Thesis (Ph. D.)--Illinois State University, 1992. / Title from title page screen, viewed January 9, 2006. Dissertation Committee: John R. McCarthy (chair), Sally B. Pancrazio, Larry D. Kennedy, George Padavil, David L. Tucker. Includes bibliographical references (leaves 106-112) and abstract. Also available in print.

Thesis (Ed. D.)--West Virginia University, 2002. / Title from document title page. Document formatted into pages; contains v, 158 p. : ill. Includes abstract. Includes bibliographical references (p. 154-158).

published_or_final_version / Politics and Public Administration / Master / Master of Public Administration

The aim of this research is to determine the role of the major promotional media on potential students' choice of higher education institutions (HEOs) in Malaysia. In this study, HEIS refers to private higher education institutions which use a variety of strategies to recruit students. Ex-form 5 students in HEIs in Malaysia were the target group of this study, as they constitute the bulk of student intake for private HEIs in this country. Choosing a HEI to study is an important as well as a costly decision for a student. / Thesis (DBusinessAdministration)--University of South Australia, 2007.

Ever since the higher educational reforms were initiated in 1996, the competition in the marketplace of 546 Malaysian private education institutions has become tougher than ever. In fact, many Malaysian private colleges have experienced difficulties in recruiting students. Operating in such a competitive marketplace, many private colleges believe the importance of building a strong brand image in order to differentiate their offerings from their competitors, as evidenced by their co-branding with foreign universities. The increased competition has made these private colleges realize that possessing a strong brand is an essential part of their competitive advantage. / Integrated Marketing Communication (IMC) has been seen and practised as a valuable brand strategy since the 1990’s and it plays a major role in the process of developing and sustaining brand identity and equity. This research will be using a Malaysian private college (anonymously labelled as EJ College) as a case study to explore the feasibility of adopting IMC as a branding strategy for the college. / The research has identified four main barriers to IMC adoption, as perceived by the management and staff. These include a fear of change, departmental silos, lack of IMC expertise and poor stakeholder database support. Approaches to overcome the barriers were suggested: strong support from the management and the board of directors, a strong employee relationship, corporate learning, IMC training workshops as well as sophisticated customer and stakeholder databases. / Thesis (DBA(DoctorateofBusinessAdministration))--University of South Australia, 2006.

Thesis (Ph. D.)--University of North Texas, May, 2007. / Title from title page display. Includes bibliographical references.

Although a categorical definition of the concept of blended learning is yet to be established, in broad terms, Blended Learning refers to a system that combines traditional face-to-face teaching environments with an online component. This therefore makes the learning process far more engaging for the student and also enables the lecturer to extend teaching and learning outside the classroom. The private higher education institution that was the focus of this study (referred to as Campus A) had attempted to introduce blended learning as a teaching and learning approach at the institution. The site had been operating in Port Elizabeth for 15 years and offered a range of degrees, diplomas and certificates on a full time basis and a range of short learning programmes as part of their business school. Despite concerted effort made by the managers to drive the adoption of blended learning on the campus, the acceptance of this teaching practice had been slower than expected and, given the transformative potential of blended learning, the management of the campus wished to improve the adoption rate significantly. Therefore the primary purpose of this study was to identify adoption strategies that could be used to increase the acceptance of blended learning as a teaching strategy at Campus A of this educational institution. The study followed a two pronged approach; the first part entailed a review of literature on the successful implementation of blended learning. The review concluded with an adapted model that integrated relevant blended learning adoption factors. The model was thereafter used for the second part of the study, as a basis for questionnaires and interviews that were conducted with relevant staff with the aim of determining how the integrated model for the adoption of blended learning should be implemented on the campus.

This study examines and compares two well-established private universities in their provincial environments: Trinity Western University (TWU) in British Columbia, and Augustana University College (AUC) in Alberta. Three questions were addressed. First, what were the conditions that enabled TWU and AUC to take root and flourish in their environments? Second, in what way and to what extent are TWU and AUC "private"? Third, how have TWU and AUC survived in their public environments on issues related to achieving degree-granting status, quality control, academic standards and public acceptance? The main finding to the first question is that both universities were established by the faith, perseverance and volunteer action of supporting memberships whose philosophy and beliefs were mainly incongruent with those of the public environment. Both universities were given recognition by politically conservative governments whose ideology extolled the virtues of private initiative. The main finding to the second question is that both universities were not "private" to nearly the same degree. While both universities are recognized for their academic quality by the postsecondary environment, TWU exhibits characteristics that are more distinctive and incongruent with the public environment in its faith-affirming beliefs, governance, financing, missions, academic frameworks, faculty, students and ethical standards. AUC, on the other hand, is far more "public-like" in these aspects, and is formally accountable to and part of the postsecondary education system of Alberta. The conclusion to the third finding is that TWU has depended on maintaining its distinctiveness and financial autonomy whilst maintaining recognition and acceptance by its environment in order to remain viable. AUC, by contrast, has depended on relinquishing much of its distinctiveness and autonomy in order to receive provincial support and recognition. These two cases illustrate that the idea of "private" as opposed to "public" universities should be viewed as a matter of degree rather than in absolute opposite terms.

Education in South Africa, in the times of the national government, had been regulated and controlled. During the 1990's, however, with the emergence of the new democratic government, the degree of control and regulation eased to allow a spirit of free enterprise. This provided entrepreneurial opportunities to engage in the provisioning of education. These opportunities proved very successful resulting in good business options. This development was not matched with any regulation or standards, consequently no mechanisms were in place that provided guidelines on personal and academic quality. In most cases private providers were not of an academic background and therefore based their practice strictly along business lines. Private providers sought accreditation from international partners. This had reciprocal benefit in that it added a sense of legitimacy and credibility to the private provider while at the same time providing financial benefit to international universities. Over time, as a result of lack of research and development in this sector it was assumed that the private sector was responsible for the loss of student numbers in the public sector. This together with the findings of the task group delegated by the Minister of Education highlighted the urgent need to regulate this sector. This resulted in a sequence of events that gave rise to the regulation policy. The policy required that private providers report on their quality assurance mechanisms. The process was two pronged namely, the application for accreditation and the application for registration. The Department, as a result of lack of capacity, had engaged SAQA (South African Qualifications Authorities) to implement the accreditation process. This was an interim process till such time the Higher Education Quality Council is fully set up. The process proved complex, the document to apply for accreditation, termed the "blue book" was not a user friendly document. This coupled with the lack of academic experience in quality assurance on the part of private providers, resulted in severe implementation problems. This study addresses the implementation process by the Department of Education. It looks at the responsibility and participation of all stakeholders in the process and attempts to identify what factors had contributed to the poor implementation. The study probes the responses from private providers in Kwa-Zulu Natal and from the regulatory authorities. The study is grounded in the literature survey. One must be mindful that this regulation process is a new development. The work of the HEQC and the Council on Higher Education is new. Currently there are web sites that outline clearly their aims, objectives, process and procedures. However, at the time of the first implementation in 1998, little information was available. The documentation was developed after the process had been implemented. This coupled with understaffing from SAQA and the DoE exacerbated the problem. This study therefore explores the implementation process. This process is now improved and changed now the Council on Higher Education has implemented the quality assurance mechanisms. / Thesis (Ph.D.)-University of Durban-Westville, 2002.

Thesis (Ed. D.)--Victoria University (Melbourne, Vic.), 2008.