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Changing Nature of Higher Education

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Text Preview Assignment 1: Changing Nature of Higher Education

by
James A. Poag
EDD 9810
Contemporary Challenges in Higher Education Leadership

Nova Southeastern University
March 10, 2013

Table of Contents

Page

Introduction…….............................................................................................................................3

Changing Faces of Public Accountability………………...............................................................4 Evolution of Accountability for Corinthian Colleges......................................................................6 Managing Gainful Employment and Placement at Everest….........................................................8 Mission and Future Implications...................................................................................................10

Conclusion……….……………………………............................................................................11 References.……….……………………………............................................................................12

Introduction
Proprietary education first appeared in the 1600’s about the same time that institutions like Harvard were being created. For much of US History these schools provided popular mass education in contrast to traditional colleges that were often reserved for the elites (Thelin, 2011). Generally, the purpose of these schools, besides profitability was to provide practical and narrowly focused training, thus filling a need not addressed by traditional education (Beaver, 2009). In addition, for-profits also became known for providing training for minorities, women, and in general, students from the lower social strata, a trend that would continue well into the 20th century (Apling, 1993). From an historical perspective, for-profits have experienced periods of relative prosperity and decline. In terms of prosperity, the peak occurred following the civil war as proprietary institutions sought to provide training for an expanding industrial sector. By 1893, there were approximately 115,748 students enrolled at for-profit schools (Beaver, 2009). On the other hand during the Progressive Era, for-profit schools were deemed unnecessary and invaluable especially if traditional schools were developed and managed efficiently. By 1972, amendments to the Higher Education Act permitted students attending for-profit schools to receive federal student-aid such as grants and loans (Thelin, 2011). Congress believed that students attending these institutions should receive an equal opportunity regardless of their disadvantaged backgrounds. As a result, it is estimated that during that year, for-profits accounted for one-half the increase in higher education’s total enrollment (Beaver, 2009). It is interesting to note that tuition levels at many for-profits are set in accordance with the typical amount of government sponsored aid available to the student, thus questions have been raised regarding the accountability of many proprietary institutions with regard to quality student learning. This paper will focus on how governmental accountability standards have transformed policies and procedures at Everest Institute a subsidiary of Corinthian Colleges. Changing Faces of Public Accountability

Both public and private institutions are held accountable to the people that support them (Altbach, Berdahl, & Gumport, 2005). For public institutions their support is primarily from the public; however private institutions such as Everest are governed by their stockholders and a governing board of directors. The interests of these institutions are determined by both external and internal political policies that can create a complex system of compromises and the accommodation of several different conflicting objectives (2005). There was a point in time when the general public was not... Show More

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