scholarly journals THE GROWTH OF PRIVATE HIGHER EDUCATION: AN OVERVIEW IN THE CONTEXT OF LIBERALISATION, PRIVATISATION AND MARKETISATION

2021 ◽  
Vol 8 (9) ◽  
Author(s):  
Fayyaz Hussain Qureshi ◽  
Sarwar Khawaja
Keyword(s):  
Higher Education ◽  
Private Colleges ◽  
Higher Education Institutions ◽  
Colleges And Universities ◽  
Private Higher Education ◽  
Public Higher Education ◽  
The Public ◽  
The World ◽  
The Uk ◽  
Private Colleges And Universities

<p>Economic policies encouraging private ownership (liberalisation, privatisation and marketisation) have allowed Private Higher Education Institutions (PrHEIs) to proliferate in most parts of the world, particularly since the 1990s. The number of private colleges and universities continues to grow in most countries at a remarkable rate, partly reflecting the demand for greater choice and more flexibility, which PrHEIs are able to offer. In some countries, PrHEIs even outnumber public higher education institutions (PuHEIs) or are at least expected to do so within the next decade. This is particularly the case in emerging and developing countries. The worldwide expansion of private higher education can be illustrated by the fact that one in three students globally is now enrolled in PrHEIs, and there are very few places in the world where public monopolies continue to prevent the emergence of alternative providers from the private sector. In the UK, the Government recognises that private, for-profit higher education institutions, the majority of which award degrees in conjunction with state universities, typically function more efficiently and work harder to improve the student experience. Their appeal among non-traditional students dovetails perfectly with Government rhetoric to make higher education more accessible and widen participation. A legal framework has been created that makes it easier for challenger institutions to enter the market and compete with the public higher education sector. A more streamlined, student-focused approach to the regulation of higher education in the UK is also designed to stimulate further growth and competition in the HE sector, ensuring that private colleges and universities remain a viable alternative to the public sector. </p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0886/a.php" alt="Hit counter" /></p>

Finance and Function: Voluntary Support and Diversity in American Private Higher Education

1986 ◽  
Author(s):  
Roger L. Geiger
Keyword(s):  
Higher Education ◽  
Private Sector ◽  
Private Colleges ◽  
Local Community ◽  
Colleges And Universities ◽  
Private Higher Education ◽  
Responsibility Of Government ◽  
Bachelor's Degrees ◽  
Simple Question ◽  
Private Colleges And Universities

A revolution has taken place in the past generation in American assumptions about higher education: It has virtually become a universally accepted responsibility of government to make it possible for all qualified students to attend college. This shift in opinion has been translated quite tangibly into the bricks and mortar of greatly expanded state and municipal university systems, as well as an extensive network of local community colleges. As a result, the 50% of student enrollments that the public sector claimed in 1950 has grown to nearly 78% in 1985. By the somewhat artificial measure of “market share,” the private sector would seem to have lost more than half of its clientele. In the more meaningful measure of actual students, however, private colleges and universities have more than doubled their enrollments during this period. In fact, during the latter part of the 1970s the private sector added more students than did its much larger public counterpart. The private sector clearly still plays a vital role in our system of higher education. But just what might that be? This simple question admits of no simple answer. More than 1500 private colleges and universities cater to students of widely differing ages, aspirations, and abilities. They offer some 300 bachelor’s degrees, not to mention additional programs on the graduate-professional level. From another angle, one might note that public higher education is a responsibility of the states. Thus, there are actually fifty public sectors in this country, each of which (save that of Wyoming) is complemented by an array of private institutions. Not all of these state private sectors are terribly different from those of neighboring states; but regional contrasts are nevertheless stark between, for example, states where private higher education has evolved alongside large and prestigious state universities and those eastern states where private schools have long been predominant. The functions of private higher education in the United States are obviously complex.

scholarly journals Constructing a Management System for Private Colleges and Universities in China Based on a Comparative Study of Private Colleges and Universities at Home and Abroad

2021 ◽  
Vol 5 (11) ◽  
pp. 171-177
Author(s):  
Chunguang Ding
Keyword(s):  
Comparative Study ◽  
Private Colleges ◽  
Management System ◽  
Rapid Development ◽  
National Development ◽  
Colleges And Universities ◽  
Private Higher Education ◽  
New Era ◽  
Private Colleges And Universities ◽  
At Home

This paper first conducts a comparative study of the management system of private colleges and universities at home and abroad, then analyzes the reference significance of the management system of foreign private colleges and universities for the development of private colleges and universities in China, and finally puts forward corresponding strategies for the construction of a management system for private colleges and universities, so as to effectively promote the rapid development of private colleges and universities in China. At the same time, a smooth-running of private higher education is directly related to national development and the future of the nation. Private colleges and universities shoulder the sacred mission of educating people for the party and the country. Carrying out the party’s national work in the new era is the internal requirement of comprehensively implementing the party’s educational policy, the fundamental task of building morality and cultivating people, the mission of the era of developing schools and strengthening the country, as well as achieving satisfactory education. This helps to improve the socialist education system in China.

scholarly journals Massification in Higher Education Institutions in Africa: Causes, Consequences and Responses

2014 ◽  
Vol 1 (1) ◽  
Author(s):  
Goolam Mohamedbhai
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Private Higher Education ◽  
Sub Saharan Africa ◽  
Limited Attention ◽  
Public Higher Education ◽  
Negative Consequences ◽  
World Region ◽  
Sub Saharan ◽  
New Institutions

Most public higher education institutions in Africa, in response to historical conditions, have enrolled students in excess of their capacity, resulting in massification and negative consequences on educational quality. Increased enrolment has addressed issues of equity; but the equally important issue of ensuring equity in success for the enrolled students has received limited attention. Apparently graduation rates in higher education in Africa remain fairly low. Higher education institutions have taken several corrective measures to address the consequences of massification. Governments have also created new institutions and put quality assurance systems in place. There have also been continental responses. Sub-Saharan Africa has the lowest tertiary enrolment of any world region, a handicap in its development. It must also meet the demands of its rapidly increasing secondary school graduates. There is a compelling need to further increase tertiary enrolment, a situation that challenges both institutions and countries. The growth in private higher education, if regulated and quality-controlled, could relieve this pressure.  Pour des raisons historiques, la majorité des établissements d’enseignement supérieur d’Afrique admet plus d’étudiants qu’elle ne peut en accueillir. Ceci conduit à la massification de l’enseignement supérieur et a des conséquences négatives sur sa qualité. L’augmentation de la participation a permis de répondre à des problèmes d’équité, mais la tout aussi importante question de l’équité dans la réussite des étudiants admis a reçu une attention limitée. Le taux de réussite dans l’enseignement supérieur en Afrique reste faible. Les établissements d’enseignement supérieur ont mis en place plusieurs mesures visant à corriger les conséquences néfastes de la massification. Les gouvernements ont aussi créé de nouvelles institutions et mis en place des systèmes d’assurance qualité. Des réponses ont par ailleurs été proposées à l’échelle du continent. Cependant, l’Afrique sub-saharienne a le plus faible taux d’inscription dans l’enseignement supérieur du monde, un handicap pour son développement. Elle doit aussi répondre aux demandes d’une population de diplômés du secondaire qui augmente rapidement. Il est impossible de nier la nécessité d’augmenter les admissions dans l’enseignement supérieur, une situation qui pose des problèmes aussi bien aux établissements qu’aux nations. La croissance des établissements privés pourrait permettre de relâcher la pression, s’ils sont correctement régulés et contrôlés en termes de qualité.

scholarly journals The culture of scientific research

F1000Research ◽  
2015 ◽  
Vol 4 ◽  
pp. 66 ◽  
Author(s):  
Catherine Joynson ◽  
Ottoline Leyser
Keyword(s):  
Higher Education ◽  
Online Survey ◽  
Higher Education Institutions ◽  
Scientific Research ◽  
High Quality ◽  
Nuffield Council ◽  
The World ◽  
The Uk ◽  
Quality Of Research

In 2014, the UK-based Nuffield Council on Bioethics carried out a series of engagement activities, including an online survey to which 970 people responded, and 15 discussion events at universities around the UK to explore the culture of research in the UK and its effect on ethical conduct in science and the quality of research. The findings of the project were published in December 2014 and the main points are summarised here. We found that scientists are motivated in their work to find out more about the world and to benefit society, and that they believe collaboration, multidisciplinarity, openness and creativity are important for the production of high quality science. However, in some cases, our findings suggest, the culture of research in higher education institutions does not support or encourage these goals or activities. For example, high levels of competition and perceptions about how scientists are assessed for jobs and funding are reportedly contributing to a loss of creativity in science, less collaboration and poor research practices. The project led to suggestions for action for funding bodies, research institutions, publishers and editors, professional bodies and individual researchers.

What is Popular Music Studies? Some observations

2005 ◽  
Vol 22 (1) ◽  
pp. 77-93 ◽  
Author(s):  
Martin Cloonan
Keyword(s):  
Higher Education ◽  
Popular Music ◽  
Higher Education Institutions ◽  
Academic Life ◽  
Widening Participation ◽  
Popular Music Studies ◽  
The World ◽  
Conducting Research ◽  
The Uk

Popular Music Studies (PMS) is now taught in over 20 higher education institutions (HEIs) in the UK and numerous others across the world. This article outlines the constituent parts of PMS in the UK and questions its status as a discipline in its own right. It concludes by arguing that, having established itself, PMS will need to deal with two key pressures in modern academic life – those of conducting research and widening participation. In the former instance, PMS might have to be pragmatic, in the latter lies potential for radicalism.

Higher Education and the Public, Private and Non-Profit Sectors

2003 ◽  
Vol 17 (4) ◽  
pp. 251-256 ◽  
Author(s):  
Aaron W. Hughey
Keyword(s):  
Higher Education ◽  
Economic Development ◽  
Colleges And Universities ◽  
Business Leaders ◽  
Institutions Of Higher Education ◽  
Collaborative Partnerships ◽  
Local Economies ◽  
Non Profit ◽  
The Public ◽  
The World

Institutions of higher education throughout the world are increasingly aware of the importance of working more systematically and productively with community and business leaders in order to create better local economies and, ultimately better societies. This article presents an overview of how colleges and universities can assist with the identification and implementation of specific strategies for enhancing the economic development of the regions in which they are located. Also included is a discussion of the emerging advantages associated with developing these kinds of collaborative partnerships, as well as a brief overview of the major approaches to regional economic development.

scholarly journals LEGAL FRAMEWORK FOR HIGHER EDUCATION QUALITY STATE STANDARDS. A CASE OF ALBANIA

2012 ◽  
Vol 42 (1) ◽  
pp. 50-62
Author(s):  
Juliana Latifi
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Education Institution ◽  
Quality Standards ◽  
Legal Framework ◽  
State Standards ◽  
Private Higher Education ◽  
Education Quality ◽  
The Public ◽  
Higher Education Quality

Albania’s higher education development is very dynamic. Higher education in Albania is being characterized by a massive expansion process and by competition between both the public and private education sectors. The number of higher education institutions has grown fivefold during the last eight years. There are currently thirteen (13) public and forty six (46) private institutions. This article is aimed at the research of analysing the legal framework for higher education quality state standards. This analysis will address three important issues: 1. What is the legal framework for higher education quality state standards? 2. How is the quality assured in higher education institutions? 3. To what extent are Albanian quality standards compared to the European ones? This study is based on an analysis of the domestic and European legislation, interviews with fifteen (15) key persons that are divided into three groups: officials of the Ministry of Education and Science/Public Agency for the Accreditation of Higher Education, officials of the public Higher Education Institution, and officials of private Higher Education in Albania including reports and policy documents. The conclusions of this research article will help in understanding the role of the higher education quality state standards and will contribute to the improvement of the quality legal framework in the country. Key words: standard, quality, legal framework, quality standards, higher education.

scholarly journals Increasing Financial Resources for Public Higher Education: International Experiences and Suggestions for Vietnam

2021 ◽  
Vol 37 (2) ◽  
Author(s):  
Nguyen Thuy Linh ◽  
Nguyen Van Dinh ◽  
Nguyen Mai Huong ◽  
Pham Hung Hiep
Keyword(s):  
Higher Education ◽  
Public Universities ◽  
Higher Education Institutions ◽  
Financial Resources ◽  
Public Higher Education ◽  
Education Development ◽  
Higher Education Development ◽  
International Experiences ◽  
The World

Increasing financial resources has been regarded as one of the particular importance of the current higher education development in Vietnam, notably public universities. These groups of higher education institutions are facing challenges as their main sources of funding - state allocation - are declining gradually. In this study, the authors examine the mechanisms employed in other countries across the world to improve financial resources for their higher education institutions. Thus, some implications are withdrawn for public higher education institutions in Vietnam.

scholarly journals Web accessibility analysis of the Universities and Public Polytechnic Schools of Guayaquil applying the NTE INEN ISO / IEC 40500: 2012 Standard

2019 ◽  
Vol 3 (27) ◽  
pp. 59
Author(s):  
Luis Rodríguez V ◽  
José Antepara B ◽  
Luis Braganza
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Public Higher Education ◽  
Web Content ◽  
The Public ◽  
The Arts ◽  
Four Blocks ◽  
Evaluation Metric ◽  
The University ◽  
The City

Introductionthe purpose of analyzing the way in which electronic public administration is presented in the environment of Public Higher Education, for which the accessibility of web content is evaluated by applying the Ecuadorian standard NTE INEN ISO / IEC 40500: 2012. These criteria will serve as a basis for the necessary adjustments in the interfaces. Objectiveto promote an inclusive service. The selected websites correspond to the University of Guayaquil, Agraria del Ecuador, Escuela Politécnica del Litoral and the Arts, all of them of a public nature and settled in the city of Guayaquil. Materials and methodsinvolves five pages of each website as a representative sample. The research has a non-experimental character, transversal design and descriptive type. For this evaluation metric, only the 38 criteria that comply with compliance levels A and AA were taken into account. Automatic and manual tools for the measurement of accessibility are applied to the criteria, excluding the user test. Resultsare presented in four blocks where the levels of accessibility found in the four universities are described. Discussion The websites of the Public Higher Education Institutions of Guayaquil on average have a level of accessibility. ConclusionThe websites of the Public Higher Education Institutions of Guayaquil on average have a deficient level of accessibility in the application of the NTE INEN ISO / IEC 40500: 2012 Standard.

Risks in Implementing EU-Funded Projects in Romanian Public Higher Education System

2016 ◽  
pp. 413-441
Author(s):  
Paul Rinderu ◽  
Catalin I. Voiculescu ◽  
Demetra Lupu Visanescu
Keyword(s):  
Higher Education ◽  
Organizational Structure ◽  
Education System ◽  
Public Universities ◽  
Higher Education Institutions ◽  
Lessons Learned ◽  
Public Higher Education ◽  
Higher Education System ◽  
The Public ◽  
Systemic Risks

The current study, after shortly introducing the manner in which the National Strategic Reference Framework has being conceived for meeting the EU Regional and Cohesion objectives, presents in a concise manner the architecture of the Operational Programmes in Romania for the financing exercises 2007-2013 and 2014-2020. The first financing exercise has been critically analysed and a list of systemic risks is presented, in connection to the lessons learned for the new financing exercise. Further on, the paper presents the main directions under which the public higher education institutions accessed EU funds via various projects and identifies the main institutional risks for their implementation. The authors consider defining risk institutional profiles for a significant lot of public universities by introducing “soft” and “hard” sets of indicators. After assessing these profiles, recommendations for adapting the organizational structure will be depicted in order to help a softer implementation of the accessed projects.

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