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Management education has assumed phenomenal prominence in India in recent years, with branding being a prime factor used as a yardstick, rather a benchmark or point of reference, for one institution having an edge over the other. The purpose of this paper is to explore the factors leading to branding of management education in India. It proposes two frameworks using Total Interpretive Structural Model (TISM) for public and private sector management colleges. For this purpose, variables are extracted using systematic literature review, which play a crucial role in changing the dynamics of college rankings. The inquiry distinctly examines the nature of relationship between them for public and private colleges offering higher education. The study further proposes strategies for improvement of rankings by discussing the hierarchy and interrelationship among the enablers.

The study uses Interpretive Structural Model (ISM) to ascertain the linkages between the variables, and employs TISM to validate the reasons of association. The model was fabricated by consulting the experts from various spheres closely allied to branding and higher education, including the private agencies and decision makers in the selected colleges. The variables were furthermore structured for classification using Matrice d’Impacts Croises-Multiplication Appliqué an Classment Analysis.

It was observed that the variables behave differently when studied from the perspective of private sector colleges and public sector colleges; the former have seven levels of arrangement while it is only four for the latter. Quality of Faculty and Research were the key areas of concern for private sector colleges while infrastructure featured as a focal point for those in public sector. It was also evident that the placement of variables and their flow were different. Rankings should thus be premeditated differently for both the sectors and different weights should be assigned to rank the colleges.

The study is confined to branding of management education institutes in India, without considering other important disciplines for generalizing the framework. It is based on literature review followed by ISM, while other approaches such as ethnographic research methods and appreciative inquiry could have been possible alternatives as well.

The paper helps in developing different frameworks for private and public sector institutes, which would assist them to have a homogenous completion within their respective sectors. The study can be used to measure the performance of colleges on various parameters and gives them linking variables to enhance their productivity.

The paper discusses the need for developing a different barometer to measure the performance of private sector and public sector colleges offering higher education.

In April 1998, the legal status of further education colleges in Northern Ireland changed (Further Education (Northern Ireland) Order 1997). Their new legal status offers colleges the opportunity to develop a greater business focus while preserving a robust framework of public accountability. Colleges will need to respond in a balanced fashion to the competing demands made by multiple stakeholders. In order to assist colleges to respond to these challenges, the Department of Education (NI) has commissioned the Business Development Service, an agency within the Department of Finance and Personnel, to provide consultancy to those colleges which wish to explore the use of the business excellence quality model (developed by the European Foundation for Quality Management 1988‐1991). This paper evaluates the relevance and validity of this approach for all 17 further education colleges in Northern Ireland.

My study examines the pay-for-performance relationship surrounding executive compensation in higher education. There has been much criticism of the rising levels of university presidential pay, particularly in the public sector, citing it is pay without performance. Public colleges and universities are funded by taxpayers; therefore, their expenditures are even more heavily scrutinized than private institutions. Many feel that university executives are overpaid and are not delivering a return in the form of enhanced institutional performance to their investors, the public. Growing student debt only adds intensity to the outcry against heightened compensation. Proponents of the increasing pay levels contend that the ever-changing role of the university president and competition in the marketplace for talent warrants such compensation. Using data obtained from The Chronicle of Higher Education and Integrated Postsecondary Education System websites, I find a highly significant and positive relationship between compensation for executives at four-year public institutions and both the levels of university endowment and enrollment. These results support the pay-for-performance debate. In contrast, results for other performance measures, scholarships and graduation rates, do not support the debate. My study contributes to the literature examining pay-for-performance in higher education with an empirical analysis examining the institutional determinants of executive compensation for public colleges and universities.

This paper is focused on sectoral restructuring and changes in industrial relations in further education (FE colleges) during the 1990s, brought about by the 1992 Further and Higher Education Act. Its concern is particularly with the workplace implications of such restructuring and change for lecturers' union representatives and their members. The very rapid pace and fundamental nature of these developments generated deep and considerable workplace discontent, lecturers were denied an effective voice for the expression of this discontent and something close to a “Bleak House” scenario in FE colleges was created. There was a significant departure from what were essentially corporatist industrial relations traditions in the sector, and the paper suggests that there has been a lasting and critical effect on the nature and trajectory of industrial relations in FE in spite of policy initiatives and developments in the post‐1997 period of Labour government.

Property is a key resource for the delivery of public services and needs to be managed well. The previous Conservative government had a conviction that better value public services could be delivered by harnessing private sector expertise and, since the late 1980s, embarked on an unprecedented level of competitive tendering. This procurement method had extended to the appointment of property consultants, but the system encountered difficulties which research by the College of Estate Management (CEM) sought to explain. The research, undertaken in 1995 and 1996, involved interviews and major questionnaire surveys covering managers and property professionals in the public and private sectors, leading to recommendations about changes to practice and policy. This paper traces developments in local government, by comparison with central government, from before the advent of compulsory competitive tendering (CCT) for property services in April 1996 through to the latest changes proposed by the new Labour government after May 1997. It concludes that competition is an important management tool, but recommends greater flexibility in the way procurement is implemented.

Discusses the effects of financial constraints of the 1980s and 1990s which are being felt in all aspects of institutions of higher education. Looks into the differences and similarities in institutional leaders′ opinions with respect to environmental concerns based on the size, age, location, and sector of their institutions. Environmental concerns include government grants, inflation, enrolment issues and declining resources. Reports slight differences. Implies that all Alberta, Canada, institutions of higher education, irrespective of their size, age, location and sector are experiencing similar problems and perhaps in the same magnitude. Concludes that there is not a deliberate shift in government funding in favour of one institutional sector over the other. Suggests that institutional leaders within a system of higher education should search for ways to form a united front, educate the general public as to the situation of higher education, and seize the opportunity presented by the hard times to unfold a new vision and chart a new course for higher education.

Presents the findings from a study of 48 Colleges of Further Education (FE) who have participated in a diagnostic benchmarking exercise using the learning probe methodology. Learning probe has been developed from the established service probe tool (developed originally by London Business School and IBM Consulting) to support colleges of FE in their pursuit of excellence. Examines five main areas of business practice and performance consisting of business leadership; service processes; people; performance management and business results. Goes on to highlight the key strengths of the FE sector and their main areas for improvement (as defined by the sample of participating colleges). Although there are a number of practice and performance areas that need attention in particular practices relating to service processes, the sample also identifies that a number of colleges demonstrate strengths in these same areas. These issues are discussed and compared with experiences and anecdotal evidence collated from working with the FE sector over a number of years. Additionally, a comparison is made with a separate, regional benchmarking exercise that considered a number of educational organisations. Using the findings, the paper suggests a way forward for colleges to use the information which has grown out of this research. It is intended that the database will continue to grow as an information resource as learning probe becomes more widely adopted within the FE sector.

The African continent is filled with a textured history, vast resources, and immense opportunity. The landscape of higher education on such a diverse continent is extensive and complex. In this review of the landscape, four primary topics are evaluated. The historical context is the foundational heading, which briefly covers the evolution from colonization to independence and the knowledge economy. The second main heading builds upon the historical context to provide an overview of the numerous components of higher education, including language diversity, institutional type, and access to education. A third section outlines key challenges and opportunities including finance, governance, organizational effectiveness, and the academic core. Each of these challenges and opportunities is interconnected and moves from external influences (e.g., fiscal and political climate) to internal influences (e.g., administrative leadership and faculty roles). The last layer of the landscape focuses on leveraging higher education in Africa for social and economic progress and development. Shaping a higher education system around principles of the public good and generating social benefits is important for including postsecondary institutions in a development strategy.

The colleges and institutes of higher education (CIHE) constitute the least well‐known, the least well‐resourced, and the most varied and complex sector of higher education provision in the United Kingdom. Indeed, the variety and complexity of the institutions involved, both in their present character and in their origins and traditions, are such that it is tempting to view their existence as a “sector” as nothing more than an historical accident. Certainly the manner of the emergence of the colleges from the reorganisation of higher education (and teacher training in particular) during the 1970s contrasts strongly with the purposeful creation of the polytechnics in the years following the publication of A plan for polytechnics and other colleges in 1966. Although the creation of what has become in effect a third higher education sector was in one sense a consequence of the James Report, which proposed diversification in the colleges of education into non teacher training courses, James did not foresee the widespread closures and mergers which were to come. Coming in 1972 after a period of very rapid growth in teacher training, James envisaged the colleges continuing to develop as a separate group, and largely ignored the consequences of demographic change. The birthrate, however, was falling from 1964 onwards, and the implications for the colleges whose main commitment was to the training of teachers were enormous. In the end, it was this decline in the demand for teachers as much as the policy recommendations of the James Report which led to the establishment of the CIHE.

The Senior Lecturer in Educational Planning at North East London Polytechnic shows how the Government failed to use the right means to put the objectives of the polys into practice and how they are in danger of imitating the CATs' drift into university altitudes.