Too Big to Fail: The Role of For-Profit Colleges and Universities in American Higher Education

Autor/in	Tierney, William G.
Titel	Too Big to Fail: The Role of For-Profit Colleges and Universities in American Higher Education
Quelle	In: Change: The Magazine of Higher Learning, 43 (2011) 6, S.27-32 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-1383
DOI	10.1080/00091383.2011.618079
Schlagwörter	Higher Education; Proprietary Schools; Commercialization; School Role; Educational History; Educational Trends; Context Effect; School Culture; Teaching Conditions; Federal Aid; State Aid; Economic Development; United States + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; History of education; Bildungsgeschichte; Bildungsentwicklung; Schulkultur; Schulleben; Lehrbedingungen; Unterrichtsbedingungen; Wirtschaftsentwicklung; USA
Abstract	Although for-profit colleges and universities have had a long history in the United States, they have garnered significant attention only in the last decade. In the early 20th century, career colleges existed primarily in urban areas to provide training for specific trades or professions--plumbing, restaurant management, art and design, cosmetology, paralegal work, and the like. These institutions were largely small institutions that offered a few classes in rented buildings. They charged relatively low fees to their customers, who in turn learned specific skills that led directly to jobs. As profit-seeking enterprises, the for-profits represent a business model that fundamentally differentiates them from traditional colleges and universities. They seek the profitability that results from a combination of growth in both volume and unit margins (the difference between expenditures and revenues). The result is that their incentives and measures of success differ from those of traditional colleges and universities. By the end of the first decade of the 21st century, the number of students enrolled in for-profit degree-granting institutions had increased to nearly 1.2 million, or approximately 6.5 percent of the total. If non-degree, certificate-granting, for-profit institutions and their students are included in these statistics, the market share of for-profit institutions is estimated to be approximately 12 percent. These institutions also offer more online course offerings than their public and private non-profit counterparts. This is the fastest-growing sector in postsecondary education. (Contains 4 resources.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10