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Higher education in the United States aims to nurture civically engaged and democratically minded individuals. During its long history, nonprofit higher education has successfully responded to that call. While for-profit higher education is not new, in recent decades its expanded reach and career-focused influence have begun to drastically challenge our thinking about all of higher education and specifically the character and practices of nonprofit institutions. At the same time, for-profit institutions of higher education have been highly criticized for their administrative practices, their cost, and their questionable outcomes. Given this criticism, there has been only limited study of the student experience with for-profits. This chapter introduces a brief history of for-profit education in the United States and offers an overview of studies exploring the student experience at for-profit institutions. It examines the relationship between administrative practices at for-profit institutions and how those practices have affected students and their educational choices, both before enrolling and after graduation. By doing so, the reader is challenged to consider the past, present, and future of higher education along with its role and mission of shaping individuals and society.

The purpose of this paper is to describe the major influences shaping higher education today and how they will transform higher education over the next 20 years.

The paper is based on research and observation of the higher education system in America. It uses LaGuardia Community College, a large, two‐year college located in Queens, New York, as a signpost for the anticipated changes.

There are three fundamental and monumental changes that will profoundly alter the field of higher education in the next several decades: the globalization of higher education; the impact of technology on changing definitions of students, faculty and knowledge; and the impact of the marketplace on the basic “business model” of higher education. The paper describes how each of these three forces will reshape higher education, while identifying factors that may accelerate or inhibit the impact of these influences.

This paper draws on the knowledge, experiences and insights of two leading higher education leaders, who regularly interact with countless faculty, administrators, students and policy makers.

The United States has been at the forefront of a global shift away from direct state funding of higher education and toward student loans, and student debt has become an issue of growing social concern. Why did student loans expand so much in the United States in the 1990s and 2000s? And how does organization theory suggest their expansion, and the growth of federal student aid more generally, might affect higher education as a field? In the 1960s and 1970s, policy actors worked to solve what was then a central problem around student loans: banks’ disinterest in lending to students. They did this so well that by 1990, a new field of financial aid policy emerged, in which all major actors had an interest in expanding loans. This, along with a favorable environment outside the field, set the stage for two decades of rapid growth. Organization theory suggests two likely consequences of this expansion of federal student loans and financial aid more generally. First, while (public) colleges have become less dependent on state governments and more dependent on tuition, the expansion of aid means colleges are simultaneously becoming more dependent on the federal government, which should make them more susceptible to federal demands for accountability. Second, the expansion of federal student aid should encourage the spread of forms and practices grounded in a logic focused on students’ financial value to the organization, such as publicly traded for-profit colleges and enrollment management practices.

This paper aims to analyse the extent to which undergraduate courses in New Zealand contain content on issues from the public and not‐for‐profit sectors, in addition to a for‐profit business focus.

The research is based on the premise that contextually‐appropriate accounting is required within the public services sphere where transactions are complex and ambiguous, have a long‐term focus, and where the government often performs a regulatory role. It is informed by a survey of educators, document reviews and semi‐structured interviews.

This research finds that profit‐oriented financial accounting education in New Zealand crowds out the teaching of public services content, especially when the same accounting concepts can be applied to all sectors. The imposition of sector‐specific accounting standards offers an opportunity to highlight public services, but its inclusion in a crowded curriculum may require coercion from the profession.

This paper offers a contemporary analysis of the focus of teaching in New Zealand at a time when accounting standards and auditing regulation is on the brink of change.

To provide an informative review of the gainful employment legislation proposed by the Obama Administration which seeks to reform higher education by making colleges and universities more accountable in their institutional practices.

This paper provides a thorough review of a breadth of recently published works and notice of proposed rulemakings (NPRMs) on gainful employment legislation providing a practical understanding of the proposed policy. The sources are sorted into the following sections: background of rulemaking proceedings, who are the students, proposed measures, challenges, policy recommendations, implications for practice, and future research.

An analysis of the information reviewed is presented providing policy recommendations that could potentially circumvent some of the challenges presented as well as satisfy the government’s need to hold institutions more accountable. Offered as an amenable solution to stakeholders is to better inform students about program outcomes, financial aid packages, and financial obligations to mitigate the need for regulation and for institutions to perform continuous evaluation of their programs to align with workforce needs.

This paper serves as an informative resource to college/university administrators, students, parents, and policymakers offering practical recommendations to achieve the goals of all stakeholders by employing approaches to better inform students in their decision making.

To describe the future of proprietary higher education in the USA based on current industry and student trends.

Provides a survey of recently published studies and articles on proprietary higher education.

The problems of overly aggressive marketing and over‐promising results to potential students could undermine the public willingness to support proprietary education. These issues have periodically plagued the proprietary sector, often resulting in new regulations and oversight. Although the sector remains vulnerable to changes in public policy, it has always risen to the occasion and has in many cases been on the forefront of battling the abuses of a few, strengthening of the entire industry as a result.

Provides a resource for faculty, administrators, legislators, and those in the business sector reflecting current postsecondary trends and the emergence of proprietary schools in the national and international higher education arena.

This paper seeks to conduct an in‐depth study of international trends in private higher education and focus on the Indian scenario

The methodology adopted is conceptual, analytical and comparative.

Though there has been better acceptability of private higher education institutions in India today than the “trepidation” felt at their emergence three decades ago, certain basic questions have been raised: Is the presence of private sector in higher education inevitable? Is it desirable too? Why is the Supreme Court of India intervening in matters pertaining to private higher education so frequently? What are the issues at stake?

An attempt is made to highlight the political‐economic, socio‐cultural, national‐international, ethical‐philosophical and legal‐practical aspects of this outreaching theme, in general, and focus on the driving forces, causes, and consequences of the emergence of the private higher education during the last three decades, in particular.

In the 1990s, Mike Flanagan foresaw video moving from analog to digital and developed an equipment rental business to meet the needs of the entertainment/media production industry. By 1996 he established a second company to offer training in the use of Avid, a digital video-editing program. Flanagan sold the rental business in 1998 and by 2002 expanded the training away from a business model to a full-fledged college business model. By 2014 what started as a successful training program developed into a negative interaction with the US Department of Education and Flanagan found himself being forced out of business.

This case was originally a client-based project conducted real time in an MBA-level marketing course at the Graziadio School of Business and Management at Pepperdine University.

The case is well suited for a variety of business and law courses that integrate ethical decision making in their curriculum at the undergraduate and graduate levels. The case allows for a greater understanding of the implications of managerial behavior tied to ethical beliefs and the possible outcomes that may result. It also allows for a stronger grasp of the integral nature of management, staff, consumers and outside organizations on the pervasive impact of non-ethical behavior. Last, this case creates a framework for students to assess how ethics influence managerial behavior that will affect an organization’s success.

What ethical duties and obligations does a business owe to its customers and other stakeholders? Is ignorance an excuse for failing to meet those ethical obligations?