leverage their diverse expertise and perspectives. We examine the transition of an interdisciplinary community of practice through the pivot into an online environment for engagement, communication, and collaboration. Through this paper we describe our individual Scholarship of Teaching and Learning (SoTL) projects and how we have navigated these projects within the Teaching Scholars OCoP, as well as our reflections and key learnings that have resulted from this sustained collaboration. We contribute key learnings and online strategies which can inform and be tailored by other academics and institutions who are developing online communities of practice as an approach to sustaining educational leadership and change in SoTL research and practice in diverse and distributed contexts.

This article draws on ethnographic data on the distribution of scholarship programs at two Nepali state-run schools. Anchored in the cross-field of educational anthropology and the anthropology of bureaucracy, this article examines schools not just as sites of learning but as institutions that control and regulate access through bureaucratized mechanisms. We draw attention to scholarship processes as inherently selective and requiring social and cultural capital, thus leading to what we term "the bureaucratization of social justice."

American University (AU), developed the Teacher Pipeline Program (TPP), where District of Columbia's (DC) high school students can earn college credit in education (i.e., dual enrollment) and a Child Development Associate (CDA) credential. If they become Teaching Fellows, they can apply the college credit to their undergraduate program of study. And they can use their CDA credential to work in early childhood settings. Teaching Fellows also receive full scholarships and teaching positions (with coaching) upon completion of their undergraduate degree program. Again, the overarching goal of the program is to create "earning" opportunities for pre-service teachers to help relieve their financial burdens as they complete their preparation for the profession. The TPP has proven promising because of the following four critical factors: (1) financial and career support; (2) ongoing mentoring and coaching; (3) seamless transitions; and (4) supportive and inclusive community.

Metallica's All Within My Hands is a workforce education initiative that provides direct support to community colleges to enhance their career and technical education programs. In 2019, AWMH--alongside initiative sponsor the American Association of Community Colleges (AACC)--provided 10 schools with $100,000 each for tuition help, safety gear and learning materials. Since inception, the program has graduated 80%-90% of participants, with 95% of Metallica scholars finding jobs directly related to their studies. SUNY Westchester Community College received $50,000 in 2021--the institution's second year in the program-focusing mostly on training workers for the region's growing advanced manufacturing sector. The college, which serves 31,000 full- and part-time learners in New York state, has further harnessed grants for cybersecurity and jobs around healthcare, namely nursing assistants, phlebotomists and EKG technicians. This article discusses the impact of the AWMH program on the community colleges it partners with.

This article sheds light on some challenges that internationalisation raises for policymakers regarding public funding of higher education in a welfare state by examining policy logics for introducing tuition fees for international students in Sweden 2011. Using thematic analysis of documents related to the Swedish reform, we identify how an increasing number of international students was the perceived policy problem, threatening national students' access to free higher education. Policy objectives included sharing the cost of internationalisation but also enabling control of cost and influx of international students, enhancing quality and strengthening national branding. Many of these objectives concur with more established understandings on why policymakers turn to the market according to a more neo-liberal 'market' logic. However, a policy mix of tuition fees and scholarships enabled a governance model of control, which more relates to a 'welfare' logic. Likewise, the policy problem indicates that a search for profit and revenue cannot simply explain tuition fee reforms for international students. By discussing how underlying normative assumptions at the policy formulation stage contrast reality ten years after the reform, it appears that revenue from the global market has been more significant for Swedish policymakers than the rhetoric suggests.

In order to counter low birthrates, the Singapore state recruits top-performing students from China and Vietnam with scholarships to augment the local talent pool. Another criterion is that most immigrants must be ethnically Chinese, so as to fit into Singapore's majority racial group. This study examines whether and how race (or other factors) might contribute to (dis)affiliation amongst academically elite students in Singapore. Drawing on life history interviews and focus group discussions with top-performing students in Singapore, I investigate how informants engaged in self-differentiation. Instead of race, informants positioned themselves and others along a Singaporean/non-Singaporean polarity, using nationality and time of entry as markers of cultural and structural difference. Chinese linguistic practices were perceived as deficits and impediments to being localised amongst them. The state's assumption--that immigrants can fit in locally just because they fit official racial categories--does not consider how cultural practices are re-valued when transported to a different space.

This article recounts the lived experience of a Rwandan English teacher's journey from his village to international opportunities for scholarship and work, enabled by his agency in navigating the country's changing linguistic landscape. Using the narrative inquiry research method, the study uncovers an insider's perspective on Rwanda's switch from French to English-medium education and offers a unique participant-centred contribution to research on language-in-education policy. The respondent's story is interpreted through the intersecting conceptual themes of linguistic imperialism and cosmopolitanism, which emerge from the narrative. The decolonisation of English-medium education is envisioned through supportive, multilingual pedagogies and a rooted cosmopolitanism.

Purpose: This study examines diaspora engagement and return migration programs aimed at providing diaspora youth with an opportunity to obtain higher education in Estonia and Kazakhstan. In particular, the authors sought to identify the main motivations, benefits and challenges of the programs, as well as understand how the programs contribute to the ethnic identity formation of diaspora students. Design/methodology/approach: The paper employed a qualitative multiple-case study research design. In both countries, data were collected by means of 26 semi-structured interviews with return migrant students and experts involved in implementing the programs. Findings: The study findings suggest that the primary motivations for diaspora youth to return to their homelands are tuition-free higher education, financial support and repatriation prospects in both countries. In Estonia, the scholarship holders struggled with language requirements for university admissions, the cost of living insufficiently covered by the monthly stipend and limited integration opportunities. In Kazakhstan, the students had to face the Russian language barrier and socio-cultural marginalization in their everyday life. It was also found that the return migrant students in Estonia and Kazakhstan develop hybrid identities to integrate into their domestic society. They reinforce their ethnic identities and negotiate their diasporic identities to make sense of their own background and cultural heritage and acclimatize to life in the new context. Originality/value: The study provides practical implications for policy implementers and policymakers in Estonia and Kazakhstan. It can also be useful for the worldwide research community interested in exploring education-oriented diaspora engagement and return migration programs and their influence on the ethnic identity of diaspora students.

In this article, we explore the work of Marcia Gentry as it relates to Project Having Opportunities Promotes Excellence (HOPE).We describe Project HOPE, the hundreds of scholarships it provided to students from around the country, and the broader effect it had on gifted student programs at Purdue University. We also discuss how Project HOPE affected Marcia's scholarship and work related to equity issues in gifted education, as she became increasingly concerned and impatient with the inequities and slow pace of change in the field of gifted education. Finally, we reflect on the opportunities that Marcia provided her doctoral students and her role as our mentor, colleague, and friend. Marcia's legacy of providing both opportunities and mentoring has left us to be indebted to her.

Since the Tennessee Promise's 2014 launch, "free college" or "Promise" programs have proliferated rapidly and converged on design features: a "last-dollar" award and community college applicability. Researchers who study these programs' effects generally presume they are tuition-reducing endeavors. In contrast, we argue that many such programs are exercises in "symbolic politics," that is, they perform organizational altruism and meet survival imperatives while minimally reducing real costs. We illustrate this by detailing the creation, implementation, and results of a Promise program at a large community college. Cost concerns and the need to appeal to critical publics led the college to adopt a last-dollar design and numerous eligibility criteria. Consequently, few applicants were funded. However, many applicants believed they had received the scholarship, the college's enrollment increased, and the program received widespread acclaim. We discuss implications for higher education policy and the applicability of symbolic politics to organizational action.

This chapter illustrates the potential promise and complexities of free college initiatives from the perspective of administrators, faculty, staff, and students who are involved in a scholarship program at a small Midwestern community college. Based on two waves of interviews conducted in 2019 and 2021 respectively, we found that, while largely supportive of the free college movement, the program participants shared clear reservations due to potential unintended burdens on the part of institutions, and compounding barriers for students that free tuition alone cannot solve. This chapter closes by presenting a series of implications to inform the implementation of "free college" to realize its full promise.

Purpose: The purpose of this study is to conduct a systematic review of the literature addressing international aid to education, primarily focusing on China's aid principles and its practice of scholarship programs and short-term training held in higher education institutions (HEIs). Design/methodology/approach: Using the systematic review approach, the authors identified 25 English-language articles in the academic databases. The review is driven by the analytical lenses of: (1) the policy formulation and implementation of China's educational aid across macro-, meso- and micro-levels; and (2) theories and methodologies that are commonly adopted in the existing studies. Findings: The review identified three themes: (1) China's aid discourse in the international aid landscape; (2) critical reflections on educational aid program management; and (3) international students' study experiences and perceptions of China. The authors also outline prevalent theories and methodological approaches used in the existing literature. Research limitations/implications: This literature review provides a review of research on China's international aid to education in the past 20 years, as a frequently cited example of emerging donors that have taken alternative aid approaches, thus bringing about a broader and nuanced perspective of aid to education. It also generates implications for researchers who are interested in studying education and development in the global context. Originality/value: This study provides is first systematic literature review of studies on international aid to education provided by emerging donors, taking China as an example, to summarize its aid principles and aid practice in China's HEIs.

Many countries offer government scholarships for international higher education and expect the recipients to contribute to national development. While there are many benefits from these scholarship programmes, they have been criticized as expensive. We examine the perceived contribution of Kazakhstan's two government scholarship alumni to the development of the nation. Drawing on Kirkpatrick's model of evaluation, we explore the influence of government scholarships on Bolashak and Nazarbayev University alumni and their contribution at organizational and societal levels. Our findings show that both groups of alumni play important roles in developing local talent and contributing to the improvement of systems, practices, and policies within their workplaces and to wider socio-economic changes. Alumni are fostering social developments bringing attention to issues of environmental protection and political engagement. However, our findings also illustrate that underdeveloped industries, limited job opportunities in some fields, low salaries, bureaucratic management culture, and resistance to change limit alumni contributions. We argue that the problem is at the system level and that the national economy is lagging in human capital development. Our findings emphasize the critical importance of developing the economy in tandem with education and human capital development to reap greater benefits from the knowledge of international education graduates.

A capacity-building programme between a veterinary school in the UK and the veterinary school in Sri Lanka was developed. Scholarships for two distance learning MSc programmes were offered to Sri Lankan veterinarians: 'Veterinary Epidemiology and Public Health' and 'Livestock Health and Production'. In addition, scholarships were offered to academic staff members at the veterinary school to undertake the Postgraduate Certificate in Veterinary Education. A blended learning approach was taken, though the majority of learning was by distance. This study used a case-study approach to assess the programmes' impact at different levels: individual, institutional, institution's students, the profession, the public and animals. Previous students were interviewed and current students participated in a focus group. Staff of the Sri Lankan university were interviewed. Data were transcribed and qualitative content analysis conducted. Participants had achieved personal satisfaction, gained new knowledge and skills and progressed professionally. These impacts translated to societal impacts including disseminating understanding of One Health, improving animal welfare laws and assisting the development of the undergraduate veterinary curriculum. The graduates from the blended learning programmes are experts at the centre of a new community of practice and have the ability to inspire future generations of Sri Lankan veterinary surgeons.

The college promise -- or "free college" -- movement is rapidly expanding throughout the United States; however, there is much to learn about community colleges' organizational responses to promise programs and corresponding partnerships with nonprofit organizations that are involved in some programs. Using institutional logics to frame this qualitative case study, I explored one community college district's relationship with a nonprofit promise program partner, and revealed the ways in which this community college district preserved and blended their dominant logics with that of their nonprofit partner. The findings from this study shed light on community college professionals' perceptions of promise programs, their organization's response, and the college's relationship with their nonprofit partner. Findings revealed that individual community college actors used dominant community college logic to make meaning of their partnership and maintain their commitment to the community college mission despite blending logics through incorporation of practices associated with dominant nonprofit logics. These findings have implications for the roles of community colleges and nonprofit partners in the implementation of college promise programs, as well as considerations for community college leaders.

Historically, there have been many instances where Black student-athletes utilized activism to be change agents within athletics and the broader society. This article utilizes Harry Edward's four waves of Black athlete activism as historical context for legal and political activism as contemporary and future protest strategies among Black student-athletes. Likewise, we use racial formation theory as a theoretical context to do the same. Finally, after the historical and contemporary analyses, we offer a discussion and conclusion for legal and political activism as enduring racial projects for Black student-athletes.

The Saudi 2030 vision states it is committed to empowering women through education and employment, but the literature scarcely addresses their everyday realities. This paper utilises a critical realist perspective to examine the mechanisms emerging from the interplay of structural and cultural factors that impact women's empowerment concerning local realities in Saudi Arabia. Situated within a broader study, this research explores the qualitative element of women's work and education experiences by analysing policy documents and semi-structured interviews. The findings indicate that structure and culture have a diverse impact on education and employment, which may ultimately lead to disempowerment.

Since 2010, the National Science Foundation (NSF)--funded Science, Technology, and Math Preparation Scholarships (STAMPS) project has provided financial and community support for undergraduate students at the University of North Carolina at Greensboro (UNCG) in STEM majors. In this article, the authors explore the impact of STAMPS on how cohorts support students' sense of belonging, self-efficacy, and science identity. A mixed-methods design approach enabled the collection of multiple types of data that could be used to examine participants' experiences. Key findings suggest that participation in the STAMPS program has increased students' self-efficacy, science identity, and sense of belonging. Students reported feeling a bolstered self-efficacy primarily due to interactions with other students, faculty, and scientists during class, field trips, and presentations. Peer and faculty mentors and STAMPS events were most frequently cited as being responsible for impacting science identity. UNCG-specific and STAMPS events assisted in the formation of students' sense of belonging.

Why do young refugees in the Dadaab camps in Kenya aspire to gain resettlement-based scholarships for tertiary education when the odds of getting them are minimal? The existing literature sheds light on the strong educational aspirations of refugee youth. However, our understanding is obscure of why they persistently pursue lofty educational goals when the chances of achieving them is not optimistic, especially through emergency education programs. This study contributes to our understanding of this puzzle, theoretically and empirically. In the study, I draw from ethnographic research, including semistructured interviews and future aspiration mapping exercises with Form One students, as well as interviews with their teachers. I then present several interconnected explanations that address the research question. First, students believe that success in education is a way for them to get out of the camps. Second, they imagine that getting an overseas scholarship will resolve their difficult economic conditions and academic restrictions. Third, they believe that, by working hard to succeed and being motivated by the dream of getting an education abroad, their chances for other tertiary education will increase. In this study, I argue that the cultural logic of hoping to achieve a better future through education sustains young people's motivation to pursue overseas scholarships, which outweighs the low odds of attaining them.

Step Up to Physical Science and Engineering at Randolph(SUPER) is a recruitment and retention program for natural science and mathematics majors at Randolph College, a small liberal arts college in central Virginia. Begun as a pilot program in 2010, and then funded by two National Science Foundation (NSF) Scholarships in Science, Technology, Engineering, and Mathematics (S-STEM) grants, the program has multiple cohort experiences throughout a student's four years of college. This paper analyzes the college-wide recruitment and retention impacts of the SUPER program by examining applicant interests and declared majors as well as college-wide retention. This paper also analyzes the recruitment and retention impacts of the associated scholarships and inclusion in the SUPER program by comparing scholarship vs. non-scholarship students, and students in the SUPER program vs. students not included in the SUPER program. We are interested in the recruitment and retention of all students in STEM and, because of long-standing patterns of exclusion, the impact on women, African American/Black, Hispanic/Latino(a), and Native American students. The program has led to an increase in students majoring in physical science from 6.2% of all declared majors at the college in 2012 to 14.2% of all declared majors in 2019, and improved retention to graduation in STEM (31% for students entering in 2013 to 40% for students entering 2015) while overall retention at the college declined. While the scholarships associated with the NSF grants were effective at increasing applications to the program, retention rates for scholarship students and non-scholarship students were not significantly different. Students within the SUPER program showed higher retention to graduation in STEM when compared to other STEM-interested students across all demographics (54% vs. 29%) and among female students (62% vs. 33%). Retention to graduation in STEM among students identifying in traditionally under-represented racial and ethnic groups is also higher for SUPER students than other STEM students (42% vs. 24%), though this difference was not statistically significant. This analysis demonstrates the effectiveness of the SUPER program in improving the recruitment and retention of STEM students at Randolph College and can provide a template for similar programs at other institutions.

This article investigates the awarding of scholarships to students from historically disadvantaged communities to attend elite schools in South Africa. Specifically, the article analyses the narrated accounts of former scholarship recipients who reflect on their experiences of entering an elite secondary school as scholarship students. Using Bourdieu's notion of cultural capital to explain the interviewees' experiences in the elite school space, the article shows that success in one part of an educational field does not necessarily equate to success in another. Further, providing students with the financial means to access elite education does not mean that they enter into the school contexts as 'equal players'. As such, what the article highlights is that the acceptance of a scholarship for students from historically disadvantaged communities is far more complex and multi-layered than is anticipated by all stakeholders.

The traditional K-12 schooling model is a "bundled" product that provides parents with an all-in-one package of services: instruction, transportation, lunch, extracurriculars, and athletics, all delivered by one provider in one location: the school. Historically, parental choice has been limited to selecting from among different schools--neighborhood, magnet, or, for those with the means, private schools. In the 1990s, states started passing legislation that defined school choice in these "whole school" terms, with charters, vouchers, and scholarships providing families with alternatives to schools operated by their local district. However, in response to the widespread school closures sparked by the COVID-19 pandemic in early 2020, many parents opted for a pick-and-choose, customized approach to schooling that they hoped could fill gaps in the remote learning opportunities their local districts were providing. This article discusses the pros and cons of "The Great Unbundling" and the future challenges and opportunities for K-12 school systems.

This article presents an investigation carried out within the Regional Observatory Project for Quality and Equity in Latin America (ORACLE), an Erasmus + initiative financed by the European Union (with more than 35 Latin American Universities involved), conducted in 2018 and 2019 in the Institute of of Education (IE) at Universidad ORT Uruguay. The objective was to identify vulnerable groups and to gather information about the visibility and impact of the developed policies on quality of inclusion in higher education, as well as gathering data about possible improvements in the management system to achieve equity. The methodology approach is mixed. In terms of the visibility of inclusive practices in the postgraduate degrees, all bodies identify a positive impact, especially due to the access to scholarships, the blended modality of the courses, the ease of access to bibliography and learning resources, and the personalized accompaniment of teachers during all stages of their educational process at the Institute of Education. Some guidelines for new strategies to ensure quality for equity have been presented to other universities involved in the project and are being taken as an example of good inclusion practices in the region and for the joint development of equity management tools.

This qualitative study examines Tennessee Promise students' (N = 60) perceptions of supports and resources during their first year of college. Students' reflections suggest that they hold expectations for support from the state beyond scholarship dollars, and that other actors, including faculty, staff, parents, and the state's nonprofit partner, mediate fulfillment of these expectations. Students' unmet expectations for the state may impede their college success and signal dimensions of student need not met by current scholarship program provisions. Evidence of these "psychological contracts" has implications for the architecture and framing of Promise programs and the provision of supplemental supports by colleges.

Credit momentum policies, or performance-based financial aid policies, have become increasingly popular among policymakers seeking to improve degree completion rates. This paper examines Indiana's 30-credit-hour completion policy on first-time, full-time students who receive the Twenty-First Century Scholars (TFCS) Promise Program. Using administrative data from the Indiana University's University Institutional Research and Reporting, representing 7842 low-income students who enrolled shortly before the policy was implemented, I use a difference-in-differences framework to explore the heterogeneous treatment effects of a credit (academic) momentum policy that was supported by the Complete College America "15 to Finish" initiative on the academic progression and completion of promise scholarship recipients at Indiana University Bloomington and Indiana University-Purdue University, Indianapolis, compared to non-TFCS Pell recipients from the Fall 2011 cohorts through the Fall 2014 cohorts. I find some evidence to suggest that credit momentum policies are associated with small increases in cumulative credits and grades but had no effect on degree completion status (Year 4 Graduation Status, Year 6 Graduation Status). I also find evidence that TFCS female and first-generation recipients responded positively to the policy change but find no evidence that the policy affects promise recipients differently by race/ethnicity. While consistent with prior work on credit momentum, these findings are among the first to explore the academic performance of college promise recipients. Together, these findings indicate that credit momentum policies may improve academic progression and completion for low-income, first-generation students who receive a promise scholarship. Implications for policy and research are discussed.

This paper responds to calls from past and present students to increase the value of postgraduate scholarships in Aotearoa New Zealand. Here we provide context for understanding the scholarship landscape in Aotearoa, including how scholarships are understood in relation to dominant neoliberal framings of higher education and persistent inequities within the sector. We present data which provides insight into the current inequities in Summer, Masters and PhD scholarship values. The average value of PhD scholarships has remained stagnant between 2011 and 2019 resulting in the average being $11,238 less than the Living Wage in 2019. We show that the average length of time full-time PhD students take to complete their doctorates exceeds the three-year tenure of scholarships. We argue the status-quo of low scholarships, supplemented by postgraduate 'sweat', excludes people from participating in postgraduate education, preventing them and their communities from realising the public benefits that such an education can produce. We suggest that these inadequacies could be addressed through (1) raising Summer, Masters and PhD scholarships to the living wage; (2) extending tenure of PhD scholarships; and (3) reinstating the postgraduate student allowance.

This study highlights program retention among Science, Technology, Engineering, and Mathematics (STEM) students in a STEM Intervention Program (SIP) aimed at increasing the representation of underrepresented students in STEM fields. We applied London et al.'s STEM Engagement Framework to determine factors that distinguish who stays in a SIP and who leaves within the first two years of the program. Our sample was comprised of 129 high-achieving students enrolled in a multicomponent program at a large, research-intensive university in the mid-Atlantic. Our results suggest that identifying as a woman or gender non-conforming scholar, having a strong scientific identity, or reporting lower depressive symptoms, increase the likelihood of remaining in the SIP.

The El Dorado Promise program is a universal, first dollar Promise program that guarantees a full tuition scholarship to students who attend the El Dorado School District from grades K-12, and a partial scholarship for those enrolled for at least 9th through 12th grade. We use a difference-indifferences framework to examine the impact of the El Dorado Promise program on college enrollment and bachelor's degree completion. We find that, overall, the Promise was associated with a 14.0 percentage point increase in postsecondary enrollment, no change in associate's degree completion, and an 8.8 percentage point increase in bachelor's degree completion. Students of color and students with below-average GPAs saw the greatest increases in enrollment. Students with above-average GPAs realized the largest gains in bachelor's degree completion. These results indicate that Promise programs in rural areas can have positive and significant impacts on postsecondary outcomes.

Non-Government Organisations (NG0s) which support education in Africa may use different titles such as Council or Trust, are almost always Non-profit organizations. They differ in size, ranging from small local organisations through to large internal multinationals. When founded they will often reflect the ideas, objectives and views of their founders. Funds for new NGOs especially smaller organisations were, and still are, likely to come from supporters, small charities and foundations. Their activities are likely to focus either on specific areas for example village schools or supporting specific causes such as school children with disabilities. Funding for many NGOs has changed significantly from their early years. Many now receive large proportions of their funding from governments. However many NGOs perceive their work to be guided by the principals of neutrality and impartiality. Governments however may view the NGO education programmes they fund as being part of a "counter insurgency strategy" or as one of their "combat teams". Governments and international funders such as the European Union often now prefer to support consortia where a number of NGOs and multilateral organisations join together to work on a single project. There are significant benefits but also some significant problems.

Academia is not the only sector or service that should be focused on and provided to students within higher education institutions. Student affairs services must also be adequately provided to recipients of higher education institution services, namely students. Student affairs services contribute significantly to the overall ranking of higher education institutions. The present study aims to evaluate and obtain information about the quality of student affairs services in higher education institutions in East Java, Indonesia. The present research conducts an evaluation using reference to the "Regulation of the Minister of Administrative Reform and Bureaucratic Reform of the Republic of Indonesia Number 14 of 2017 Concerning Guidelines for the Preparation of a Public Satisfaction Survey Unit for Public Service Providers." The method used is a survey method, leveraging a questionnaire with a positivistic paradigm. The results of this research have shown that student services are ranked 'good', but an evaluation is required in terms of their implementation, because the services are not yet reaching a status of 'excellent'. Another finding is that student affairs services are widely known to include scholarships, whereas services of interest include awarding talents, logic or reasoning competence. Moving forward, it is hoped that student affairs services will become more efficient in terms of bureaucracy in order to achieve the effectiveness of all parties involved.

Neutralization Theory proposes that when people engage in behavior that they know is not approved by society, they neutralize, or justify, their behavior by applying one or more of several neutralization techniques. In this report we use data from a study that investigated self-reported reasons for academic misconduct from post-secondary students in Romania. We found that students offered reasons that range widely, and well beyond the options included in Neutralization Theory. Factor analysis of the responses also lead to the conclusion that reasons for committing academic misconduct may be unidimensional.

University attempts to respond to globalization to build international trust by conducting internationalization as the bridge of their selected strategies. The efforts needed to build international trust are promotion strategies. This study aims to elaborate the effective promotion strategies in Jenderal Soedirman University, Indonesia. The data were collected by some deep interviews, observation, and documentation. The result shows that the promotion strategies includes, first, the university's direction to be recognized globally by a strong vision, international accreditation for its study programs, and being the center of special studies. Second, the university publicizes the university's programs, activities, excellence, and uniqueness through printed or online media, foreign institutions, and individuals. Third, the university initiates international collaborations with foreign universities and institutions by building good interpersonal communication, forming teams for international collaborations, initiating activities to build trust among individuals, and getting involved in international events. Last, the university offers scholarships for foreign students to increase inbound students.