The Decline of Private Higher Education

Lévy, Daniel

doi:10.1057/hep.2012.26

Cited by 75 publications

(38 citation statements)

References 9 publications

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“…Or, perhaps we could speak of "re-publicization" of higher education. The gradual decline in the Polish private sector projected for the future is consistent with Daniel C. Levy's ( 2013 ) conclusions about the impact of declining demographics on a demand-absorbing type of private sector like that which dominated in Poland:…”

Section: Privatization Of the Expansion Era De-privatization Of The supporting

confidence: 77%

From Privatization (of the Expansion Era) to De-privatization (of the Contraction Era): A National Counter-Trend in a Global Context

Kwiek¹

2016

Higher Education Dynamics

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Section: Privatization Of the Expansion Era De-privatization Of The supporting

confidence: 77%

From Privatization (of the Expansion Era) to De-privatization (of the Contraction Era): A National Counter-Trend in a Global Context

Kwiek¹

2016

Higher Education Dynamics

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“…The rise in enrolments in the region in 1990-2010 was globally one of the highest, and systems changed their character from ''elite '' to ''mass'' (and, as in Poland, to ''universal,'' to use Marin Trow's classification; Poland became one of those ''high participation systems'' studied by Marginson (2016b: 17) which reach a 50 % mark and ''keep on going,'' similarly to Russia where ''the partial privatization of costs'' in higher education led to its universalization, albeit combined with weakening of social equality, see Smolentseva 2016: 7). From a global perspective, what was particularly interesting was the emergence of the private sector, virtually out of nowhere, mostly in its low-level demand-absorbing type (Levy 2013).…”

Section: Data and Brief Discussionmentioning

confidence: 99%

“…Research on privatization in higher education comes in three, largely separate strands: (1) privatization in general (especially in the US context of public universities, see Priest and St John 2006;Morphew and Eckel 2009), (2) private higher education (especially in the Latin American and European post-communist contexts of private sector growth, see Levy 1986Levy , 2013Slantcheva and Levy 2007;Kwiek 2016b), and (3) cost-sharing (in the context of public universities, see Johnstone 2006;Teixeira et al 2006;Johnstone and Marcucci 2010;Heller and Callender 2013). I synthesize these three strands in this paper, focusing on the privatization agenda which I view as consisting of the changes in both public and private sectors and referring to private sector growth and the increasing use of cost-sharing in the public sector.…”

Section: Introductionmentioning

confidence: 99%

De-privatization in higher education: a conceptual approach

Kwiek¹

2016

High Educ

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This paper seeks to conceptualize the processes of de-privatization in higher education. Trends of de-privatization (and contraction in enrolments) are highly interesting because they go against global trends of privatization (and educational expansion). Deprivatization means a decreasing role for the private component in the changing publicprivate dynamics. The paper studies its two dimensions (funding and provision) and distinguishes between seven potential empirical organizational/geographical levels of analysis. Empirically, the paper draws from data from Central Europe. The traditional dichotomous pairing of the public and the private is shown to still be useful in specific empirical contexts, despite it becoming blurred globally. Major approaches to privatization in higher education over the last two decades are rethought and redirected toward deprivatization. An empirically informed notion of de-privatization is being developed and its usefulness is briefly tested.

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“…Levy, 2013). A total of 141 private HEIs enrolled 1,002,994 students in 2013 (47.6%) as shown in Table 3.…”

Section: The Higher Education System In Colombiamentioning

confidence: 99%

Perceived quality of private education and fears of stratification: Investigating the propositions of human capital theory by exploring the case of Colombia

Páez

Teelken²

2016

Policy Futures in Education

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The purpose of this paper is to discuss the recent developments in the higher education system of Colombia in order to illustrate how these encourage stratification between (types of) universities and their students. We do so by discussing propositions generated by human capital theory and apply them to the experiences of students and graduates from Colombian universities.We conducted a survey (n ¼ 700) amongst graduate and undergraduate students at 12 low-fee private universities. Four interviews with (former) students served as an illustration. The majority of undergraduate students perceived the quality of their education as poor and wanted to attend another university. Both students and graduates expressed uncertainty about finding a job and anticipated difficulties as they felt they lacked essential skills. Due to relatively unhindered privatization and marketization of the columbian higher education sector, low-quality private provision in Colombia demonstrates this structural inequality.Our study shows that investing in higher education does not always correlate positively with skills gained or future income, thereby revealing the necessity to use human capital theory in a more nuanced manner.

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The Decline of Private Higher Education

Cited by 75 publications

References 9 publications

From Privatization (of the Expansion Era) to De-privatization (of the Contraction Era): A National Counter-Trend in a Global Context

From Privatization (of the Expansion Era) to De-privatization (of the Contraction Era): A National Counter-Trend in a Global Context

De-privatization in higher education: a conceptual approach

Perceived quality of private education and fears of stratification: Investigating the propositions of human capital theory by exploring the case of Colombia

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