Asymmetry by Design? Identity Obfuscation, Reputational Pressure, and Consumer Predation in U.S. For-Profit Higher Education

2021 ◽  
Vol 86 (5) ◽  
pp. 896-933
Author(s):  
Adam Goldstein ◽  
Charlie Eaton

This article develops and tests an identity-based account of malfeasance in consumer markets. We hypothesize that multi-brand organizational structures help predatory firms short-circuit reputational discipline by rendering their underlying identities opaque to consumer audiences. The analysis utilizes comprehensive administrative data on all U.S. for-profit colleges, an industry characterized by widespread fraud and poor (although variable) educational outcomes. Consistent with the hypothesis that brand multiplicity facilitates malfeasance by reducing ex ante reputational risks, colleges that are part of multi-brand companies invest less in instruction, have worse student outcomes, and are more likely to face legal and regulatory sanctions (relative to single-brand firms). Maintaining multiple outward-facing brand identities also mitigates reputational penalties in the wake of law enforcement actions, as measured by news coverage of legal actions, and by subsequent enrollment growth. The results suggest identity multiplicity plays a key role in allowing firms to furnish substandard products, even amid frequent scandals and media scrutiny. Predatory practices are facilitated not only by the inherent informational asymmetries in a given product, but also by firms’ efforts to make themselves less legible to audiences. The analysis contributes to research on higher education, organizational theory, and the sociology of markets.

Author(s):  
Julian M. Etzel ◽  
Gabriel Nagy

Abstract. In the current study, we examined the viability of a multidimensional conception of perceived person-environment (P-E) fit in higher education. We introduce an optimized 12-item measure that distinguishes between four content dimensions of perceived P-E fit: interest-contents (I-C) fit, needs-supplies (N-S) fit, demands-abilities (D-A) fit, and values-culture (V-C) fit. The central aim of our study was to examine whether the relationships between different P-E fit dimensions and educational outcomes can be accounted for by a higher-order factor that captures the shared features of the four fit dimensions. Relying on a large sample of university students in Germany, we found that students distinguish between the proposed fit dimensions. The respective first-order factors shared a substantial proportion of variance and conformed to a higher-order factor model. Using a newly developed factor extension procedure, we found that the relationships between the first-order factors and most outcomes were not fully accounted for by the higher-order factor. Rather, with the exception of V-C fit, all specific P-E fit factors that represent the first-order factors’ unique variance showed reliable and theoretically plausible relationships with different outcomes. These findings support the viability of a multidimensional conceptualization of P-E fit and the validity of our adapted instrument.


JCSCORE ◽  
2018 ◽  
Vol 3 (1) ◽  
pp. 5-41
Author(s):  
Marc P. Johnston-Guerrero

Race has been one of the most controversial subjects studied by scholars across a wide range of disciplines as they debate whether races actually exist and whether race matters in determining life, social, and educational outcomes. Missing from the literature are investigations into various ways race gets applied in research, especially in higher education and student affairs. This review explores how scholars use race in their framing, operationalizing, and interpreting of research on college students. Through a systematic content analysis of three higher education journals over five years, this review elucidates scholars’ varied racial applications as well as potential implicit and explicit messages about race being sent by those applications and inconsistencies within articles. By better understanding how race is used in higher education and student affairs research, scholars can be more purposeful in their applications to reduce problematic messages about the essentialist nature of race and deficit framing of certain racial groups.


2021 ◽  
pp. 194277512110022
Author(s):  
Tomika L. Ferguson ◽  
Risha R. Berry ◽  
Jasmine D. Collins

Black women faculty represent a small percentage of full-time faculty in higher education and are often invisible, marginalized, and expected to perform duties beyond teaching, research, and service. Yet, their success in higher education positions them as possibility models for change on their campuses. The purpose of this study is to investigate the experiences of three Black women faculty who teach in graduate education programs. Specifically, we examined how teaching using culturally relevant practices may cause Black women faculty to negotiate their identity within higher education organizational structures. Using a theoretical framework informed by Black feminism and the Culturally Relevant Leadership Learning Model, three salient themes were identified: roles and responsibilities, resistance, and limitations within the academy. Implications for practice include the creation of identity specific support for Black women faculty and attention be given to faculty and student readiness prior to engaging in culturally relevant practices beyond critical self-reflection.


2017 ◽  
Vol 7 (1) ◽  
pp. 18-50 ◽  
Author(s):  
V. Dao Truong

Purpose Although the social marketing field has developed relatively quickly, little is known about the careers of students who chose social marketing as their main subject of study. Such research is important not only because it reveals employment trends and mobility but also because it informs policy making with respect to curriculum development as well as raises governmental and societal interest in the social marketing field. This paper aims to analyse the career pathways of doctoral graduates who examined social marketing as the subject of their theses. Doctoral graduates represent a special group in a knowledge economy, who are considered the best qualified for the creation and dissemination of knowledge and innovation. Design/methodology/approach A search strategy identified 209 doctoral-level social marketing theses completed between 1971 and 2015. A survey was then delivered to dissertation authors, which received 117 valid responses. Findings Results indicate that upon graduation, most graduates secured full-time jobs, where about 66 per cent worked in higher education, whereas the others worked in the government, not-for-profit and private sectors. Currently, there is a slight decline in the number of graduates employed in the higher education, government and not-for-profit sectors but an increase in self-employed graduates. A majority of graduates are working in the USA, the UK, Australia and Canada. Overall, levels of international mobility and research collaboration are relatively low. Originality/value This is arguably the first study to examine the career paths of social marketing doctoral graduates.


2003 ◽  
Vol 109 (1) ◽  
pp. 93-108 ◽  
Author(s):  
Kate Slattery

The last few years have been an awakening time for the people, communities and governments of the global village. Escalating problems in the Middle East, global economic uncertainty and an increase in asylum seekers, refugees and migration worldwide have reignited tensions involving boundaries and borders, both geographical and cognitive. One event which highlighted these tensions in Australia, and which was given much media coverage, was the ‘children overboard’ event in October 2001. Utilising a selection of print news coverage of the event, this paper explores how the ‘children overboard’ event demarcated national identities and spaces through the construction and representation of ‘good’ Australian citizens and ‘bad’ asylum seeker ‘others’. Specifically referring to ‘children overboard’ as an ‘event’, I seek to highlight the constructed and representational nature of ‘children overboard’ as a media story and political tool, one which promoted a continuing threat of ‘others’ to the nation in order to gain support for government policy and legitimize national security, and in so doing creating a model of Australian citizenship and identity based upon fear.


Author(s):  
A.S. Andrianova ◽  

The academic competence of cadets is the basis for the formation of professional and social-personal competence of a specialist. Academic competence is a set of skills to independently obtain, process and apply knowledge in the field of jurisprudence, as well as to study and explain from a theoretical point of view the phenomena associated with the implementation of law enforcement. The specifics of training in higher education institutions of the Ministry of Internal Affairs predetermines the need for a systematic organization of activities to develop the academic competence of cadets. The article describes the stages of designing the educational process, taking into account the stages of professionalization of cadets in the learning process.


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