A Global Perspective on Private Higher Education

1st Edition - March 21, 2016
Editors: Mahsood Shah, Chenicheri Sid Nair
Language: English
Paperback ISBN:
9 7 8 - 0 - 0 8 - 1 0 0 8 7 2 - 0
eBook ISBN:
9 7 8 - 0 - 0 8 - 1 0 0 8 9 8 - 0

A Global Perspective on Private Higher Education provides a timely review of the significant growth of private higher education in many parts of the world during the last decade. T… Read more

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A Global Perspective on Private Higher Education provides a timely review of the significant growth of private higher education in many parts of the world during the last decade. The book is concurrent with significant changes in the external operating environment of private higher education, including government policy and its impact on the ongoing growth of the sector. The title brings together the trends relating to the growth and the decline of private higher education providers, also including the key contributing factors of the changes from 17 countries.

Editors’ biography
Contributors’ biography
Preface
1. The issue of contractible quality, quality assurance, and information asymmetries in higher education
- 1.1. Introduction
- 1.2. Noncontractible quality and information imperfections
- 1.3. Educational providers
- 1.4. Conclusion
2. What role for private higher education in Europe? Reflecting about current patterns and future prospects
- 2.1. Introduction
- 2.2. Private higher education in Europe—how did we get here?
- 2.3. An overview of the private sector in European HE in the last 15 years
- 2.4. Some stylized facts on private higher education in Europe
- 2.5. Concluding remarks
3. Private higher education in Italy
- 3.1. Trends in the size of private higher education
- 3.2. The main legal features of private and public universities
- 3.3. The academics in the private and public sector
- 3.4. Tuition fees
- 3.5. The internal differentiation in the private sector
- 3.6. The social make-up of public and private universities
- 3.7. The occupational outcomes of graduates from private and public universities
- 3.8. The impact of graduating from a private university on labor market returns
- 3.9. Conclusions
- Appendix: data description
4. From growth to decline? Demand-absorbing private higher education when demand is over
- 4.1. Introduction: European and global growth patterns in private higher education
- 4.2. The changing public–private dynamics
- 4.3. From the expanding privatized to the contracting publicly funded university
- 4.4. Higher education expansion and projections for the future: educational contraction and private higher education
- 4.5. Conclusion
5. Privately funded higher education providers in the UK: The changing dynamic of the higher education sector
- 5.1. Introduction
- 5.2. The changing landscape of higher education in the United Kingdom
- 5.3. Context for development of privately funded (or alternative) providers
- 5.4. Mapping privately funded providers in the UK
- 5.5. Some specific features of privately funded providers and provision in the UK
- 5.6. Unbundling and varied public–private partnerships
- 5.7. Students and privately funded providers
- 5.8. Governance arrangements among privately funded providers
- 5.9. Impact of privately funded providers on the UK higher education sector?
- 5.10. Conclusions
6. The evolution of a new hybrid organizational form in Chinese higher education: An institutionalist analysis
- 6.1. Introduction
- 6.2. Theoretical framework and method
- 6.3. Deinstitutionalization of the public monopoly in Chinese higher education
- 6.4. The process of institutionalization of the new hybrid organizational form
- 6.5. Growing fast in uncertainty
- 6.6. Regulation and legitimacy
- 6.7. Conflicts and contesting norms and cultures
- 6.8. Solutions to incompatibility and new norms in the making
- 6.9. Conclusions
7. A great leap forward: Changes and challenges for private higher education in Hong Kong
- 7.1. Introduction
- 7.2. Rationales for privatization of higher education
- 7.3. The pathways to privatization
- 7.4. Challenges ahead
- 7.5. Conclusion
8. Private higher education institutions in Malaysia
- 8.1. Preamble: the role of private higher education institutions (HEIs): historical background
- 8.2. Mindsets of the ruling elites
- 8.3. First mindset change
- 8.4. Vision 2020 and national framework of development
- 8.5. ICT literate knowledge society and the knowledge economy
- 8.6. The multimedia Super Corridor and the digital era
- 8.7. Multimedia Super Corridor and biotechnology initiatives
- 8.8. Education development plan 2001–10: generating educational excellence through collaborative planning
- 8.9. Private sector schools and private sector colleges and universities
- 8.10. Edupreneurs and private universities
- 8.11. Niches of knowledge creation in Malaysian universities COEs
- 8.12. The vision and mission of the ministry of higher education (MOHE)
- 8.13. Leading stakeholders of private university colleges and universities
- 8.14. The second mindset change
- 8.15. The review of curriculum
- 8.16. Leadership and collaboration between public universities and private universities
- 8.17. Improving the quality of higher education
- 8.18. Learning outcomes in the MQF
- 8.19. The quality assurance agenda
- 8.20. SETARA: brief historical background
- 8.21. Objective
- 8.22. Framework and instrument design
- 8.23. The framework of the instrument
- 8.24. Rationale for the indicators in the instrument
- 8.25. The National Accreditation Council and the Malaysian Qualifications Agency
- 8.26. The way forward
- 8.27. The educational goals
- 8.28. Malaysia Education Blueprint 2015–25 (higher education)
- 8.29. Conclusion
- 8.30. Closure: food for thought?
9. Privatization in higher education in India: A reflection of issues
- 9.1. Introduction
- 9.2. Status of universities and government initiatives
- 9.3. Private universities in India: need of the hour
- 9.4. Challenges and suggestions for the way forward
- 9.5. National Assessment and Accreditation Council
- 9.6. Conclusion
10. Policy and regulation of Australian private higher education
- 10.1. Identifying the “private” in Australia’s private higher education
- 10.2. Understanding the regulatory regime for Australian private higher education providers
- 10.3. The first regulatory arrangements for private higher education
- 10.4. States and centralized committees of control
- 10.5. Changes to the regulatory regime
- 10.6. Further developments in private higher education policy
- 10.7. Conclusion
- 10.8. A last word: further deregulation of higher education proposed
11. Private higher education and graduate employability in Saudi Arabia
- 11.1. Introduction
- 11.2. Private higher education in Saudi Arabia
- 11.3. Higher education and the labor market
- 11.4. Subjects offered
- 11.5. The use of English language for instruction
- 11.6. Practical learning, assessment, and structured work experience
- 11.7. Structured work experience (internship)
- 11.8. Career center
- 11.9. Extracurricular activities
- 11.10. Conclusion
12. The obstacles and challenges of private education in the Sultanate of Oman
- 12.1. Introduction
- 12.2. Background
- 12.3. History of higher education in Oman
- 12.4. Privatization of education
- 12.5. Privatization of higher education in the Sultanate of Oman
- 12.6. Development
- 12.7. Modes of delivery and programs offered
- 12.8. Governmental higher education institutions
- 12.9. Obstacles and challenges
- 12.10. Conclusion
13. The rise of private higher education in Kurdistan
- 13.1. Introduction
- 13.2. Factors contributing to the sharp increase in private higher education
- 13.3. Distinguishing features of private higher educations
- 13.4. Admissions criteria and student selection at private universities
- 13.5. Why do students study at private universities?
- 13.6. Staff–student ratio and quality of academic staff
- 13.7. Gender inequity
- 13.8. Regional inequity
- 13.9. Economic inequity
- 13.10. The status of private universities before 2009
- 13.11. Conclusion
14. The new state of private universities in Latin America
- 14.1. The expansive stage of private higher education in Latin America (1980–2000)
- 14.2. The new stage of private education in Latin America (2000–10)
- 14.3. Conclusions
15. Trends in private higher education: The case of Kenya
- 15.1. Introduction
- 15.2. Brief history of higher education in Kenya
- 15.3. Growth of private higher education in Kenya
- 15.4. University accreditation in Kenya
- 15.5. Way forward
- 15.6. Conclusion
16. Private universities in Nigeria: Prevalence, course offerings, cost, and manpower development
- 16.1. Introduction
- 16.2. Structural adjustment program
- 16.3. Frequent strikes in and closure of federal universities
- 16.4. The growing demand for university education
- 16.5. It is common practice all over the world
- 16.6. Purpose of the study
- 16.7. Method of investigation
- 16.8. Data analysis
- 16.9. Faculty research, productivity, and the presence of journals edited from the university
- 16.10. Discussion
- 16.11. Access
- 16.12. Cost: tuition and fees
- 16.13. Accreditation
- 16.14. Course offerings/academic areas of study
- 16.15. Faculty qualification/training and research
- 16.16. Conclusion
17. Quality and accreditation of private higher education in Ghana
- 17.1. Introduction
- 17.2. Ghana as a case study
- 17.3. Challenges
- 17.4. Conclusion
18. The gainful employment rule and for-profit higher education in the United States
- 18.1. Introduction
- 18.2. Gainful employment and access to postsecondary education
- 18.3. Policies and events leading to the proposed rule
- 18.4. Purpose and formal provisions of gainful employment
- 18.5. Defining gainful employment
- 18.6. Assessing gainful employment
- 18.7. Institutional reactions to the gainful employment rule
- 18.8. Policy process
- 18.9. Conclusion
19. Higher education: The needs of the many outweigh the needs of the few
- 19.1. Introduction
- 19.2. Impact of globalization and internationalization on PHE
- 19.3. National socioeconomic needs and priorities, job churning and workforce preparation demands as drivers supporting the expansion of PHE
- 19.4. Issues impacting PHE: credibility (legitimacy), quality, quality assurance, and regulatory compliance
- 19.5. Capacities and techniques of technology-enhanced learning (TEL) and PHE: impact and challenge
- 19.6. Perceived value held by students and other stakeholders
- 19.7. A counter perspective to PHE growth
- 19.8. Where to from here?
- 19.9. Concluding remarks
Index

Mahsood Shah

Mahsood Shah is an Associate Professor and Deputy Dean (Learning and Teaching) with School of Business and Law at CQUniversity, Australia. In this role Mahsood is responsible for enhancing the academic quality and standard of programs. Mahsood is also responsible for learning and teaching strategy, governance, effective implementation of policies, and enhancement of academic programs across all campuses. In providing leadership for learning and teaching, Mahsood works with key academic leaders across all campuses to improve learning and teaching outcomes of courses delivered in various modes including face-to-face and online. At CQUniversity, he provides leadership in national and international accreditation of academic programs. Mahsood is also an active researcher.

Affiliations and expertise

Associate Professor and Deputy Dean (Learning and Teaching), School of Business and Law, Central Queensland, University, Australia

Chenicheri Sid Nair

Professor Sid Nair is currently Executive Dean and Dean Learning, Teaching and Student Experience at the Victorian Institute of Technology (VIT), Australia where he is responsible for the learning, teaching, student experience and quality matters of the Institution. Previous to this appointment at VIT, Sid was the Executive Director of the Tertiary Education Commission (TEC), Mauritius, the apex regulatory body where he was responsible for the formulation and execution of strategies, policies and procedures in the higher education sector in Mauritius. Prior to joining TEC, he was Professor of Higher Education Development at the Centre for Education Futures (CEF), University of Western Australia. His role was to build the capacity of academics in the digital delivery of their teaching. His career path also had him as Interim Director and Quality Advisor (Evaluations and Research) at the Centre for Higher Education Quality (CHEQ) at Monash University, Australia where he headed the evaluation unit at Monash University. In this capacity he restructured the evaluation framework at the university. The approach to evaluations at Monash has been noted in the first round of the Australian Universities Quality Agency (AUQA) audits and is part of the good practice database. His research work lies in the areas of quality in the higher education system, classroom and school environments, and the implementation of improvements from stakeholder feedback. He has extensive lecturing experience in the applied sciences in Canada, Singapore and Australia. He is an international consultant in quality and evaluations in higher education.

Affiliations and expertise

Executive Dean and Dean Learning, Teaching and Student Experience, Victorian Institute of Technology (VIT), Australia

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