Proprietary education dates back to the late nineteenth century where institutions focused on professional training in teaching, medicine, and law (Breneman, Pusser, & Turner, S., 2000). The 1972 Higher Education Reauthorization Act included for-profit institutions in federal financial aid programs and changed the vernacular of higher education to postsecondary education (2000). This piece of legislation along with new technologies along with increased demand for higher education and prompted a resurgence of for-profit institutions in the latter half of the twentieth century (2000). From these changes, a new era of postsecondary education was born
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...
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...sed a code of conduct entitled the Standards of Responsible Conduct and Transparency with the purpose of addressing major concerns (Fain, 2011; The Foundation For Educational Success, 2011). The issues that were primarily discussed were banning enrollment-based incentive pay and the disclosure to students of information about ‘transferability of credit and loan counseling’ (The Foundation For Educational Success, 2011). Institutions failing the annual review will lose their "good standing" (2011). Fain (2011) said that there were no public, economic, or organizational penalties associated with failure to comply other than removal from the Foundation’s protective website. Presently, the prominent for-profit educational groups have not signed the code of conduct and only 17 percent of for-profit institutions have agreed to the standards and their enforcement (2011).
What stands out about American universities today? Is it the academic opportunities offered to students, experienced faculty, or strong sense of community? Or...perhaps they have lost their focus. It is not uncommon for universities to focus their efforts and budgets elsewhere; by building state of the art gyms, for example, remodeling luxury dorms, grooming campuses, or creating more management positions. College students and professors alike are subject to the nationally occurring changes in higher level education. Colleges are becoming commercialized and tuition is rising, but is the quality of education improving? In “Why We Should Fear University, Inc.”, Fredrik DeBoer is able to provide a personal take on the issue of corporate domination
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 Australian Consumer Law (ACL) was established to protect consumers in any legal trading activities in Australia. A set of guarantees has also been introduced for those consumers who are acquiring goods and services from Australian suppliers, importers or manufacturers. The guarantees are intended to ensure that consumers will receive the goods or services they have paid for. If they have problems with the products and services they bought, they are entitled for remedies, such as repair, replacement, and refund.
United States. Government Accountability Office. Postsecondary Education: Student Outcomes Vary at For-Profit, Nonprofit, and Public Schools. 2011. Web. http://www.gao.gov/assets/590/586738.pdf
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.
A. The "Upholding Integrity" Florida Department of Education. Web. The Web. The Web.
Today’s students have numerous options to choose from and as a public non-for profit university, UMUC’s policies are significantly affected by state of Maryland’s policy makers’ decisions including funding. Additionally, UMUC operates multiple centers overseas, these centers are susceptible to foreign government influences, cultures, religion and laws that can undermine UMUC’s operations.
Journal of Labor Economics, 28(1), 113–166. Kaplin, W., & Lee, B. (2014). The law of higher education. 5th ed. San Francisco, CA.
This is the same self-centered attitude that Wallace describes liberal arts students overcome in their schooling, which is what makes them so valuable to society. Simply put, Ungar and Wallace would easily devour any claim of Carey that for-profits have their place because the lack of rigorous coursework, discipline, and character development found in for-profit institutions does not produce valuable members of
Since that time, Americans have struggled and campaigned to uphold support for the education of the youth of the nation. Funding often puts this support in limbo as it often teeters along with the unpredictability of the economy. Public schools are supported by the taxes of the American people. By virtue of that fact, it is no wonder that the practice of corporate sponsorship is attractive and ho...
The primary purpose of the “Statute of Frauds” (SOF) is to protect the interests of parties once they are involved in litigating a contract dispute (Spagnola, 2008). The relevant statutes are reliant upon state jurisdictions to determine whether the contract falls under the SOF, and whether the writing of the contract satisfies the requirements of the statute of frauds (Spagnola, 2008). However, all contracts are not covered under the SOF. In essence, for a contract to be deemed as legal by definition of the SOF, there must be verification of the following requirements for formation of the contract, which are as follows: (1) There must be least two parties to the contract, (2) There must be a mutual agreement and acceptance on the price to pay for goods and services offered, (3) The subject matter or reason for entering the contract, must be clearly understood by all parties to the contract, (4) and there must be a stipulated time for performance of duties under the contractual obligations (Spagnola, 2008). Lastly, there are five categories of contracts that are covered under the SOF, which are as follows: (1) The transfer of real property interests, (2) Contracts that are not performable within one year, (3) Contracts in consideration of marriage, (4) Surtees and guarantees (answering to the debt of another), and (5) Uniform Commercial Code (U.C.C.) provisions regarding the sale of goods or services, legally valued over five hundred dollars ($500.00) (Spagnola, 2008).
One enduring controversy in continuing education is whether programs should be market driven. The controversy has some connection with the pervasive image of the marginality of continuing education in higher education as well as the concept that continuing education programs must be self-sustaining. As Edelson (1991) says, "This principle of having to pay its own way is the single most distinguishing feature of American continuing education today" (p. 19), adding that adult education is the most blatantly market-driven segment of education. At the heart of the controversy is the issue of whether "market driven" is necessarily antithetical to the principles and philosophy of adult learning. This publication looks at whether this is a misconception or a reality.
According to Barber’s article “This Commercialization and privatization, a distortion of the educational mission and its content, going to the heart of our schools itself. Most colleges and universities are now participants and in some way beneficiaries” (Barber, 415). My evaluation of the article shows the Universities and colleges are looking to get more profits for their budget by the commercial activities. However, these kind of activities would strengthen the finance revenues for universities and colleges but on the other hand it would disturb the education attainment for the student and waste his time. In the meantime, the economic distribution in the United States is not fear based on what Motioned says “ the gap between middle class and poor and between rich people is larger than it has ever been. “nearly 33 million Americans across the nation lived in unrelenting poverty”(Matisios 476). This statement shows that the commercialization process inside the universities or colleges and under the recent economic circumstances can bother the majority of the students who are only concerned about how they can afford the tuitions for their courses and the all these advertising non of their
...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.
In today’s world, where intense competitive environment is existing everywhere, globalization acts as a boon for trade, commerce and service industry, on the other hand it also results in lots of challenges that has to be tackle carefully to survive in highly competitive market. The positive aspect of globalization is that it creates a marketplace where only the best provider of the service would survive (Jain et al, 2011). It is no secret that higher education is more competitive than ever. There is a growing competition between higher education service providers since the market is increasingly privatized (Stimac and Simic, 2012). The most competitive institutions frantically try to climb over one another to be the ...