D. Ed. (Educational Management) / The cornerstone of this research is to understand the role of the Private Higher Education (PHE) sector in South Africa, including the challenges and problems encountered by the Private Higher Education Institutions (PHEIs) in competing in the public HE sector that is legally accountable to and funded by government. The country’s HE sector is deeply fragmented owing to the past racial divisions and inequalities, and the research thus intends to contribute to the debate on implementing a unified and inclusive model for HE. The model will include Private HE as one of the major stakeholders, offering much-needed programmes and requisite skills. The research focuses on how PHEIs perceive the policies and regulations that govern them, in terms of governance, management and funding, based on their quest to operate on the same level and standards with public HE institutions. There are many existing problems, tensions and contestations in the HE sector. The research method is quantitative, designed to elicit the views of PHE institutions, private providers, authorities and regulatory bodies. A structured questionnaire consisting of 50 items was sent to 500 private HE management staff, lecturers, trainers and owners, with a return rate of 61, 2%. After two successive factor analytic procedures the responses to the 50 items were reduced to two factors or dimensions, namely responsive governance (27 Items with α = 0.75) and policy intervention (14 Items with α = 0.63). On reflection, the items were renamed as aspects facilitating management (FB2.1) and aspects impeding management (FB2.2), and were used as parameters for the quantitative research paradigm. The responses from participants were coded and analysed, and themes or factors emerged from the first-order analysis of the data. The results of the data analysis revealed that holistic management models are developed by engaging all the stakeholders through the process of merging collegiality and managerialism, by adapting to change and transformation in higher education. There was a striking similarity between the literature review and the structured questionnaire in that the integrated management model is composed of the various emerging themes, such as systemic tensions, aspects of restrictive governance, government funding, regulatory constraints, franchising concerns about outsourcing and equity issues. The recommendations in this research are based on the six identified themes on the findings from the literature review as well as the findings from the structured questionnaire.

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, Faculty of / Educational Studies (EDST), Department of / Graduate

The purpose of this study was to determine the scope of degree-granting programs offered by selected United States industrial corporations. A sample was selected randomly from those corporations with five thousand or more employees listed in the 1980 Fortune Double 500. The sample was stratified by industrial type and number of employees. Data were collected through a mail questionnaire sent to specified corporate officers of 330 corporations. Of the 223 responses received, six were not usable for a variety of reasons. The return of 217 questionnaires from the remaining 324 yielded a response rate of 66.97 percent. The questionnaire was formulated according to the research questions posed in the study and was designed to encourage response from corporate personnel. A case study approach was employed to compare the curricula of corporate-sponsored degree programs with traditional collegiate programs. The corporate degree programs analyzed were associate's degree in electronic engineering technology and bachelor's degree in computer science for business (DeVry Institute of Technology, Bell and Howell Education Group), master of software engineering (Wang Institute of Graduate Studies, Wang Laboratories), and the bachelor's degree programs offered by General Motors Institute in electrical engineering, mechanical engineering, industrial engineering, and industrial administration. The following five items highlight the results and conclusions of this study: (1) One corporation reported offering four degree programs; five more corporations planned to establish a combined total of nine more degree programs within the next few years. (2) It can be anticipated that within the next five years, eight industrial corporations plan to offer a combined total of nineteen college-level degree programs. (3) The corporate degree programs in existence or being planned tended to be in engineering, computer science, and management. (4) Curriculum analyses of corporate degree programs revealed in this study indicated that these programs were comparable to traditional collegiate programs in most respects. (5) Over one-quarter of the respondents indicated that the corporation either participated with local postsecondary institutions to provide educational opportunities for their employees or had tuition-assistance plans for employees.

In the 1990s, Senge advocated building the Learning Organization by practicing five disciplines. Facing the uncertainties of a rapidly changing marketplace, the competitiveness between organizations has become conspicuously important. Therefore, learning, and acting faster than competitors is critical in the success of companies' existence, management and development. / Organizational Learning (OL) and renewed competence help an organization to better understand the actual situation, gain new knowledge, and adopt effective, innovative and coordinated action to suit the fast changing environment. Kurt Lewin (1946) first used the phrase 'action research'. Action research (AR) is a methodology which that uses an action spiral of planning, action, observation and reflection (including evaluation) to find facts, solve problems, and improve performance. Performance Management is also a continuing process, through the development of individuals and teams to promote organizational performance. The main purpose of performance management is to link individuals and teams to organizational goals for continuously enhancing their performance. / The action researcher first reviewed the literature about organizational learning, learning organizations, and action research and performance management; and brought up some new viewpoints and developments. Secondly, this study led to the design of a systematic framework (OL-WA model) including the organization's concerns, organizational learning, willingness to act, and organizational performance, to increase the research performance (i.e. main competitive advantage of the university) at Chienkuo Technology University (CTU) in Taiwan. Finally, this study used the methods of organizational learning, action research, performance management, and survey questionnaires to manage and enhance the research performance. Considering the improvement through implementing the above methods and critical factors that influence research performance at CTU, the findings, analysis and serial actions being explored should help bring out some valuable academic contributions and helpful experiences, knowledge and constructive suggestions for the academic and business circles in Taiwan. / Thesis (DBA(DoctorateofBusinessAdministration))--University of South Australia, 2006.

Title from PDF of title page (University of Missouri--Columbia, viewed on Feb 15, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Dissertation advisor: Dr. Phillip E. Messner. Vita. Includes bibliographical references.

Thesis (Ph. D.)--Illinois State University, 2002. / Title from title page screen, viewed February 2, 2006. Dissertation Committee: William C. Rau, George Padavil (co-chairs), James C. Palmer, Phyllis McCluskey-Titus. Includes bibliographical references (leaves 124-129) and abstract. Also available in print.

Thesis (Ph. D.)--Illinois State University, 1995. / Title from title page screen, viewed May 1, 2006. Dissertation Committee: Edward R. Hines (chair), Robert Arnold, G. Alan Hickrod, James Palmer. Includes bibliographical references (leaves 174-185) and abstract. Also available in print.

The purpose of this study was to identify indicators of quality for liberal arts colleges and universities as defined by internal and external constituents, and to compare the results of this study with those of two-year public institutions. The internal constituents included college and university presidents and faculty, and the external constituents consisted of officers of Chambers of Commerce and the Kiwanis International, representing business and industry. A survey instrument of 70 items was sent to the constituents of 148 institutions accredited by the Southern Association of Colleges and Schools. A total of 592 surveys were sent with an average response rate of 56.93%. The study was limited to Baccalaureate (Liberal Arts) Colleges I and Baccalaureate (Liberal Arts) Colleges II according to the Carnegie Foundation for the Advancement of Teaching. There were 57 survey items identified as indicators of quality by agreement of all respondent group means. The highest ranked indicator of quality was faculty commitment to teaching. The Analysis of Variance revealed close agreement by constituents on 17 of the quality indicators. There was close agreement also that three of the survey items were not indicators of quality. Fisher's Multiple Comparison test revealed that various constituents rated some survey items significantly higher than all other groups. The items that presidents, faculty representatives, and Chamber of Commerce officers each rated significantly high indicated the unique perspective of each constituent group. The Kiwanis officers responded similarly to the Chamber officers but did not rate any survey items significantly higher than other groups. Internal constituents rated seven items significantly higher than external constituents. These items centered mainly on faculty characteristics. External constituents rated three items higher than internal constituents. These survey items focused mainly on curriculum issues that related to the community and real-world problems. Seventeen conclusions were drawn from the study and implications for practice were formulated in areas such as faculty teaching, student interaction, learning outcomes, institutional effectiveness, external constituents, goal setting, advertising, and recruiting.

The purpose of the study was to gather sufficient data from a campus questionnaire and subsequent follow-up interview with the primary college administrators within the target population to accurately describe conditions of the fraternity systems on those campuses. The population for this study consisted of selective, small, private colleges and universities in the Northeast and Middle Atlantic region of the country. The target population of twenty-six colleges and universities was identified from the respondents to the campus questionnaire and included schools from the states of Maine, New Hampshire, New York, Massachusetts, Connecticut, and Pennsylvania.

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.