For-profit universities and colleges -- Ownership -- United States.
Corporations -- United States -- Growth.
Business and education -- United States.
The recent growth of for-profit higher education has been marked by the rising
importance of institutional ownership by publicly traded corporations.
This paper looks at 13 publicly traded corporations that own degree-granting
for-profit institutions of higher education in the United States, examining
corporate growth strategies and their distinctiveness as Wall Street-owned
institutions. The paper concludes that these institutions are different from
their independently owned peers and that corporate growth strategies suggest
the importance of foreign expansion.
Prediction of scholastic success -- United States.
This study used the NELS 88‑2000 data base to examine among Hispanic
students precollege, college, and environmental predictors of (a) college first
enrolled in (two‑year versus four‑year) and (b) undergraduate degree attainment
for students who first enrolled in a two‑year or four‑year college. Hispanic
students who attended a four-year college right after high school were much
more likely to obtain a bachelor's degree than their peers who first attended
a community college. Furthermore, precollege variables were more salient in
predicting bachelor degree attainment for students who started in two‑year
colleges, while college-related variables were more salient for students who
started in four‑year colleges.
Reason, Robert Dean.
Terenzi, Patrick T.
Domingo, Robert J.
The available research on first-year college outcomes remains highly segmented
(Pascarella & Terenzini, 2005) and surprisingly incomplete (Upcraft et al., 2005), particularly as it relates to psychosocial outcomes like social and personal
competence. This study, based on data from nearly 6,700 students and
5,000 faculty members on 30 campuses nationwide, identifies the individual,
organizational, environmental, programmatic, and policy factors that individually
and collectively shape students’ development of social and personal
competence in their first year of college.
Universities and colleges -- Accreditation -- United States -- Case studies.
Organizational change -- United States.
Social institutions -- United States.
Scott and Meyer (1991) suggest that individual organizations must conform
to elaborate rules and institutional scripts to achieve legitimacy. In the case of
the College of Business at Potential University (pseudonym), legitimacy was
accreditation from the Association to Advance Collegiate Schools of Business
(AACSB). This case study used Benson’s (1977) dialectical theory to understand
how mimetic, coercive, and normative isomorphism influenced faculty,
administrators, and the institution as they worked to achieve legitimacy.