“Private” and “Public”; Analysis Amid Ambiguity in Higher Education

1986 ◽  
Author(s):  
Daniel C. Levy
Keyword(s):  
Higher Education ◽  
Public Universities ◽  
Private Higher Education ◽  
Alma Mater ◽  
The Public ◽  
Behavioral Criterion ◽  
Private And Public ◽  
The Government ◽  
Desperate Attempt ◽  
The U.S

When a well-bred Yale alumnus like William F. Buckley, Jr., sardonically suggests that his alma mater donate itself to the state of Connecticut (“To tell the truth, I don’t know that anything much would happen.”), some conventional assumptions require reexamination. Chief among these is the much ballyhooed distinction between “private” and “public.” Analysis reveals serious ambiguities. We lack an agreed-upon notion of what defines our types. Different observers define the private-public split by different criteria. In fact, criteria are usually implicit and fuzzy, but even when they are explicit and clear, they vary. What defines a private institution for one observer does not do so for another. And the problem goes beyond this definitional conflict. As will be shown at least for higher education, no behavioral criterion or set of criteria consistently distinguishes institutions legally designated private from institutions legally designated public. Surely this volume’s chapters, on both schools and universities, arrive at no such criteria; instead, as discussed below, several provide evidence of increasing private-public blurring. In a desperate attempt to reassert its distinctiveness, the U.S. private higher-education sector has recently rebaptized itself “the independent sector.” The new nomenclature, while it brings private higher education under a terminological umbrella widely used by the U.S. nonprofit world, contributes nothing to definitional clarity. It is simultaneously intended to legitimize the private sector’s claim to the public dollar (by downplaying privateness) and yet to distinguish that sector from the public sector by emphasizing its autonomy from government. The first aim, of course, undermines the second. Looking abroad seems to frustrate yearnings for clear definitional usage. England, for example, long noted for its paradoxical labeling of private and public secondary education, offers an ambiguous picture at higher levels as well. All the universities, even those financed over 90% by the government, form what is still frequently called the autonomous or private sector, distinct not from public universities but from the technical sector of higher education (which is consensually considered public). Increasingly, however, one hears England’s universities identified as public.

scholarly journals Regulating Private Higher Education in South Africa

2015 ◽  
Author(s):  
Chika Sehoole
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Financial Crises ◽  
Global Financial Crisis ◽  
Private Higher Education ◽  
Private Companies ◽  
The Public ◽  
The Government ◽  
Laws And Policies ◽  
The Global Financial Crisis

This article makes case of how South Africa has been able to use its laws and policies to achieve its objectives of regulating private higher education. This happened in the context of an ascendancy of neo-liberal policies which favoured deregulation and the rolling back of the state. Through these policies the government was able to protect the public even during the global financial crisis as it had registered credible and financially sound institutions which could weather off the financial crises which affected many private companies worldwide.

scholarly journals Muslim Private Higher Educational Institutions in Malaysia: Issues and Challenges

ICR Journal ◽  
2012 ◽  
Vol 3 (3) ◽  
pp. 474-488
Author(s):  
Rosnani Hashim
Keyword(s):  
Higher Education ◽  
Public Universities ◽  
Higher Education Institutions ◽  
Private Higher Education ◽  
Attractive Alternative ◽  
Access To Higher Education ◽  
Integrated Education ◽  
Universities And Colleges ◽  
Private Higher Education Institutions ◽  
The Government

Privatisation of higher education is a global trend. There is an increasing demand for higher education due to the nature of work and economy today, and public universities and colleges cannot meet the demand with their limited financial resources from the government. Private higher education institutions (PHEI) seem to be the most attractive alternative to public universities and colleges in opening greater access to higher education. Malaysia is no exception, having about 25 private universities, 22 private university colleges and 410 private colleges and institutes. About a fourth of these PHEIs are Islamic institutions going by the name of the institutions or their ownership. However, private higher education institutions have their own issues and challenges. The most serious of them are preserving the philosophical goal of a balanced and integrated education despite market demands and sustaining its operation financially amidst a competitive environment. Yet, there are several opportunities for Islamic PHEIs especially in terms of international collaboration and exchanges. This article is an attempt to examine these issues and challenges or opportunities.

scholarly journals Islamic Civilisation: Awakening Parameters

ICR Journal ◽  
2012 ◽  
Vol 3 (3) ◽  
pp. 489-505
Author(s):  
Saim Kayadibi
Keyword(s):  
Higher Education ◽  
Public Universities ◽  
Higher Education Institutions ◽  
Private Higher Education ◽  
Attractive Alternative ◽  
Access To Higher Education ◽  
Universities And Colleges ◽  
Private Higher Education Institutions ◽  
The Government ◽  
Changing Times

Privatisation of higher education is a global trend. There is an increasing demand for higher education due to the nature of work and economy today, and public universities and colleges cannot meet the demand with their limited financial resources from the government. Private higher education institutions (PHEI) seem to be the most attractive alternative to public universities and colleges in opening greater access to higher education. Malaysia is no exception, having about 25 private universities, 22 private university colleges and 410 private colleges and institutes. About a fourth of these PHEIs are Islamic institutions going by the name of the institutions or their ownership. However, private higher education institutions have their own issues and challenges. The most serious of them are preserving the philosophical goal of a balanced and integrated education despite market demands and sustaining its operation financially amidst a competitive environment. Yet, there are several opportunities for Islamic PHEIs especially in terms of international collaboration and exchanges. This article is an attempt to examine these issues and challenges or opportunities. The Muslim world’s significant contribution to the development of world civilisation deserves further investigation. History’s leading Muslim empires all assumed momentous responsibilities in adapting Islamic civilisation to changing times. The author argues that researching and studying the input of their intelligentsias and elites would be a necessary requirement for any Islamic ‘renaissance’. Western civilisation, often presented as the only civilisation that has enabled the world to progress, ignores the contributions of all other civilisations. This article underlines the significance of Islamic civilisation by exploring the Muslims’ reawakening process and humanity’s need for a new world system, one that reflects Islamic civilisation’s understanding and practice of ontological freedom, security, and human rights.

scholarly journals Students’ Perceptions of Public vs. Private Higher Education Institution Brand Value in Croatia

2021 ◽  
Vol 13 (17) ◽  
pp. 9767
Author(s):  
Martina Ostojić ◽  
Mirna Leko Šimić
Keyword(s):  
Higher Education ◽  
Market Competition ◽  
Market Value ◽  
Education Institution ◽  
Transition Process ◽  
Private Higher Education ◽  
Public And Private ◽  
The Public ◽  
Value Perceptions ◽  
Private And Public

Due to the transition process in Croatia that started about three decades ago, higher education institutions (HEIs) are forced to intensively involve themselves in market competition and become market and entrepreneurial oriented in order to keep up with new trends in higher education. The branding process in HEIs has become one of the major activities in creating value and gaining market position in many countries, including Croatia. The aim of this study is to provide a deeper insight into and understanding of differences in brand market value perceptions of students of public and private HEIs in Croatia. Altogether, 443 students (242 from a public HEI and 201 from a private HEI) responded to a questionnaire based on Aaker’s model of brand equity, from which a t-test and a correlation analysis showed that the public HEI was significantly better only in the dimension of other proprietary brand assets, while in the private HEI all other dimensions of brand market value were evaluated better. However, brand market value itself was significantly higher in the public sector HEI, mainly due to the perception of “value for money” and functional benefits, i.e., employability. The study identified several factors that need to be taken into account when branding private and public HEIs in Croatia.

Strategic Innovation and Service Delivery in Public Universities in Kenya: A Case of Kenyatta University

2019 ◽  
Vol 3 (III) ◽  
pp. 199-211
Author(s):  
Stella Gati Maroa ◽  
Mary Namusonge
Keyword(s):  
Regression Analysis ◽  
Service Delivery ◽  
Diffusion Of Innovation ◽  
Technology Use ◽  
Public Universities ◽  
Policy Objective ◽  
The Public ◽  
Strategic Innovation ◽  
Use Of Technology ◽  
The Government

Strategic innovation is a strategic tool that can be used to align the institution’s resources and capabilities with opportunities in the external environment in order to enhance survival and long term success of the organization.  Innovation promotes use of technology consequently impacting positively on service delivery. Public universities reforms have been a necessary and on-going policy objective for the Government of Kenya. Innovation as one of the approaches to the reforms is intended to induce an overhaul the public university system to better serve the needs of both government and the citizens with improved delivery of public services. In Kenya technology in public institutions has not been effectively used to enhance service delivery more so institutions where technology use has been embraced, its impact on service delivery has not been assessed effectively. This study applied the institutional theory, diffusion of innovation theory and stakeholders theory of management to determine how strategic innovation at Kenyatta University impacts on service delivery. The general objective of this study therefore was to determine the effect of strategic innovation on service delivery in Kenyatta University. Specific objectives included finding out the influence of eLearning, online student registration and use of e-messaging services on service delivery in Kenyatta University. A population of 72,000 students admitted to Kenyatta University was used from which random sampling was conducted to a sample of 200 students using Nassiuma’s formula. Data was collected by disbursing physically the questionnaires to the students. Descriptive and regression analysis was conducted using SPSS 22 to provide findings on the study. The study conducted a multiple regression analysis to estimate the model for the study. The study had a coefficient of correlation R of 0.912 an indication of strong of correlation between the variables and a coefficient of adjusted R2 was 0.814.This means that there was a significant correlations between the variables and service delivery at Kenyatta University however other factors that are not considered in the research paper contribute approximately 18.6% of the service delivery at Kenyatta University. Therefore, a very extensive further research is highly required to investigate and come up with other factors of the viability to service delivery at Kenyatta University. The study concluded that the strategic innovation of the public universities ranges from the products and services offered and is determined by the technology that is revolutionizing the current global world and has improved the service delivery at Kenyatta University. A strategic innovation brings a lot of advantages and has a great impact on human and business daily life. Therefore, strategic innovation development is the best choice in helping higher institution of learning stay on track.

scholarly journals Private Higher Education in Brazil: Fueling Economic Growth

2017 ◽  
pp. 24
Author(s):  
José Janguiê Bezerra ◽  
Celso Niskier ◽  
Lioudmila Batourina
Keyword(s):  
Higher Education ◽  
Economic Growth ◽  
Social Inclusion ◽  
Private Higher Education ◽  
National Education ◽  
Alternative Funding ◽  
Working Together ◽  
Funding Mechanisms ◽  
The Government ◽  
Education In Brazil

The Brazilian private education sector is one of the largest in the world. Today there are more than 6 million students enrolled in private higher education institutions, which represents more than 75 percent of all university students. Brazilian higher education started expanding in 1996, when the government, according to the National Education Plan, introduced a fund allowing young people to take up students loans. From 1996 to 2010, the government took a number of actions, addressing the problem of social inclusion and supplying the country with educated, middle class workers. The Brazilian Association of Private Universities (ABMES—Associação Brasileira de Mantenedoras de Ensino Superior) is pushing the government to keep investing in the scholarships in spite of the economic crisis, and working together on finding alternative funding mechanisms to provide society with access opportunities to higher education, and to sustain economic growth.

scholarly journals The Educational Social Practices and their metaphors. Approaches to a reconstruction of meanings from critical perspectives

2020 ◽  
pp. 103-130
Author(s):  
Néstor Horacio Cecchi ◽  
◽  
Fabricio Oyarbide ◽  
Keyword(s):  
Higher Education ◽  
Social Movements ◽  
Public Universities ◽  
Public University ◽  
Social Practices ◽  
Social Commitment ◽  
The Public ◽  
Leading Role ◽  
The Social ◽  
New Meanings

For those of us who have been going through the public university for decades, a clear tendency in most of our institutions to rethink their senses, their missions, their functions, in sum: their must be. In these times and these contexts in which deep inequalities are made visible with absolute clarity, these tendencies to construct new meanings acquire a particular relevance. We understand that public universities in the exercise of their autonomy and as members of the State, must assume a leading role with a contribution that contributes to guaranteeing rights, in particular, of the subalternized sectors. This critical positioning is inescapable to consolidate the social commitment of our higher education institutios. This compelling transformative intention has a valuable background. In this sense, we warn that both in Argentina and in some of the countries of the Region, tendencies to consolidate, systematize, institutionalize processes of emancipatory articulation in their relations with the territory, organizations and social movements have been reproduced for some years, many of them, through curricularization processes in its different meanings. These experiences, dissimilar by the way, find the need to settle, to institutionalize themselves through various conformations that in some cases converge in Educational Social Practices or similar names, with different, unique formats, but with different meanings as well. That is why we propose to display, analyze, make visible some of the salient characteristics of these processes, the regulations, their singularities, similarities, the multiplicity of their feelings, in sum, their metaphors.

Enterprise System Development in Higher Education

2011 ◽  
pp. 196-221
Author(s):  
Bongsug Chae ◽  
Marshall Scott Poole
Keyword(s):  
Higher Education ◽  
System Development ◽  
Historical Analysis ◽  
Value Systems ◽  
It Management ◽  
Enterprise System ◽  
The Public ◽  
Private And Public ◽  
Strategic Goals ◽  
Private Sector Organizations

“One system for everyone” has been an ideal goal for information technology (IT) management in many large organizations, and the deployment of such systems has been a major trend in corporate world under the name of enterprise systems (ES) (Brown & Vessey, 2003; Davenport, 2000; Markus, Petrie, & Axline, 2000). Benefits from ES use are claimed to be significant and multidimensional, ranging from operational improvements through decision-making enhancement to support for strategic goals (Shang & Seddon, 2002). However, studies (Hanseth & Braa, 2001; Rao, 2000; Robey, Ross, & Boudreau, 2002) of the deployment of ES in private sector organizations show that the ideal is difficult to accomplish. This chapter reports a case in which a major university system in the U.S. attempted to develop an in-house enterprise system. The system is currently used by more than 4,000 individual users in almost 20 universities and state agencies. This case offers a historical analysis of the design, implementation and use of the system from its inception in the mid 1980s to the present. This case indicates that ES design and implementation in higher education are quite challenging and complex due to unique factors in the public sector—including state mandates/requirements, IT leadership/resources, value systems, and decentralized organizational structure among other things—that must be taken into account in planning, designing and implementing ES (Ernst, Katz, & Sack, 1994; Lerner, 1999; McCredie, 2000). This case highlights (1) the challenges and issues in the rationale behind “one system for everyone” and (2) some differences as well as similarities in IT management between the private and public sectors. It offers some unique opportunities to discuss issues, challenges and potential solutions for the deployment of ES in the public arena, particularly in higher education.

Regulated Isomorphic Competition and the Middle Layer of Institutions: High Participation Higher Education in Australia

2018 ◽  
pp. 266-294
Author(s):  
Simon Marginson
Keyword(s):  
Higher Education ◽  
Public Universities ◽  
Middle Layer ◽  
Global Market ◽  
Symbiotic Relationship ◽  
Social Competition ◽  
Commercial Activity ◽  
Commercial Market ◽  
High Participation ◽  
The Government

This chapter provides a detailed and extensive assessment of Australia’s high participation systems (HPS) of higher education, in terms of the HPS propositions in relation to governance, horizontal diversity, vertical stratification, and equity. The propositions generally fit the country case. In Australia, the state has created a symbiotic relationship between the growth of participation and neo-liberal competition. Higher education institutions of all types within this system are impelled to grow, facilitating and legitimating expanding social demand for places. Australia’s ‘unified national system’ is a state regulated quasi market in which public universities carry out commercial activity, rather than a producer-driven commercial market. Social competition between families has been modified by standardized tuition charges and especially by income-contingent loans, and the government carefully sustains a large middle layer of universities that are competitive in the global market for fee-paying students. However, the hierarchy between artisanal and demand-responsive institutions remains steep.

scholarly journals Public regulatory arrangements for private higher education in the Western Balkans

2017 ◽  
Vol 16 (6) ◽  
pp. 800-819 ◽  
Author(s):  
Antigoni Papadimitriou ◽  
Daniel C Levy ◽  
Bjørn Stensaker ◽  
Sanja Kanazir
Keyword(s):  
Higher Education ◽  
Private Higher Education ◽  
Public Higher Education ◽  
Western Balkans ◽  
Public And Private ◽  
Private And Public ◽  
Design Options ◽  
The Relationship ◽  
Governance Arrangements ◽  
Current Governance

The article presents an analysis of the developments of higher education laws and regulations in the Western Balkans for the period 1990–2015, with the aim of mapping the regulatory arrangements for the private higher education sector and to explore the relationship between public and private higher education in the region. Based on a conceptual framework highlighting the competitive and complementary regulatory design options available in current governance arrangements, the study finds much ambiguity in policy designs regarding how private and public higher education should co-exist in the Western Balkans. As such, it is argued that the study contributes to a better understanding of the unclear role private higher education is playing in the development of the region.

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