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The environment surrounding U.S. higher education has changed substantially over the past 40 years. However, we have a limited understanding of what these changes mean for the higher education organizations (HEOs) that occupy this organizational field. In this paper, I use descriptive statistics and multilevel latent class analysis (MLCA) to analyze the financial behaviors of public four-year HEOs from 1986 to 2010 to evaluate how HEOs adapt financially to their changing environments. I advance the current conceptual and empirical understanding of public HEO behaviors by evaluating how public HEOs utilize combinations of revenue and spending streams to accomplish their mission and the extent to which the revenues and spending patterns of these institutions are related. Descriptive results confirm the shift away from state funding toward tuition revenues and the relative stability in spending patterns. MLCA results, which allow for the investigation of how combinations of revenue and spending streams work together, indicate that public HEOs are changing the combinations of revenues they rely on in different ways, revealing multiple specific pathways for how public HEOs adapt to their changing environments. The spending profiles, in contrast, remain stable with only a few HEOs changing their profile over time. I argue that the loose coupling between revenues and spending and discontinuity in their patterns of change over time suggests that public HEOs are able to establish a buffer between their environment and spending or activities that allows them to continue engaging in the same broad set of activities despite environmental changes.

The study aims to learn how a small private university dedicated to Judaic studies successfully merged with a large public university? Our study investigates how Baltimore Hebrew University (BHU) successfully integrated into the much larger Towson University (TU), while maintaining its unique Jewish identity.

How did leadership facilitate a successful merging of a small private university with a large public university? Our case study investigates how BHU successfully integrated into the much larger TU. Given that past research has focused primarily on the financial aspects, the purpose of the present study is to analyze how leaders successfully navigated the complex processes of integrating the two institutions through envisioning, communicating and planning effectively. This research uniquely investigates the role of leadership as the driving force in moving the merger forward and facilitating the process. The authors analyzed the circumstances that facilitated the merger and discovered that leadership pushed this merger forward, particularly the confluence of three approaches—visionary, transformational and servant leadership. This research has implications for guiding future mergers of smaller colleges with larger universities. This case study is particularly timely, during this uncertain age of COVID-19, when many universities are considering creative solutions, including potential mergers with other institutions, in the face of increasing financial difficulties.

Implications of this research can help illuminate future mergers of smaller colleges with larger universities in cases where the smaller institution desires to retain its strong cultural or historical identity. The authors found that the “right leadership on the ground” is a crucial component needed for a successful merger, particularly in a higher education setting.

Our research provides a concrete example that can be used help campus administrators assess whether they have the leadership structure in place to successfully navigate a merger as a path forward.

This case study is particularly timely, during this uncertain age of COVID-19, when many universities are considering creative solutions, including potential mergers with other institutions, in the face of increasing financial difficulties.

This cooperative alliance between a university and a nonprofit, private organization was initiated with the goal of developing capacity building measures for improving medical health and welfare in the rural village of Ocoroni in Northern Sinaloa, Mexico. Drawing from the literature on organization development and action research, it provides a detailed overview of the design and implementation of the work which was involved in this collaborative partnership. The outcomes are presented and with accomplishments noted, indicating that the initiative had a positive impact for the local community in Ocoroni, while simultaneously providing research opportunities and cross-cultural learning for faculty, graduate students, healthcare practitioners, volunteers, residents from the village and others who were involved the project.

This paper aims to investigate the relation between the creditworthiness of US institutions of higher education and their student selectivity (i.e. demand and quality).

The authors study whether the impact of student selectivity differs across public vs private universities; across the credit quality of the given public university’s state; and across the level of state appropriations for the given public university.

The authors find that student quality and demand measures are significantly associated with their corresponding institution’s creditworthiness, especially for private universities.

For public universities the association is weak and, contrary to the expectations, does not depend on the state credit quality or level of state funding. The findings are robust to the inclusion of control variables.

This study evaluates the correlations between the universities' type of property (public, private associative and private corporate), institutional seniority (<20, 20–45 and >45 years) and the presence and position in national and international university rankings.

It considers 90 Peruvian universities certified by SUNEDU (public agency for the accreditation of universities in Peru). According to their presence in 20 university rankings (yes/no) and the position (tertiles) in two world rankings: Webometrics and SIR Iberoamericano, four universities participated in 10 or more rankings and only 16 (18%) in six or more.

The private corporate universities were the least old (p < 0.01). No association was found with the type of property both in the presence in rankings and in the positioning (p > 0.05), except in one where there was less participation of public institutions. Long-lived universities had higher participation and better positioning in rankings than those with less seniority (p < 0.01). The presence and better positioning in university rankings depend on institutional seniority and not on the type of ownership in Peruvian licensed universities.

This research highlights the lack of equity in several international rankings for the evaluation of the quality of universities, in the respect that most of them give priority to aspects related to institutional seniority and size. At the same time, the results of younger and smaller institutions are not put into perspective.

Research about the modern mutually beneficial nonprofit organizations (MBNPOs) has great value because of the increasingly important role that the MBNPO plays in society. The establishment and management of MBNPOs are critical for its development.

Integrated marketing communications (IMC) theory is applied to the research on establishment and management innovation. The establishment of MBNPOs needs four sequential steps: identifying the target group, providing services to meet the demand of stakeholders, designing appropriate communication tactics and deploying proper organizational structure to accomplish efficient communication.

Three types of approach enable traditional enterprises to transform into MBNPOs: product innovation, operational innovation and synergetic development. The application of IMC theory accomplishes management innovation of MBNPOs in three aspects: leading market-orientation specific to stakeholder-orientation, making management innovation systematic in MBNPOs and clarifying targets of management innovation in MBNPOs.

This is one of the first examinations of establishment path and management innovation of MBNPO based on IMC theory.

In light of Egypt’s expanding flow of online learning (OL), quality assurance (QA) has undoubtedly become a strategic priority. In the near future, QA strategy is anticipated to be a major topic of discussion in educational policy talks. Critical policy concerns must be addressed, like sustaining globally acceptable QA standards and responding to the government’s and other stakeholders’ goals and objectives for OL. Our chapter aspires to offer a contribution to current literature in this regard. This chapter aims to investigate the aspects of QA in maintaining OL, particularly in light of the COVID-19 pandemic. Particularly, we analyze internal QA of OL in the Egyptian higher education (HE) sector through quality assurance and accreditation project (QAAP) and program of continuous improvement and qualifying for accreditation (PCIQA). We discuss the external quality assurance and accreditation of Egyptian HE institutions with a special focus on the national authority for quality assurance and accreditation of education (NAQAAE). We investigate the policies, practices, and quality standards that are employed by HE institutions to ensure the quality of online courses and programs through document analysis.

Global leadership is a vibrant and still emerging field of study. As scholarship grows in this area, the boundaries of the field become more defined. This has a direct impact on curriculum selection for courses and degree programs focused on global leadership. This article begins by exploring how emerging areas of study become recognized as disciplines and applies this knowledge to the global leadership discipline. We also look at doctoral-level degree programs in global leadership, comparing, and contrasting their offerings and approaches, and reflecting on global leadership doctoral education’s role in the ultimate crafting of the discipline. Finally, the curriculum strategies within the doctoral program in global leadership at Indiana Tech are discussed to illustrate the complex and multidisciplinary approach required to prepare global leadership scholars-practitioners.

It has long been understood that many higher education institutions have failed to create a level playing field in the realms of both access and achievement for marginalized communities. These failures are particularly evident when examining the disproportionately low numbers of African American men in STEM fields. While a great deal of scholarship, speculation, and policy recommendations have been afforded to this topic, very few have asked the question of whose job it is to fund initiatives to support African American men in STEM? In this chapter, the authors revisit W. E. B. Du Bois' Talented Tenth framework to understand and make a case for the role of philanthropy in supporting diversity in STEM initiatives for African American men and how philanthropic investments from successful African Americans and businesses can create the economic structure necessary to foster interest in STEM fields from African American men. Moreover, the authors believe that an increase in Black philanthropic behavior will be instrumental in making the aspirations of program implementation and policy change a reality in higher education.