1.

Record Nr.

UNINA9910790018103321

Titolo

For-profit colleges and universities [[electronic resource] ] : their markets, regulation, performance, and place in higher education / / edited by Guilbert C. Hentschke, Vicente M. Lechuga, and William G. Tierney ; foreword by Marc Tucker

Pubbl/distr/stampa

Sterling, Va., : Stylus, 2010

ISBN

1-00-344485-7

1-000-97297-6

1-003-44485-7

1-57922-527-6

Edizione

[1st ed.]

Descrizione fisica

1 online resource (222 p.)

Altri autori (Persone)

HentschkeGuilbert C

LechugaVicente M

TierneyWilliam G

Disciplina

378/.04

Soggetti

For-profit universities and colleges - United States

Education, Higher - Economic aspects - United States

Lingua di pubblicazione

Inglese

Formato

Materiale a stampa

Livello bibliografico

Monografia

Note generali

Description based upon print version of record.

Nota di bibliografia

Includes bibliographical references and index.

Nota di contenuto

Cover; CONTENTS; FOREWORD; 1. FOR-PROFIT COLLEGES AND UNIVERSITIES IN A KNOWLEDGE ECONOMY; 2. EVOLVING MARKETS OF FOR-PROFIT HIGHER EDUCATION; 3. WHO ARE THEY? AND WHAT DO THEY DO?; 4. DIFFERENCES IN ACADEMIC WORK AT TRADITIONAL AND FOR-PROFIT POSTSECONDARY INSTITUTIONS: Policy Implications for Academic Freedom; 5. MARKETS, REGULATION, AND PERFORMANCE IN HIGHER EDUCATION; 6. ACCREDITATION AND ACCOUNTABILITY: The Role of For-Profit Education and National Accrediting Agencies; 7. A GLOBAL PERSPECTIVE ON FOR-PROFIT HIGHER EDUCATION; 8. THE PUBLIC GOOD IN A CHANGING ECONOMY; APPENDIX A

APPENDIX BAPPENDIX C; CONTRIBUTORS; INDEX; A; B; C; D; E; F; G; H; I; J; K; L; M; N; O; P; Q; R; S; T; U; V; W; X; Z

Sommario/riassunto

This book offers a clear-eyed and balanced analysis of for-profit colleges and universities, reviewing their history, business strategies, and management practices; setting them in the context of marketplace



conditions, the framework of public policy and government regulations; and viewing them in the light of the public good. Individual chapters variously explore FPCU's governance, how they develop courses and programs, and the way they define faculty work; present findings from in-depth interviews with parttime and full-time faculty to understand how external forces and the imperative of pro