Table of Contents

Abstract

Research studies most frequently consider systemic diversity, and these concepts infl uence many other institutional diversity aspects identifi ed later. Th e Carnegie Classifi cations, the most widely referenced classifi cation scheme in higher education, creates a typology using six primary criteria: undergraduate instruction, graduate instruction, enrollment profi le, undergraduate profi le, size, and setting. Since the fi rst iteration in 1970, the Carnegie Classifi cations have undergone subtle and more dramatic changes in an attempt to refl ect the changes among higher education institutions. Despite the changes, the infl uence of the classifi cations remains substantial and results in the importance often being placed on systemic diff erences. Furthermore, the aspects of systemic diversity may appear separately but frequently occur together. For example, many small colleges are private institutions, while larger universities tend to be under public control. Research universities off er more graduate programs and typically enroll a larger student body with more full-time students. Th e relationship among the various characteristics of systemic diversity allows a categorizing of institutions that provides an easy shorthand for describing colleges and universities. As an example, if told to imagine what a private liberal arts college looks like, one might think of a small school, located in a rural or suburban area, with a collegial culture and a focus on teaching and student-faculty interactions. Although this would certainly not describe all private liberal arts colleges in the nation, the typical characteristics enable generalizations useful for daily practice. Programmatic: Diversity of Degree Level, Comprehensiveness, and Range of Disciplines Off eredProgrammatic diversity includes fi ve components: degree level, degree area, comprehensiveness, mission, and emphasis. Defi ning institutions based on their highest degree awarded (associate's, bachelor's, master's, or doctorate) remains one of the most common ways to diff erentiate among various higher education institutions. By evaluating an institution based on the highest degree awarded, researchers make broad generalizations about an institution and stereotype the characteristics of the school. For example, observers readily recognize an institution where the associate's degree represents the highest 6 degree awarded as a community college with programs such as college transfer courses and vocational education to serve a sizable adult and part-time student population. A doctoral-granting institution would lead one to expect an institution with a research emphasis, a broader array of academic off erings, faculty who emphasize research and tenure, and graduate education programs. Certainly, a great variety exists among institutions that off er an associate's degree or those that off er doctorates as their highest off ering. However, the use of the highest degree level off ered provides a frequently used variable to diff erentiate and categorize institutio...

Determinantes de la divulgación de información en las universidades Latinoamericanas para un buen gobierno corporativo

“…La teoría institucional (Dimaggio y Powell, 1983) aborda la influencia de los mecanismos de gobernanza externos, los que inciden en los mandos superiores de transparencia mediante una mayor divulgación de la información en las universidades, entidades acreditadoras, organismos que establecen políticas públicas sobre educación superior y las partes interesadas (Harris, 2013;Fay y Zavattaro, 2016;Fowles et al, 2016;Nurunnabi, 2015).…”

An Analytical Study of Impact of International Merger and Acquisitions on the Financial Performance for Higher Education Institution in the United States

“…Pluralism allowed the previously oppressed Christian separatists to establish centers of intellectual education that would challenge denominational educational hegemony (O'Brien, 1986). Harris (2013) stated that the competing denominational colleges like Princeton, Dartmouth, Brown, and Rutgers served the religious and political desires of their denominations. Rationalism, tolerance, and a growing sectarian strength produced the next wave of colleges so that at the tail end of the 18 th century the College of New Jersey, King's College, College of Rhode Island, Queens College, and Dartmouth were established which provided the seeds of diversity that would address the educational needs of the new nation (Harris, 2013).…”

“…Harris (2013) stated that the competing denominational colleges like Princeton, Dartmouth, Brown, and Rutgers served the religious and political desires of their denominations. Rationalism, tolerance, and a growing sectarian strength produced the next wave of colleges so that at the tail end of the 18 th century the College of New Jersey, King's College, College of Rhode Island, Queens College, and Dartmouth were established which provided the seeds of diversity that would address the educational needs of the new nation (Harris, 2013). The resulting freedom of religious self-determination and HEI government allowed Anglicans, Baptists, Dutch Reformed, and Presbyterians to establish these schools with their own religious distinctives (Harris, 2013).…”

“…The American Revolutionary War delayed the next wave of HEIs until after the resolution of the war, but the post-war years brought an acceleration of HEI charters. The victory of the colonies over the British and the constitutional mandates forbidding the establishment of state sponsored religion changed the focus from religious training toward a greater emphasis on secular learning and leadership (Harris, 2013). Americans wanted to excel in every area to show Europe that America had gained true independence from Europe, not just politically but economically, religiously, and educationally (Harris, 2013).…”

“…The victory of the colonies over the British and the constitutional mandates forbidding the establishment of state sponsored religion changed the focus from religious training toward a greater emphasis on secular learning and leadership (Harris, 2013). Americans wanted to excel in every area to show Europe that America had gained true independence from Europe, not just politically but economically, religiously, and educationally (Harris, 2013). By 1820 the number of colleges expanded from 25 HEIs at the dawn of the 19 th century to 52 and this growth continued to accelerate until there were 241 HEIs by the beginning of the Civil War (Harris, 2013).…”