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Social diversity in education
Similarities and differences between for profit and nonprofits
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Industry Analysis of Nonprofit Institutions Nonprofit educational institutions compete for resources and market share like any other entity. “The same competition for resources, customers, fund balances (profits) and endowments exist, and higher education is facing the same demands from its customers, students and parents, as well as from its revenue sources… alumni…” More broadly, both for profit and nonprofit firms act to create value. Harvard College, like its competitors in the Ivy League, is a private, nonprofit institution. Harvard creates value by accomplishing its mission, to educate “citizens and citizen-leaders for our society.” While for profits and nonprofits compete differently, qualitative criteria such as reputation and trust …show more content…
If they gave no aid at all, so the argument goes, they could find enough outstanding, full-paying students to fill their classes without losing academic quality. This argument, we believe, underestimates the interplay between mission and market that has evolved over time for even super-elite private colleges, such as the Ivy League. Many of these institutions were humble-born hundreds of years ago, using aid like any other college to attract students. Today, they could get by without giving such aid, but they likely would not be able to recruit such a range of “interesting” students or produce such a diverse student body, socially and racially, due to societal income stratification. Not offering aid would alienate customers (prospective students including full payers), alumni and other donors—not to speak of existing students, faculty, and public opinion. Aid-supported diversity, in other words, is not just an ideological and educational value; it has become a market asset too. If a highly visible college looked too socially exclusive it would, over the long term, face economic and political scrutiny. In their own way, top colleges are still a part of the market system. With an understanding of the competitive forces at play within the Ivy League, we now examine how firms set
In the essay, “College Consumerism Run Amok” authored by Kevin Carey describe how colleges are careless with their money. Throughout the essay, Kevin Carey explains why normal people think the average price of college tuition has risen across the United States. People believe college tuition is rising because students demand colleges to have “creature comforts”, such as luxury dorms, a fully operational gym, and a climbing wall. Also, that the creation for “creature comforts” in colleges has caused academic standards to decline. Yet, colleges market to students with these amenities instead of showing students comparable statistics: the quality of teaching, scholarships, and academic environment. Kevin Carey, in the end, sums up his idea with
College is marketed towards students as an essential part of building a successful future. The United States “sells college” to those who are willing to buy into the business (Lee 671). With the massive amounts of student debts acquired every year, and the rising costs of
The advertisements are everywhere -- on local television stations it is Everest Institute, or Brown Mackie College. On South Florida highway billboards, it is the University of Phoenix. All are selling a quick, convenient college education, and the dream of a better life. In this economy, people are buying, and in the process the schools -- built to make a profit -- are thriving. What is less clear, though, is how much students actually benefit. For-profit colleges, many with night classes and entire degree programs available online, are built to fit seamlessly into the busy life of a working adult.
Legacy admission is the process in which a student is admitted because of a wealthy, educated, or important relative or close friend; who once attended a certain university in which that particular student has applied to. The Economist in “_The Curse of Nepotism_” describes legacy admission as “using admission systems as tools of alumni management—let alone fundraising” (Economist 366), while Lowell and Turner in the “_The History of Legacy Admissions_” describe it as “the son or daughter of an alumnus or alumna” (Turner 375). Legacy admissions have been present for a number of years, and continue to be used through out many major universities today. Legacy admission is most commonly seen amongst Ivy League and elite schools across the nation. In the 1920’s institutions like Yale, Harvard, and Princeton formalized their policies that favored children of alumni in order to appease graduate fathers (Turner 375). During the earlier years of this practice schools admitted, “All alumni students who could demonstrate a minimum level of ability” (Turner 375), but now the constant debate of whether this is ethical or not has led to a decline in students being admitted this way.
According to Turner (2006), for-profit institutions are more responsive to the changes in the external environment and are able to capitalize on new opportunities. The growth among for-profit institutions can be attributed to their ability for geographic variation and catering to the need of non-traditional students for increased educational access. The geographic variation references the inability of non-for-profit educational institutions to adjust to changes in state, regional, and local demand due to political and social forces. For-profits' flexibility in their governance structure, sensitivity to market conditions, and the ability to generate investment capital through public and private means allow them to establish themselves in new and emerging markets regardless of career and location. Also, for-profit institutions are able to conceptualize the geographic boundaries of education that constrain traditional educational institutions. Therefore, for-profit hold a competitive advantage over non-profit institutions in attracting the expanding market of the aforementioned non-tradit...
Carey, Kevin. "Why Do You Think They're Called For-Profit College?" The Chronicle of Higher Education 25 July 2010.
The largest variance in viewpoints between Hossler and Bean (1990) and Kraatz et al. (2010) lies within their perceptions of the goals of EM. It is evident throughout Precarious Values and Mundane Innovations that Kraatz et al. (2010) see EM as an inherently negative practice with questionable values. Kraatz et al. (2010) believe that institutions value the prestige accompanied by enrolling high-achieving wealthy students and tuition revenue most, and use enrollment management to further these agendas. Hossler and Bean (1990) on the other hand, view ...
Today, the cost of college is high and is continuing to rise. However, the number of students attending college has risen in the last twenty years. Importantly, how are more students having the ability to pay for the rising cost of higher education? To cover the rising cost colleges and universities have implicated a program of merit aid (non-need-based aid) and financial aid. This creates a discussion on whether merit aid benefits all students at every income level. However, to understand how important merit aid is one must understand the students’ elasticity of demand for college. The case study on the Robinson College reveals how the elasticity of demand and merit aid work to reduce students’ elasticity of demand, and how it increases revenue
In the U.S News and World Report entitled “ A truly cruel college squeeze,” editorial Mortimer B. Zuckerman
Nonprofit organizations may have laid the foundation for social services that go beyond what the government can provide. However, with so many non-profits, increase competition for grants, lack of funding often limits their impact. In fact, many experts argue that there are too many non-profit organizations. Foundations encourage low impact non-profits to stay in operation by funding so many organizations. Funding is divvied up to multiple small organizations instead of several, large established organization. Most funding is distributed by large foundations.
The latest move toward marketization, according to Judson and Taylor (2014), can be largely attributed to historical political foundations which caused an increase in focus on personalization in teaching methods. The political pressures have increased across the US in relation to how education is usually funded (Judson & Taylor, 2011). While the public increasingly continues to support the educational empowerment, academic institutions (both colleges and high schools) find themselves engaging in competition to ensure they enroll numerous students who in turn fund their operating expenses (Judson & Taylor, 2014). Since the financial sources have changed from the support by the public to use of tuition fees, most institutions use marketing strategies that are aligned with provision of more satisfactory student experiences that guarantee, in turn, high retention and graduation rates (Natale & Doran, 2012; Cucchiara et al, 2011; Lundahl et al,
...tance education entirely beyond the possible profits, not economic returns in the short term, and we can not expect non-profit educational institution as an independent public schools bear the long-term market cultivation. The problems there are many ways, one of which is and businesses, the market pressures passed on to the market-operated business that, of course, also be part of the transfer of interests. In fact, many experimental colleges have explored a variety of ways to solve the funding problem. In addition to the central government of satellite television networks, telecommunications networks and computer network hardware and some experimental resource construction investment, the consortium also includes donations from the company attract investment, the telecommunications sector offers, the local government investment, schools and other teaching points.
University and college officials try to use their discounts well. With the hope to raise net tuition revenue, they use their finances where it will attract most students especially students who are most likely to propel the mission and objectives of the institution (Davis, 2003). A good result of enrollment management and tuition discounting is that some colleges and universities have enhanced their registration of students', and thus their financial positions are better. However, tuition discounting works for some colleges only (Davis, 2003). Although tuition discounting is sometimes successful in assisting some colleges and universities shape the enrollment of students, it does not always generate the needed enrollment effects (Davis, 2003). It also does not always increase institutional income (Davis, 2003). Besides, the practice by individual colleges, when merged across all institutions has brought about disturbing outcomes for lower-income students (Davis,
The competitive nature of the current higher education environment paired with the constant evolution and turbulence has forced institutions to look to new ways to deliver value to satisfy the buyer’s needs. With over 4,600 degree granting colleges and universities in the United States alone, the domestic and global competition level rival or surpass most other markets. Regardless of industry, failure to perform activities differently than your competition will result in a collapse. The ability to deliver unique, differentiated value is essential to surviving in competitive markets. As competition grows, higher education decision makers are forced to fit a niche market, market to a universal market while still using value differentiation methods or look to different revenue sources to maintain sustainability.
Factors that could impact an individual’s progression into a higher educational institution could be the quality of their education. There are many middle class families sending their children to private schools, thus providing them with greater opportunities to achieve success and power, through this elite education.