Growth Of Private Higher Education Research Articles

Private Universities Survive and Thrive: From a Leadership and Human Resource Perspective

Private higher education institutions have encountered challenges in adapting to the dynamic landscape of change, prompting them to implement diverse tactics in order to ensure their survival. This study used a library research methodology to examine the techniques employed by private institutions in response to disruptive circumstances from leadership and human resource perspective, with a focus on their ability to adapt and thrive. The data collecting process adheres to the five stages of the historical method, which include the selection of a topic and the acquisition of relevant evidence, the examination of the sources from which the evidence is derived, the assessment of the evidence itself, the analysis and interpretation of the gathered evidence, and the presentation of the evidence together with a concluding statement. A comprehensive examination of the techniques implemented by the private university has yielded a typology consisting of four primary strategies: survival, synchronising, stretching, and supremacy. The four techniques exhibit interrelation and potential overlap in some instances. Nevertheless, survival is indicative of a strategy centred around survival. The act of stretching and synchronising contributes to the enhancement of survival and the potential for growth. Additionally, the implementation of a supremacy strategy has the ability to establish a favourable long-term image and foster positive connections with important stakeholders. These techniques have the potential to support the survival and further growth of private higher education in the current period of change.

Private Higher Education in India: Challenges and Prospects

India's higher education landscape has significantly transformed over the past few years. Most reforms during this time have significantly impacted the country's rapidly expanding Private Higher Education Institutions (PrHEIs). As a result, this sector has witnessed significant growth in recent years, offering alternative routes for students seeking quality education beyond the traditional Public Higher Education Institutions (PuHEIs). This paper aims to explore the challenges and prospects PrHEIs face in India. The desk research was conducted to review existing literature on the topic. We analysed academic articles, research studies, and reports that discuss the challenges and prospects of private higher education in India. This provides a theoretical framework and a foundation of knowledge on the subject. With over two million students, private HEIs currently make up over 40% of the Indian HE sector. The rising demand for high-quality education has contributed to the tremendous growth of private higher education in India in recent years. Private higher education in India faces several challenges such as Access and Affordability, Quality of Learning and Teaching, Regulatory Barriers, Research and Innovation.Despite these obstacles, private higher education in India has a bright future, with the potential to work with governmental programmes and utilise modern technology. Keywords: Challenges, Prospects, Private Higher Education, India

Analysis on the Effectiveness of Bung Hatta University's Promotion

There has been tight and steep competition in Indonesian universities for prospective students due to the increasing growth of private higher education or universities in all regions. Bung Hatta University as one of the largest universities in the Higher Education Service Institutions (LLDIKTI) region X also faces the impact of this competition. This study aims to analyze and measure the effectiveness of promotions that have been carried out by Bung Hatta University in attracting new prospective students. This research is a descriptive study that aims to describe, explain, and validate research findings. This study found that the main source of information for students obtaining information about Bung Hatta University, including all faculties available, was the nuclear family or close family at 37.99%, the second source of information with a proportion of 19.55% was promotions on social media, internet and websites. Information from students currently studying comes in the third place with a proportion of 12.99%. The fourth place is alumni with a proportion of 8.84% , the fifth place is information from friends or neighbors, as much as 7, 82%, the sixth place is from electronic media at 5.17%, the seventh place is from Senior high school teachers in which the students study 2.09%, the eight source is from the visit of the university promotion team is 1.96%, the ninth source is from mass media, 1.96% and the last one, in the tenth place is information from employees or lecturers of Bung Hatta University is 1.54%. Several factors that encourage students to study at Bung Hatta University are the first one is the image of Bung Hatta University as Higher Education with a proportion of 60.20%, secondly is the economic aspect of 16.62%, the third factor is the student activities with a proportion of 14.11% and the fourth place is the physical aspect with the proportion of 9.08%.

Trends in private higher education in Australia

ABSTRACTThe last decade has witnessed a significant growth of private higher education around the world. The growth included the number of private education providers, and also the growing number of students. While some countries are experiencing trend growth, others are witnessing decline. Some of the reasons for the decline include increased regulation and stringent accreditation and reaccreditation of higher education institutions and courses, government policies to encourage the growth of public universities, and acquisition of small providers by large private education institutions. The growth of private higher education has increased competition, and it has also established collaboration with public institutions. The growth of private higher education has also raised concerns about ethical governance, maintenance of academic standards, and mechanisms to plan, review, and improve educational outcomes. This paper focuses on Australia where despite growth, there is limited research about private higher education. This paper reviews literature on the global growth and decline of private higher education. It then analyses the trends in Australia and possible scenarios for the future of private higher education in the country.

The Vanishing Public Monopoly

A significant aspect of the massive growth of private higher education is the near disappearance of public monopoly. Almost all countries now have both public and private sectors of higher education. The decline of public monopoly has been notable for decades, the demise of Communism providing the most impactfulmoment. The remaining monopoly presence is mostly in small systems, often with rather left-leaning political regimes. In several of these countries, activity to end public monopoly is already underway.

The Vanishing Public Monopoly

A significant aspect of the massive growth of private higher education is the near disappearance of public monopoly. Almost all countries now have both public and private sectors of higher education. The decline of public monopoly has been notable for decades, the demise of Communism providing the most impactfulmoment. The remaining monopoly presence is mostly in small systems, often with rather left-leaning political regimes. In several of these countries, activity to end public monopoly is already underway.

Higher education, unbundling, and the end of the university as we know it

Higher education, unbundling, and the end of the university as we know it

The Worldwide Growth of Private Higher Education: Cross-national Patterns of Higher Education Institution Foundings by Sector

This article investigates cross-national patterns of public and private higher education institution (HEI) foundings from 1960 to 2006. It argues that in addition to national demographic and economic factors, patterns of HEI foundings also reflect world-level models about how nations should structure their higher education systems. Findings document a rapid, recent rise in new private HEIs and point to supranational normative, mimetic, and coercive pressures that have encouraged nations to expand private higher education, including international development aid trends in peer nations, and linkages to intergovernmental organizations. I argue that while the public-sector HEI has been a long-standing and globally legitimated model for national development, private higher education has historically been associated with some world regions but not others. However, over the past two decades, supranational actors and ideas helped legitimate the private HEI as an acceptable model, spreading it even in regions that previously eschewed private higher education.

The growth of private higher education in North Africa: a comparative analysis of Morocco and Tunisia

ABSTRACTThis article examines the growth of private higher education (PHE) in two North African nations: Morocco and Tunisia. It draws on interviews with policy-makers and university officials to understand similarities and differences in the nations’ experiences with PHE. It argues that both nations’ official embrace of privatization was in part because PHE was packaged as part of World Bank loans and supported by local entrepreneurs who viewed PHE a lucrative market. Yet, it also finds that the commitment to universal and free university enrollment and strong support for public higher education, a legacy of French colonial rule in both nations, has, thus far, resulted in low demand for PHE and has also led to stalled implementation of PHE policies. Secondly, the article points to the importance of initial models of private universities in each nation as important in explaining differences in the status of PHE in each nation.

Managing Markets and Massification of Higher Education in India

The market friendly reforms of the 1990s encouraged proliferation of private higher education institutions and massification of the sector. Massification is accompanied by persisting inequalities, declining quality and poses challenges to effectively manage the system. This paper argues for a more regulated growth of private higher education and targeted public investments in favour of disadvantaged groups and deprived regions.

Private Higher Education: Even France, Even For-Profit

The dramatic growth of private higher education (PHE) in France, including a significant for-profit component, clashes with traditional notions of an omnipotent state ruling over higher education. But in fact the post-Napoleonic state has generally been accepting of the private educational sector, which has evolved from a religious to a markedly commercial orientation.

Reflections on changing landscape of private higher education space in Indian higher education

Higher education is now widely accepted as a foremost instrument for fostering economic growth. The Indian higher education system is the largest in the world in terms of the number of institutions and the second largest in enrollments. About 29.6 million students are currently enrolled in higher education institutions in India. There are around 712 universities and 36,671 colleges in India. This mammoth network of higher education institutions includes a large private sector that has emerged explicitly and outsized during last two decades. The overall share of the unaided private higher education institutions has reached 63.9 percent, and the share of student enrollments in these institutions has reached 58.9 percent. The authors make an attempt to present an overview of Indian higher education and within the same frame tries to delineate and identify the advent and growth of private higher education.

Egyptian Private Higher Education at a Crossroads

The Egyptian Revolution comes amid a period of national and general regional growth of private higher education. Indeed, the Middle East is the last region to establish the private sector across the breadth of its countries. Apart from a few precursors such as the American University in Cairo, the private sector is basically a creation of the last two decades, and its share in Egypt is still small, though it is growing. On the one hand, the new minister says private universities should be distinctive, not "duplicating" public ones and thus offering new programs: on the other hand regulations about access cannot be ruled out nor can caps on the amount of tuition rises. Already evident is a public policy orientation to discourage for-profit private higher education.

The Global Growth of Private Higher Education (review)

The Global Growth of Private Higher Education (review)

How Important Is Private Higher Education in Europe? A Regional Analysis in Global Context1

The importance of private higher education (PHE) is increasingly clear globally. But does Europe fit the global generalisation? This question can be assessed with reference to two major considerations: the size of PHE and the degree of private‐public difference. The growth of PHE in Europe has been delayed and limited compared to that in most of the world, though still significant. For the 27‐member European Union, the PHE share is best put at 12%, with a modestly higher share for Europe more broadly defined. Europe's PHE share is thus less than half that of the global share. The regional share is considerably higher in Eastern than in Western Europe. In terms of distinctiveness, European PHE differs from public higher education in important respects that reflect world patterns. Inter‐sectoral differences are decisive in finance. Though less quantifiable, they appear fundamental albeit blurred in some but not all aspects of governance and activities. Blurring in activities, governance, and even finance occurs through changes within both sectors, especially through partial privatisation within the public sector. Still, Europe's private sector is far from simply isomorphic to the public sector. Considering together size and distinctiveness, a reasonable assessment is that PHE has moderate and increased importance in Europe.

The impact of globalisation on higher education: Achieving a balance between local and global needs and realities

The business world has changed dramatically over the last decade to address the reality of globalisation in the sphere of business. However, most universities have remained intact as local universities servicing local needs of citizens studying at their closest universities. For instance, a small number of universities have managed to attract students from other provinces, countries and regions. The question arises: to what extent have universities in South Africa embraced to the reality of globalisation? Are higher education institutions preparing students to work globally, or do they still function as institutions operating with a local mindset for a local market? Although South African universities have been widely criticised for not producing graduates meeting the needs of the local economy, these institutions are now challenged to prepare students for global markets. Only one local university achieved a ranking in the top hundred universities in the world according to the latest international ranking of universities. This reality poses several challenges for universities, for example, globalising curriculum to meet global needs and realities, as well as sourcing more academics from different parts of the world to infuse a global focus in the development and delivery of a global curriculum. Similarly, local universities are expected to play a key role in the socio-economic transformation of South Africa, while being challenged to meet international standards. This dichotomy places severe strain on the resources of universities, of which many may not be ready to compete globally, especially in the light of the rapid growth of private higher education, and big business, resorting to corporate universities to meet their needs. This paper seeks to determine the impact of globalisation on higher education with specific recommendations for achieving a balance between global and local higher education needs and realities.

Building the plane while it's flying: enhancing the missed opportunity for quality assurance and capacity-building in Australian private higher education

Higher education across the world has experienced the growth of private higher education. Based on this growth, it is apparent that the sector will continue to grow as a result of many factors such as: change in government policy that allows such providers to grow; government funding of student places in private colleges; the growth and demand for higher education with public institutions unable to meet the demand; and finally the increased choice for students based on factors such as flexibility, location, small class sizes, specialized courses and ease of entry. While the private sector has the potential for significant growth, there seem to be a lack of planning and policy directions by governments in some countries on the role of private higher education in meeting access and equity agendas, which are now gaining prominence in many parts of the world. The growth of the private sector has also witnessed issues around quality and standards in many countries. The present paper analyzes the growth of private higher education in many parts of the world and discusses the emerging issues around quality and standards. The paper argues that private providers will undoubtedly grow in Australia and will play a key role in access and opportunity for many disadvantaged students; however, there is a need for quality management and capacity-building at a time of growth in private higher education to shift focus from maximizing profit to academic rigour.

The Rationalization of Educational Development: Scientific Activity among International Nongovernmental Organizations

Educational development organizations and related global movements emerged and expanded during the twentieth century. Today, most activities in the educational development field are characterized by a scientific outlook that schooling can be transformed using measurable and generalizable knowledge, and most of its leaders believe that experts can transport this knowledge internationally across diverse contexts. University-level certificates are now available for individuals who wish to become credentialed international development experts, and a cadre of professionals has been trained to apply the procedures of academic research to educational development. Scientific approaches to educational development have thus acquired great legitimacy in the modern world. The organizations and professionals pursuing scientific, expert, and knowledge-based activities have become a powerful international force and are increasingly the key players shaping global policies and practices in educational development, as evident from the global benchmarks laid out in the Education for All movement, as well as in international testing programs. In this article, I analyze the characteristics of international nongovernmental organizations (INGOs) that pursue scientific, expert, and knowledgebased activities. Although scientific activities are immensely influential in the contemporary world, we have a poor understanding of which organizations engage in scientific activities and what types of organizations avoid or even reject them. Are such INGOs usually based in Western countries or headquartered worldwide? Are scientific activities compatible with alternative charitable and service provision approaches to educational development? Little is known about the types of organizations that are shaping educational development worldwide through their engagement in scientific, rationalized activities. Educational development INGOs can be defined as those seeking to improve education in developing countries. They are neither government nor for-profit agencies, and they have ties to more than one country. One prominent example, the Bangladesh Rural Advancement Committee (BRAC), operates primarily in Bangladesh and secondarily in Afghanistan, both coun

Private sector in higher education: A few stylized facts

The paper analyses a few important dimensions of the growth of private higher education, as a set of stylized facts. Though it largely focuses on India, but comparing and contrasting with evidence from other developing and developed countries it highlights the dangers involved in the unbridled growth of private education in the developing countries.

1 - Private Surge amid Public Dominance in Higher Education: The African Perspective

This article lays a foundation for the debates that follow in the rest of the volume. It particularly focuses on the broad pertinent issues such as the historical develop- ment of private higher education in Africa. While we may largely talk about ‘pri- vate surge’, it argues that this may be a case of ‘resurgence’ as antecedents of private higher education existed at the same time as the establishment of public sector institutions or even before in some instances. The article also explores is- sues of the definition of private higher education as a way of preparing the reader to understand what the rest of the articles in the volume refer to when discussing the subject. It then discusses underlying factors in the establishment and growth of private higher education, pointing to issues that seem to be unique to the conti- nent and other developing countries. It then concludes by arguing that private higher education has a future in the continent, especially because it is required by the systems of higher education and the challenges and lessons this poses for governments. The article draws extensively from the rest of the articles in the volume, partly as a way of introducing their debates but also as an illustration of the richness of knowledge they contain, and it also draws from other international literature.