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Rethinking the public-private mix in higher education : global trends and national policy challenges
In recent decades, we have seen the emergence of private higher education as a global reality. Although there are specific reasons for its appearance in each system, there is also a significant degree of commonality in the context and purposes surrounding the rise of private higher education as an important factor in many systems. The analysis of private higher education has tended to be focused at the national level, often highlighting national peculiarities and variations. In this volume the authors move forward by proposing a unifying and coherent, but flexible, theoretical framework that may be applied in different countries and diverse systems. Hence, the overall goal of this book is to provide a framework for a better understanding of the public-private mix of higher education and a set of policy guidelines in dealing with the expansion of private higher education from a comparative perspective. Publisher.
Book
No Longer Separate, Not Yet Equal
Against the backdrop of today's increasingly multicultural society, are America's elite colleges admitting and successfully educating a diverse student body? No Longer Separate, Not Yet Equal pulls back the curtain on the selective college experience and takes a rigorous and comprehensive look at how race and social class impact each stage--from application and admission, to enrollment and student life on campus. Arguing that elite higher education contributes to both social mobility and inequality, the authors investigate such areas as admission advantages for minorities, academic achievement gaps tied to race and class, unequal burdens in paying for tuition, and satisfaction with college experiences. The book's analysis is based on data provided by the National Survey of College Experience, collected from more than nine thousand students who applied to one of ten selective colleges between the early 1980s and late 1990s. The authors explore the composition of applicant pools, factoring in background and \"selective admission enhancement strategies\"--including AP classes, test-prep courses, and extracurriculars--to assess how these strengthen applications. On campus, the authors examine roommate choices, friendship circles, and degrees of social interaction, and discover that while students from different racial and class circumstances are not separate in college, they do not mix as much as one might expect. The book encourages greater interaction among student groups and calls on educational institutions to improve access for students of lower socioeconomic status.
eBook
Responsible leadership in higher education in developing countries
Responsible leadership is crucial for higher education institutions (HEIs) in developing countries to build an institutional reputation by generating advanced knowledge and strengthening socioeconomic development. Drawing on signaling theory, this study investigates the relationship between responsible leadership and academics' job insecurity, and examines the mediating role of institutional reputation in public and private universities in Bangladesh. The study highlights the differing impacts of responsible leadership on job insecurity in HEIs. Notably, responsible leadership was found to reduce job insecurity in private universities, while it increased in public universities. Institutional reputation, however, played a significant role in mitigating job insecurity in public universities, a trend not observed in private universities. By investigating a model of university responsible leadership on academics' job insecurity and comparing the public and private sectors in Bangladesh, this study advances our understanding of the complex relationship between responsible leadership and job insecurity in HE within developing countries. Specifically, in a private university, responsible leaders who interact with faculty members in ethical and responsive manners reduce academics' job insecurity, whereas in public universities, it is only possible by building an institutional reputation. Our findings have important implications for HE leaders who aspire to strengthen the development of HEIs in developing countries and to enhance national well-being and the economy. (HRK / Abstract übernommen).
Journal Article
Socially responsible leadership practices in university context: a developing nation perspective
PurposeThe purpose of the study is to determine the degree to which Uganda’s public universities feel obligated to adopt socially responsible leadership practices and, in turn, live up to the expectations of their stakeholders. A crucial component of higher education institutions is socially responsible leadership in universities.Design/methodology/approachA total of 22 leaders of Uganda’s public universities participated in semi-structured interviews that the researchers conducted. Four main themes emerged from thematic analysis of the gathered data.FindingsThe researchers discover that although the leaders are willing to act appropriately in accordance with social norms, they do not fully exercise the four dimensions (moral excellence in character, stakeholder collaboration, personal abilities and moral direction). The respondents also went on to explain that they were unsure about how to start helping their societies function better as a whole.Originality/valueAs far as the researchers are aware, this is the first study to look empirically into socially responsible leadership practices in a university setting (public universities in this case), especially in developing and Orient countries.
Journal Article
Service innovation in enhancing academic quality at private higher education institutions in Gorontalo: a theoretical conceptual model analysis of innovation diffusion using the SEM-PLS approach
Private higher education institutions in Gorontalo face challenges in improving academic quality due to limited understanding of the impactful dimensions of service innovation and the absence of a comprehensive conceptual model that explains the relationship between service innovation and academic quality. This study aims to develop and test a conceptual model of the influence of service innovation on academic quality at private higher education institutions in Gorontalo using the SEM-PLS approach. The research employed a quantitative explanatory approach with a total sample of 426 respondents from 11 private universities in Gorontalo, collected via an online structured questionnaire distributed through Google Forms. The instrument was developed based on literature reviews and previous empirical studies, using a 5-point Likert scale to measure perceptions. The findings show that service innovation has a dominant influence on academic quality (β = 0.482, p < 0.000), sustainable innovation governance principles have a significant effect (β = 0.349, p < 0.000), and a moderating effect strengthens the relationship between the two (β = 0.081, p = 0.002). Private universities require a harmonious integration between service innovation and sustainable governance to achieve optimal and sustainable improvements in academic quality.
Journal Article
Education as a key to provide the growth of entrepreneurial intentions
PurposeThe purpose of this study is to analyze the entrepreneurial intentions of higher education students in a private higher education institution (HEI), enrolled in the following courses: Business Management, Hospitality Management, Tourism and Business Relations.Design/methodology/approachA quantitative methodology was used through the application of a questionnaire in a private HEI located in the northern region of Portugal and 228 valid responses were collected.FindingsWe have found out that (1) the elder the students are, the higher is the probability that they will consider entrepreneurship as the first option to enter the job market; (2) the courses of Business Management and Hotel Management are those that influence the entrepreneurial intentions most positively; (3) the more prepared a student feels in order to start a business, the more likely he will become an entrepreneur; (4) to consider entrepreneurship as the first option to enter the job market is positively influenced by the dimensions of the Attitude Toward Enterprise (ATE), namely, leadership, creativity, achievement and personal control; (5) to have a business idea could be motivated by the course in which the students are enrolled in, if they feel they are prepared to start a business, and by the dimensions of ATE.Practical implicationsHEIs and/or regional governments may have an entrepreneurship support office, where students can get assistance in the process of creating their companies and develop innovative entrepreneurial models adapted to older students. The creation of “senior entrepreneurial ecosystems” can be an interesting path to be explored. HEIs can make extracurricular activities available to students. Policymakers must introduce entrepreneurship to primary and secondary education.Originality/valueThis study increases the understanding of the individual characteristics of the students in a private HEI, as well as the courses that positively influence entrepreneurial intentions.
Journal Article