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1.
The relationship between key state policy variables — (1) relative (private–public) tuition prices, (2) state student-aid funding, and (3) public institution density — and the competitive position of private colleges and universities is examined. Elite private schools are found to be nearly impervious to state policy. Large and moderately selective private institutions are adversely affected by public institution density and low public prices. Such prices divert students who would otherwise prefer these private institutions to similar public schools. State student aid funding most affects the enrollment market shares of the small, low-selectivity private colleges enrolling the greatest proportions of minority and modest-income students. The findings suggest state policies in this era of strong demand for higher education and constrained public sector capacity should use price signals (student aid and public institution pricing) to encourage students to consider seriously whether private higher education might serve their needs as well as or better than public institutions. 相似文献
2.
Students at America’s most renowned private universities face different acceptance rates, college wealth, class sizes, and potential graduate earnings even in comparison with students at the nation’s highest-ranking public institutions. The analyses that led to these findings frequently focused on national or state-wide comparisons of public versus private universities. This paper contrasts these studies by analysing a fixed group of colleges, those regularly listed in the global top 50 of research and reputation rankings. It argues that even within this small subset of colleges, the highest-ranking public universities have more in common with their similarly positioned private counterparts than with lower ranking public institutions; a finding reflected in assessments of private colleges. Subsequently, the paper finds that student experiences are more likely defined by a college’s reputational rank than by an institution’s public or private status, endowment, or acceptance rates, however, the same was found not to be true of potential graduate earnings. 相似文献
3.
Uganda's Makerere University and the University of Dakar in Senegal were for many years after independence among Africa's premier universities. Today, their facilities have visibly deteriorated and the quality of instruction the institutions provide is seriously threatened — the consequence of political and economic turmoil combined with persistent underfunding. If higher education remains supply-driven without reference to available resources, the problems of Makerere and the University of Dakar can only increase and become even more unmanageable. The governments of Senegal and Uganda are being encouraged by donors to undertake reforms to revitalize the university sector. However, it will not be possible to reform financing of public higher education, or to carry out many other reforms, unless the universities have more administrative and financial autonomy. Strategies for reforming higher education systems in these countries are proposed requiring a shift from government participation in the governance of public universities and in matters affecting their enrolments and utilization of resources to more indirect forms of control. Nevertheless, the policy implications for Senegal and Uganda are very different. In Senegal, measures to increase autonomy must be articulated with a larger role for the state in regulating the flow of students to university, rationalizing the programs of different institutions and restricting students' eligibility for support. In Uganda, there is need for greater government co-ordination of public and private investments in higher education and significant devolution of control of public universities.McGill University, Education and Employment Division, Population and Human Resources Department, The World BankEducation and Employment Division, Population and Human Resources Department, The World Bank 相似文献
4.
私立高等教育的公共性 总被引：6，自引：0，他引：6
本文重点分析了私立大学的公共控制问题和私立机构利用公共资源的问题。私立学院和大学将政府提供的资助转换为学费,取得空前的繁荣。不同私立大学在市场化机制下的行为方式是不同的,优秀私立大学带动了学费水平的不断提高。营利性大学是美国高等教育领域中发展最快的一部分。成功商业模式的复制和学生资助政策,是营利性大学快速发展的两个关键因素。私立大学的出现也带来了教育质量等一系列问题。新的政策走向似乎更有利于营利性大学,使之有可能获得更多的公共资源。 相似文献
5.
Kate Galbraith 《Higher Education in Europe》2003,28(4):539-558
The number of private higher education institutions in post-communist Eastern Europe has risen spectacularly since 1989. In some countries, private-sector enrollments have neared one-third of total enrollment. This article traces the development of these private higher education institutions. The argument is that while their quality is currently varied, they are structurally much better suited to serve the post-communist world than are the rigid, cash-strapped public universities. However, they must first overcome certain challenges, such as a lack of prestige, that arise from their very identity as private-sector institutions. 相似文献
6.
Dattey Kwame Westerheijden Don F. Hofman Wiecher H. Adriaan 《Tertiary Education and Management》2014,20(4):307-319
Based on two cycles of assessments for accreditation, this study assesses the differential impacts of accreditation on public and private universities in Ghana. Analysis of the evaluator reports indicates no statistically significant difference – improvement or deterioration – between the two cycles of evaluations for both types of institutions. A test comparing the two-cycle aggregated assessment scores between the two categories of universities, however, indicated a significant difference, with the public universities achieving better scores (improvements). Drawing on the evaluators’ reports and the opinions expressed by academics from both categories of institutions, the conclusion was that isomorphic pressures, largely faced by the private universities, accounted for their implementation of suggestions for improvement by the evaluators. 相似文献
7.
常彦 《宁波大学学报(教育科学版)》2012,(5):64-67
我国民办高校的竞争对手是公办高校,民办高校在办学质量上必须优于公办高校,否则就没有发展空间。而我国民办高校目前面临的问题就是办学质量低,缺乏比较优势和竞争优势,可持续发展受到严重挑战。高质量的基础是高起点。民办高校办学质量低的原因是多方面的,但低起点建校是关键因素。因此,在目前情况下,整合民办高校,集中资源创建规模适度而高起点的民办大学,是比较可行的发展路径。 相似文献
8.
Laurie L. Finn 《Community College Journal of Research & Practice》2013,37(7):629-639
Students with learning disabilities (LD) from selected Midwest colleges and universities participated in a study to determine the differences between LD programs at community colleges and four-year institutions; the level of satisfaction with college LD programming; and the services most important to students. Focus groups were held at five institutions including two community colleges, two independent institutions, and one public university. Focus group participants included male and female students aged 16 to 56 years and enrolled in freshmen through graduate levels. The literature suggests that the focus of LD programs and the types of services vary between two-year and four-year institutions due to differences in missions and the characteristics of the students served. However, results from the data in the present study reveal that the types of LD services offered among the institutions participating in the research were quite similar, but the quality of services varied. Students at the large public university had difficulty getting note takers, books on tape and tutors, and obtaining adequate assistance from LD staff. Participants from the smaller community colleges and private colleges and universities considered the smallness of their institutions to be a benefit. The LD program was easily accessible and LD staff were always available. Although the participants in the study who had received LD services in high school believed the services at their college or university were comparable or better, existing programs need to be evaluated to identify services in need of improvement. 相似文献
9.
Clemencia Cosentino de Cohen 《Higher Education》2003,46(1):1-35
Private education is a remarkably dynamic area of change in post-secondary education, particularly in Latin America. Evidence of growth in the number of private institutions and enrollment suggests that higher education is becoming increasingly diversified into two sectors – public and private. While this appears to be true throughout Latin America, and much of the developing world, recent evidence from Argentina casts doubt on the degree to which private sector growth trends may actually translate into a significant increase in the impact of private institutions in higher education, where impact is proxied by the relative share of student enrollment and graduates. This study explores the dimensions and impact of private expansion in Argentina, and places the findings in a comparative (regional) and theoretical framework. The analysis shows that, despite unprecedented growth in the number of private universities, the public sector remains the dominant provider of university education. Private institutions, while certainly more numerous and training a growing number of students, do not account for a larger share of university enrollment. They have, however, developed specific niches (e.g., in graduate level training and in urban areas). Significantly, following a pattern of institutional proliferation found throughout Latin America, some private universities offer elite alternatives to prestigious public institutions. The findings serve to qualify apparent `gains' in private higher education and to underscore the need for further research into the relevant intrasectoral (public and private) dimensions of change in post-secondary education. 相似文献
10.
David S. Webster 《Research in higher education》1990,31(5):443-460
Since 1925, six reputational rankings of Ph.D.-granting English departments have been published. Though almost two-thirds of such departments are located at public institutions, most of the highest-ranked departments throughout these years have been at private universities. In addition, of those highly ranked English departments in the most recent (1982) ranking that ranked higher than their universities, overall, most are private; of those highly ranked English departments that ranked lower than their universities, overall, all are public. There has been great stability since 1925 in the highest-ranked English departments, with few departments entering or leaving this group. 相似文献
11.
《Chinese Education & Society》2013,46(5-6):59-69
This research explores the impact of Taiwan's university multiple-channel entrance policy on student learning outcomes, using quantitative research to look for differences in the learning experiences of third-year students who were admitted via different methods (examination and placement, application for admission, recommendation and selection, and gifted aptitude selection) and who were at different types of institutions (public universities, public vocational/technical schools, private universities, and private vocational/technical schools). The source data for this research was a 2005 national survey of third-year university students by the National Taiwan Normal University Center for Educational Research and Evaluation. The data were analyzed using two-way analysis of variance (ANOVA) and found that among students at public universities and vocational/technical schools, those who applied for admission had a better learning experience, while those selected for gifted aptitude had a poorer learning experience. Among students at private schools, those admitted through examination and placement or application for admission had a significantly better learning experience than students admitted through selection. Overall, the learning experience of screened students was generally poor, so it is worth considering a review of this admission method. 相似文献
12.
Public higher education in the Philippines 总被引：1，自引：0，他引：1
V. R. Cardozier 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1984,30(2):193-198
Summary Clearly, the national government of the Philippines has decided to increase the number and comprehensiveness of its public colleges and universities. While private colleges and universities are likely to dominate higher education in the Philippines for the remainer of this century, it appears that public, tax-supported higher education will become increasingly available there. The Philippines is not a wealthy country but it is devoting a substantial portion of its national resources to public higher education. In 1983, higher education received 2.85 percent of the national budget, a figure that has been rising for years. Compared with some highly developed countries, this is not a large percentage, but for a country that has traditionally relied on private higher education, it is a major and growing investment in the public sector.While many of the better universities in the Philippines are private, many other private educational institutions are small and struggling. As their financial resources become more limited, and as less expensive, tax-supported higher education becomes increasingly available, a lot of the struggling private colleges will probably close. This process is also being hastened by actions of the government to upgrade quality, for example in the case of the many private colleges that developed after World War II. In an attempt to improve the academic quality of these marginal institutions, the Ministry of Education, Culture and Sports has been given extensive authority, and while its intrusion into private institutions has been modest by some measures, its requirements are affecting them all and will speed the demise of some. This is bound to lead to a stronger role for public higher education in the Philippines, a country that is striving diligently to improve the education and hence the quality of life of its people.The author is grateful to several officials of public and private colleges and universities whom he interviewed in the Philippines in March, 1983, and particularly to Mr. S.B. Bangug, Philippine Association of State Universities and Colleges, and Dr. Amado C. Dizon, Executive Vice President, Philippine Association of Colleges and Universities, who provided major assistance. 相似文献
13.
《Africa Education Review》2013,10(1):97-110
Abstract The aim of this paper was to review the contribution of private institutions to higher education in Africa and use Monash South Africa as a case study. A literature search was conducted to gain perspective on the current situation with respect to private higher education institutions in Africa and how they are perceived in relation to public higher education institutions. In comparison with public higher education institutions, private higher education institutions in Africa were successful in four areas: ? Widening access to higher education in the continent ? Improving the quality of education ? Improving student experience ? Increasing the recognition and marketability of their degrees However, private higher education institutions in Africa have failed in two areas: ? Reducing the costs of higher education in Africa ? Assisting with retention of skilled human capital in African countries. In fact, private higher education institutions in Africa, have exacerbated the two situations above. Monash South Africa was the first foreign university to be established in South Africa and one of over 100 private universities in the continent. As a campus of Monash University in Africa, it has seen a steady growth with over 3,500 students in the past 10 years of its existence. Like other private institutions, the campus was successful in the four areas above and also fails in the area of costs and assisting in retention of skilled staff in Africa. The campus has been successful in blending its private provider status with a public purpose mandate by offering degrees in social science, business and economics, information technology and health sciences. 相似文献
14.
Thierry Chevaillier 《Higher Education》2001,41(1-2):49-75
In France, where most higher education institutions are in the public sector, permanent academic staff at universities and other higher education institutions are tenured and enjoy a broad individual autonomy. The number of staff on short-term contracts is limited. Most part-time staff are drawn from professionals, business executives, and administrators – in both the public and private sectors. In recent decades, the number of teaching-only faculty expanded rapidly as tenured secondary school teachers were transferred to higher education institutions. As universities have acquired some autonomy, especially in academic matters, recruitment and promotion of staff combine elements of centralisation at the national level with local processes. Some degree of pay differentiation has been introduced through a growing use of supplementary compensation. As the system evolves toward increased self-governance of institutions, the autonomy enjoyed by the faculty is seen by administrators as an obstacle to the development of institutional policies. 相似文献
15.
The economics of the University of the Air of Japan 总被引：1，自引：0，他引：1
Hiromitsu Muta 《Higher Education》1985,14(3):269-296
According to the present plan, the enrollment of the University of the Air of Japan will be approximately 30,000 students when it reaches its steady state. Its current expenditure is estimated to be Yen4.1 billion at 1979 prices; adding the annual cost of facilities and equipment and the service that the National Center for Development of Broadcast Education performs for the university, the total amounts to Yen 5.0–7.1 billion. Adding this to the students' study expenses, Yen 6.7–8.7 billion will be required to operate the university. About 50–60% of the cost will be borne by the national treasury. The current expenditure of the university is estimated to be Yen 171,000–237,000 per equivalent undergraduate.As compared with the current expenditure in the humanities and social sciences programs of conventional universities, the academic structures of which are similar to that of the University of the Air of Japan, the current expenditure per equivalent undergraduate is estimated to be 1/4, 1/3, and 2/3 of that at national universities, public universities and day programs of private universities, respectively, and equal to that of evening programs of private universities.From the viewpoint of cost per graduate, it is equal to that of evening programs of private universities, their day programs, public universities, and national universities, when the graduation rate is 60%, 50%, 25%, and 20%, respectively. 相似文献
16.
Leland Conley Barrows 《Higher Education in Europe》2001,26(3):305-314
This article is based on the Final Report of the "International Seminar on the 'Emergence of Universities: New Higher Education Institutions and their Role in Local and Regional Development'," held in Zielona Go´ra, Poland, in May 2001. A first set of presentations argued strongly that the presence of higher education institutions in given regions is increasingly important for the continued development of these regions. However, for the presence of higher education institutions to be effective in regard to their regions, universities may have to be reorganized and smaller institutions merged. A second set of presentations detailed specific ways in which universities can be of service to their regions, as, for instance, in providing linguistic services and in furthering inter-ethnic and cultural understanding. A third set commented upon the converging roles of public and private institutions and discussed the challenges facing higher education in general. 相似文献
17.
A. Zulfqar M. Valcke G. Devos M. Tuytens A. Shahzad 《Asia Pacific Education Review》2016,17(1):147-159
The goal of this study is to examine differences in leadership and decision-making practices in public and private universities in Pakistan, with a focus on transformational leadership (TL) and participative decision-making (PDM). We conducted semi-structured interviews with 46 deans and heads of department from two public and two private universities in Pakistan. Our findings indicate that leadership and decision-making practices are different in public and private universities. While differences were observed in all six types of TL-behaviour, the following three approaches emerged to be crucial in both public and private universities: (1) articulating a vision, (2) fostering the acceptance of group goals, and (3) high-performance expectations. In terms of PDM, deans and heads of department in public and private universities adopt a collaborative approach. However, on a practical level this approach is limited to teacher- and student-related matters. Overall, our findings suggest that the leadership and decision-making practices in Pakistani public and private universities are transformational and participative in nature. 相似文献
18.
高志明 《郧阳师范高等专科学校学报》2010,30(5):63-65
中国大陆民办高等教育的立法进程体现为两条主线,其一为国家有关民办教育的相关立法进程,其中当然包含民办教育中高等阶段的事项;其二为国家有关高等教育的立法进程,其中理应包含高等教育中民办性质的成分。有关立法存在着一定的问题,其中核心问题是尚未实际确立民办高校与公办高校的平等法律地位,关键问题是民办高校的法人治理结构缺乏相应的法律规范,根本问题是民办高校的产权、正当权益缺乏法律保障。 相似文献
19.
Gholamreza Mojarradi Esmail Karamidehkordi 《Journal of Higher Education Policy & Management》2016,38(2):183-195
This paper presents an analysis of the factors influencing the practical training quality of agricultural higher education programmes from the senior students’ perspective. The study was conducted in two public universities located in the north-west of Iran using a cross-sectional survey and structured interviews with a randomised sample of 254 agricultural senior students. The students reported that they received low-quality practical training throughout their agricultural courses. In order for there to be an improvement in the quality of practical training, three elements are essential: active participation of academic staff, effective inter-organisational communication with private and public institutions, and active participation of students in the curriculum. Establishing a strong linkage between universities and relevant institutions could provide the required facilities and an effective learning environment for the students through internship opportunities outside universities and would prepare them for the labour market. 相似文献
20.
高等教育当前应当着重抓什么 总被引：23，自引：1，他引：23
朱九思 《北京大学教育评论》2003,1(1):58-62
我国高等教育在进一步发展过程中需要特别关注三个问题 :首先 ,在公办高校继续发展的同时 ,必须发展民办高校 ,提高民办高校的办学水平。其次 ,无论是公办高校还是民办高校都需要提高质量。再次 ,在公办高校中 ,应当将精英教育与大众化教育区别对待 相似文献