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The purpose of this paper is to determine the perspectives of increase of effectiveness of university education, related to the use of private educational resources.

In order to determine the dependence of effectiveness of university education on the use of private educational resources, this work uses the instrumentarium of economic analysis – in particular, the method of correlation analysis – for finding the value of the coefficient of correlation and regression analysis for compiling the model of paired linear regression. Using them, the authors determine the dependence of the quality of human resources in the country on the number of private organizations with their own educational resources and on the volume of private investments in education on the basis of the 2010-2014 data. In order to ensure comprehensiveness of research, it was conducted following the example of various countries – USA, India, France, Germany, and Russia.

The authors define the notion and determine the specifics of private educational resources, study their structure and sources, and substantiate the increase of effectiveness of university education as a result of the use of private educational resources with the help of economic and mathematical instrumentarium.

Practical significance of the research consists in the fact that proprietary conclusions, related to the use of private educational resources, are recommended for use in modern universities for increase of effectiveness of the system of university education.

The theoretical value of the conducted research is determined by its contribution to the development of the concept of human resources, through substantiation of necessity for use of new methods of their formation by means of use of private educational resources in the system of university education, as well as by its development of the concept of economic effectiveness, through determination of a new factor of effectiveness of university education – the use of private educational resources.

The economic crisis has its roots in the financial services industry, but it certainly impacted the higher education in a way that has far-reaching implications for the colleges and universities in the United States. With unemployment rates of 8% and above, it made it difficult for families to send their kids to colleges and as a result colleges faced decline in enrollments and pressure to cut costs. Discount rates at almost all universities with an average size of 8,000 or less went up significantly. Academic departments at various universities came under pressure to get leaner and perform better with fewer resources. In this study, we benchmark the financial performance of public universities and private universities against each other as well as against themselves over the years by using data envelopment analysis model. The study also compares universities, public and private, with less than 3,000 students and more than 3,000 students against each other as well as over a period of time. The study is important as it will help university policy makers identify their strengths and weaknesses so that they can capitalize on their strong academic programs and make changes to fix weaker academic programs.

The basic structure of Korea's formal education system is 6-3-3-4. This school system, which was established soon after its independence from Japan after World War II, has not been changed very much until recently. Primary education covers grades 1–6. Kindergarten has not been a part of the official school system until now, although making it a part of the pubic school system has been under discussion for some years. In the secondary education sector, there are two levels of schools: middle schools covering grades 7–9, and high schools covering grades 10–12. After 12 years of formal education, students advance to higher education. Typically, undergraduate degree (B.A. or B.S.) takes four years.

China has witnessed the emergence and rapid development of private higher education in the past three decades. As private higher education gradually takes on a more significant role in the Chinese educational system, due to the inability of the government to accommodate the growing demand for higher education, educational reform, influenced by the success of private higher education, will inevitably affect the quality and quantity of education overall.

This chapter focuses on several aspects of this development: the growth of private higher education in China, issues of finance and access, its relationship to the national system and to government policy, issues of ownership and the autonomy of private higher education, as well as the advantages and challenges of Chinese private higher education and the larger significance of its emergence in China. This study concludes that with proper management private colleges and universities will benefit from and contribute to Chinese society through multiple roles and responsibilities at their mature stage.

In the past couple of decades, higher education systems have been in transition in sub-Saharan Africa. The phenomenal growth of private, for-profit higher education institutions is almost universal. The global trends in higher education have affected the universities in sub-Saharan Africa as well. This chapter critically examines the rapid growth of private universities as a result of globalization and its impact on society. Although the research covers only Anglophone sub-Saharan Africa, the findings have broad implications for the whole of sub-Saharan Africa (Jokivirta, 2006). The chapter is divided into four major parts, namely globalization and the knowledge economy; the evolution of private higher education in the region, using two of the oldest universities as examples; the growth of private universities and the challenges facing them; and the linkages between foreign institutions and local ones. The empirical research on which this chapter is based is part of a longitudinal study, 2001–2006, of higher education in sub-Saharan Africa.

Private universities in Ghana are perceived to offer low-quality education, even though the few studies conducted have produced contradictory findings. In addition to the paucity of research in this area, the debate has not largely reflected the views of alumni. This study aims to present the perspectives of a major stakeholder group in education on the quality of the accounting programme offered by a chartered private university in Ghana.

A survey questionnaire was sent to 150 alumni from a private university who graduated between 2011 and 2015 to gather data and analysed using descriptive statistical methods and hierarchical factor analysis.

In contrast to the perception of low-quality programmes in private universities in Ghana, the alumni group believed that the private institution offered good-quality accounting programmes. The accounting programme was accessed to be fit for its purpose, and it has generally transformed the lives of the alumni group, thus making the programme meet their quality expectations.

The study’s findings are an important contribution to the debate on the quality of private universities programmes in general and specifically in accounting.

Although some research has been done on quality assurances and accounting programmes in public universities in Ghana, the authors know very little about the quality in private universities. The study presents the opinions of an alumni group on the controversy over private universities quality of education. This study closes a gap in the literature.

The purpose of this paper is to compare the sustainability dimensions reported on the websites of public and private universities in Ghana, an emerging economy.

The universities in Ghana were categorized under public and private universities. The top five under each category were chosen (by Edu Rank’s ratings), and data was gathered from the websites of the sampled universities. Data analysis was conducted using Global Reporting Initiative (GRI-G4) framework and sustainability tools for campus assessment. Findings were then analyzed through stakeholder theory’s lens and organizational characteristics such as ownership, students’ acceptance ratios, performance, size and age.

This study’s results show that the key aspects of sustainability disclosed on the websites of the sampled private and public universities in Ghana are more of economic and campus sustainability assessment indicators than the social and environmental dimensions. Contrary to the popular notion that private sector organizations do more sustainability reporting than those in the public sector, in the case of Ghana, the sampled public universities reported more than the privately owned universities. This study attributes the extent and variations of sustainability reporting among the public and private Ghanaian universities to the universities’ characteristics such as students’ acceptance ratios, performance, size, ownership and age.

The findings from this study indicate that in improving the value of sustainability reporting, stakeholders of the educational sector in emerging economies should encourage universities to adopt the GRI-G4 framework and campus sustainability assessment indicators in disclosing their sustainability initiatives.

To the best of the author’s knowledge, this paper is the first study to compare the extent and variations in sustainability reporting between public and private universities in an emerging economy.

Universally, university is considered as the apex body which is ethically obliged to present a substantial society. In doing so, universities often innovate dynamic business models and theories. Ideally, the countries whose universities contribute for better and sustainable business growth are the advanced one. However, universities themselves should be the business organisation – an argument is yet to receive attention. Although literature lacks in the area of education business especially university provision, the sector behaves as business entity after the inception of private sector. Therefore, this paper aims to explore the paradigm transformation of university sector and its impact on the society.

Given the differentiated nature of research questions, multiple techniques are used to collect the data. However, this research adopts the norms of qualitative methods. Both secondary and primary data are used. While secondary data are collected by University Grants Commission (UGC), primary data are collected through interviews.

Findings show that the development of university sector started following monopoly model. More than half a century, the same model was continued. Thereafter, duopoly model was introduced which carried until the inception of private sector. The growth of private sector followed oligopoly model which was further extended to small and medium enterprises (SMEs). These days, society compares university with “diploma mill”, as production of knowledge and civic society is longer than the part of the core business of university. Consequently, compromising with research is to be judged as a threat to overall development that includes business and social development.

A few studies have been published in the area of private university. To the best of the authors’ knowledge, none covers the oligopoly-ism and SME-ism behaviour of university and its impact on the concept of university and on the society. Therefore, this project aims to understand the norms of university business and its substantial contribution on the social change.

In an uncertain and competitive higher educational landscape, expedient management of professional capital could increase knowledge capital by ensuring the recruitment and retention of experienced and highly qualified academic staff. In this paper, a case study of a private university aims to evaluate the talent management of academic staff.

Primary datum amongst academic staff was collected using an online survey questionnaire and semi-structured interviews. Thematic analysis of interviews and descriptive analysis of three forms of survey were triangulated for richer data.

Most of the academic staff in this private university were intrinsically motivated and there was a low expectation to be active in research and publication. However, bibliometrics was a priority amongst senior academics interviewed. The lack of talent management in bibliometric profiles expressed by senior academics hamper academic progression and could contribute to high turnover intentions as push factors. Overall, there were no explicit talent management strategies by management identified.

This is a small-scale research project.

Management should explore various options for structuring career paths within the organisational structure to secure career commitment of the employees. Within private universities, this could take the form of secondments to industry as part of work-based learning projects which could then also result in research and publication.

Private universities widen the access to higher education and as such are an important research focus for improvements in quality and the retention of staff.

Research of staff talent management in a UK private university.

Due to scarcity of research in governance and accountability in private higher education in developing countries, the purpose of this paper is to explore the tensions surrounding good governance in legitimizing accountability in private universities in developing countries with reference to Bangladesh.

Mixed methods are employed: a quantitative survey of 1,576 students from all 79 private universities; qualitative interviews with 23 stakeholders; and policy documents including the Private University Acts, the World Bank Report and newspapers (1992-2015) were evaluated. The objectives of these mixed methods in this study are juxtaposed and generate complementary insights that together create a bigger picture surrounding governance and accountability issues.

Using Clark's (1983) triangle model (i.e. state control, academic oligarchy, and market forces together with the external influence of donors and boards of trustees as internal governance) and new institutional theory (DiMaggio and Powell, 1983), the major contributions of this study are explaining the root causes of the poor governance of private universities through three related factors: the substantial political power and autonomy held by boards of trustees; a lack of enforcement of Private University Act; and a lack of coordination among stakeholders. The coercive power of the state becomes powerless since the board of trustees ultimately enjoys political power and “does whatever it can.” The lack of coordination of the academic oligarchy (e.g. professors and academics) and market forces (represented by students) by the board of trustees creates a paradox of governance and hence a decoupling of formal policies and actual practice.

The findings have major policy implications for local and international policymakers for improving good governance in private universities in developing countries.

The novelty of the study's findings represents an initial effort to understand the complex and persistent phenomenon of prolonged poor governance of private universities in developing countries, which is largely neglected in the literature. This will undoubtedly contribute to literature and policy implications.