Post apartheid South Africa saw the introduction of many policies and legislations that were to meet the goals of democracy, social redress, equity and development. One of the crucial legislations that guided the restructuring of higher education was the South African Qualifications Authority Act (SAQA) of 1995. Within this SAQA Act (1995) is the issue of quality assurance. Through a system of quality assurance and through processes such as the registration of higher education practices and programmes such as the Education and Training Quality Assurance Bodies (ETQA), the National Standards Body (NSB), the Standards Generating Bodies (SGB), the Council of Higher Education and the Higher Education Quality Committee (HEQC) within the SAQA Act mandate. The higher education sector is been guided to offer relevant and responsive needs that meet the needs of learners, employers and other stakeholders. Quality Assurance could relate to greater accountability and efficiency in respect of education or higher standards of education provision. It is within the expression of higher standards and comparability of quality assurance that through the SAQA Act (1995) all providers of higher education, whether public higher education providers of private higher education providers, are required to register as providers of higher education programmes and to register its programmes been offered. It is within this expression of quality assurance that this study is located. This study examined the impact of the Quality Assurance Legislation on programme design of the Information Technology (IT) Department within the School of Technology at Anchorlite College, which is a private higher education institution (PHEI). The Study focused on two critically questions, viz: i. Did the PHEI use a quality assurance system before the quality assurance legislation? ii. What impact did the quality assurance legislation have on pedagogy, resources and content of programme design of a PHEI A case study method was used on a purposeful sampled PHEI to illuminate the impact of the quality assurance legislation on programme design at Anchorlite College. Data was obtained through an interview with the Head of Department. The institution's records were used to retrieve data. Also a questionnaire was administered to the IT staff The findings indicate that there are both positive and negative aspects concerning the impact of the quality assurance legislation on programme design. The SAQA Act (1995) did impact on the IT programme pertaining to staffing, physical resources, assessment, programme design and learners. The findings indicate that the quality assurance legislation within the' Requirements for Learning Programmes' (SAQA, 1998) influenced and impacted the IT programme. This impact was indicated by appropriate and adequate staff have been employed to support the learning programme, the physical resources have increased, a more informed assessment strategy has been implemented and the learners admission requirements into the IT programme has changed by introducing aptitude testing. The findings did indicate that some staff was aware of the quality assurance before the SAQA Act (1995) The recommendations of this study indicate that the staff aligns themselves with the needs of the industry by internships or forming partners with industrial organizations. The IT programme will have to be reviewed and adapted to include the needs of the industry. The system of staff development programmes is implemented so that the staff becomes familiar with the new skills and techniques of industry. The SAQA Act (1995), the quality assurance legislation did impact on the programme design of the IT programme at Anchorlite College. / Thesis (M.Ed.) - Educational Management)-University of Durban Westville, 2002.

This study searches for a set of common indicators that contributed to the ultimate closure of 40 colleges and universities between 1965 and 2005. From research on related literature, a set of 31 contributing factors was identified by published experts and observers in higher education. That set of indicators was then used as a list of 31 questions answered by data found in newspaper articles, professional journals, published research work, published institutional records, data taken from the Department of Education, data taken from IPEDS, data published in historical recounts of the colleges of interest, etc. The data was accumulated in the form of yes/no responses to the 31 questions. Although the study involved only 40 colleges and universities this population represents the majority of institutions that pass the restrictions of limitations and delimitations described in the full document. The complete data set was processed using SPSS which produced ANOVA tables and level of statistical significance for each indicator question. The results indicate that out of the 31 original indicator questions there were two groups of statistically significant indicators. The larger group of indicators having statistical significance at the .05 level encompassed the smaller group having statistical significance at the .001 level. There were ten indicators in the first group with significance at the .05 level and seven in the second group with significance at the .001 level. Both groups conform to Bowen's revenue theory of cost associated with the operations of colleges and universities. The first group also has a cultural values component observed by a number of the experts cited in this study. The second is very tightly associated with Bowen's revenue theory of cost and Bates and Santerre's for profit theory of economics. Future research needs to be done to investigate the effect of such use of those indicators and to cause change in their use by educating those entities who are informed by those indicators.

La presente investigación de tesis tiene como objetivo determinar la relación de los factores básicos de las incubadoras en los emprendimientos de las universidades privadas en Lima Metropolitana, año 2018, por ello durante la investigación se realizó un acercamiento a las incubadoras de negocios y a sus equipos para conocer los factores básicos y entender cómo se realizaban los programas de incubación; además, de obtener información sobre los factores de los emprendimientos. El trabajo de investigación se encuentra dividido en cinco capítulos que son: Capítulo 1. Marco teórico, se realiza una investigación a través de fuentes secundarias donde se desarrollan conceptos de las incubadoras de negocios, antecedentes, definiciones, servicios, ventajas, tipos, factores y dimensiones; de igual forma se estudió la variable emprendimiento y la relación entre ambas variables; asimismo, un análisis del sector universidades privadas de Lima Metropolitana. Capítulo 2. Plan de investigación, se formula la situación problemática de la tesis, el problema principal, problemas específicos, objetivo general y objetivos específicos, la hipótesis inicial e hipótesis específicos. Capítulo 3. Metodología de investigación se definió la población, la muestra para las investigaciones cualitativas y cuantitativas. Capítulo 4. Desarrollo de Investigación, donde se realizó la investigación a través de la entrevista a profundidad y el cuestionario. Capítulo 5. Análisis de Resultados, se realiza el análisis de los instrumentos. Concluyendo con la validación de la hipótesis general y específicas en base a los resultados obtenidos. / The objective of this thesis research is to determine the relationship of the basic factors of the incubators in the ventures of the private universities in Metropolitan Lima, 2018, so during the investigation an approach was made to the business incubators and their teams to know the basic factors and understand how the incubation programs were carried out; in addition, to obtain information about the factors of the ventures. The research work is divided into five chapters that are: Chapter 1. Theoretical framework, research is carried out through secondary sources where concepts of business incubators background, definitions, services, advantages, types, factors and dimensions are developed; In the same way, the variable of entrepreneurship and the relationship between both variables were studied; also, an analysis of the private universities sector of Metropolitan Lima. Chapter 2. Research plan, the problematic situation of the thesis is formulated, the main problem, specific problems, general objective and specific objectives, the initial hypothesis and specific hypotheses. Chapter III Research methodology population was defined, the sample for qualitative and quantitative research. Chapter IV Research Development, where the research was carried out through the in-depth interview and the questionnaire. Chapter V Analysis of Results, the analysis of the instruments is carried out. Concluding with the validation of the general and specific hypothesis based on the results obtained. / Tesis

Small private colleges represent a unique and important element of diversity within American higher education. Their small size, heavy dependence on tuition, and limited resources, have caused them to be repeatedly identified as singularly threatened with enrollment declines. Despite these predictions the evidence indicates that most of these colleges survived the 1980s and many thrived. This study had two major goals. The first was the characterization of institutions within the population during the 1980s with regards to environmental characteristics, institutional attributes and academic strategic actions. The second was the description of the relationships between these variables and enrollment changes in the 1980s. The population was composed of Liberal Arts I and II colleges with independent ownership and average Fall, 1980 enrollment between 100 and 1000. This study utilized data from two primary sources; a questionnaire distributed to academic officers, and several self-reported, public domain sources. The survey was distributed to all 294 institutions in the population with 219 returned (74% completion rate). Basic descriptive statistics were used to characterize the population. A list of statistically and substantively significant variables were identified using a set of criteria for causal inference. Factor analysis was utilized to develop factors from the significant variables and these factors were entered into a multiple regression model to explain variance in enrollment growth. These colleges were located in highly populated areas shared with many institutions offering two- and four-year degrees. Nearly three-fourths of the academic programs at these institutions were classified as liberal arts in 1989. The 1980s saw an increase in the number and proportion of professional programs and the number of programs for "non-traditional" students. These colleges added Associates and Masters degrees, and increased the number and proportion of graduate students. The selectivity of nearly 90% of these institutions was minimally or moderately difficult in 1989 and 84% were church-related. Two categories of environmental characteristics were related to enrollment changes in the 1980s. The first was the size of the immediate community, and the second was the level of local competition. Community size was the only environmental factor which substantively explains any of the variation in 1980s enrollment change. Four factors were identified which characterized the relationship of institutional attributes and enrollment changes in the 1980s. These factors were; the age of students, the balance of professional and liberal arts programs, and two variables related to institutional image. Collectively, three of the four factors explain ten percent of the variance in 1980s enrollment change. Eight factors characterized institutional actions influencing enrollments. These factors include adult programs and policies, institutional student selectivity, internal activities focused on traditional student pools, non-traditional student support and recruitment, non-traditional program development, changes in institutional policies (calendar and directed studies), addition of graduate programming, and increase in transfer students. Collectively, factors one, two, three, five, and eight explain over 30% of the variance in 1980s enrollment change. When all fourteen of these factors were entered into a multiple regression model, the six factors that loaded were; student selectivity, traditional student responses, nontraditional programming, transfer students, average student age, and community size. These factors explained nearly 35% of the variance in 1980s enrollment change. These findings indicate that the greatest influences on enrollment change in the 1980s were related to non-traditional students. Those institutions which showed increases in non-traditional programs, non-traditional students, and average student age, showed the greatest increase in enrollments. Those institutions located in rural regions and those which reported the use of more traditional institutional responses to enrollment challenges (e.g. freshman advising programs) showed lower enrollment gains. Finally, higher levels of student selectivity co varied significantly with enrollment rates.

Thesis (Ph. D.)--University of Missouri-Columbia, 2001. / Typescript. Vita. Includes bibliographical references (leaves 95-107). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 2001. / Typescript. Vita. Includes bibliographical references (leaves 95-107). Also available on the Internet.

Not available / text

This study explores the notion of autonomy in the dynamics of private higher education in China. Focusing on the role and function of autonomy in the operation of private institutions of higher education, it examines the evolution of government policy, documents the recent rapid development of private post-secondary institutions, and investigates the quality of the relationships between private institutions, their communities, society and government. / Data were collected from government sources and from fifty-six private institutions through various methods, including interviews, questionnaires and case studies. / Qualitative analysis of the data revealed different dimensions, perceptions, and patterns of autonomy in these institutions. / The study found that institutional autonomy has generally promoted efficiency and flexibility in the operation of these institutions and allowed adaptability and responsiveness to changing social and economic conditions which in turn, have enabled private higher education to contribute significantly to the on-going transformation of Chinese society. However, such autonomy is subject to both external internal constraints and problems, including some restrictive government policies, the lack of financial resources and inexperience in private school operation.

The study focuses on the service quality of Damelin College in Pietermaritzburg. Damelin College strives to ensure that students extract every promising benefit their courses. Damelin College aims at being a provider of quality, learner -focused education. The various opinions and attitudes of students regarding the service quality at Damelin College is investigated using questionnaires. This study covers the service quality aspects of private tertiary institutions. Data for the study was collected at Damelin College using a random sample of two hundred participants. The service quality of Damelin is discussed in detail as well as the theory of quality dimensions. The significance of service quality for tertiary institutions is a major aspect and all students need to receive the most appropriate form of respect and understanding. The high commercialized fees that students pay needs to be equate to the standard of the education that they receive. In relation to the problem statement, the research objectives are as follows: 1. To measure the impact of the service quality in private tertiary institutions. 2. To undertake an empirical analysis of the linkage between private tertiary institutions. 3. To investigate what aspects contribute to the choice of a private institution in which to study. 4. To determine how service quality influences where to study. Private institutions, who want to gain a competitive edge, may need to begin searching for effective ways to attract, retain and foster strong relationships with students. The service quality dimensions are tangibility, responsiveness, reliability, assurance, empathy, overall service quality and student satisfaction. / Thesis (M.Com.)-University of KwaZulu-Natal, Pietermaritzburg, 2012.

Thesis (Ed. D.)--University of Toronto, 2004. / Adviser: Angela Hildyard.