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The entry and experience of private providers of higher education in six countries

Hunt, SA; Callender, C; Parry, G; (2016) The entry and experience of private providers of higher education in six countries. Centre for Global Higher Education: London, UK. Green open access

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Abstract

Dr Stephen Hunt (UCL Institute of Education), Professor Claire Callender (Birkbeck College and UCL Institute of Education) and Professor Gareth Parry (University of Sheffield) investigate the emergence and nature of private universities in six countries: the US, Australia, Germany, Poland, Japan and Chile. Their report is based on desk research, conducted between March and April 2016, drawing on recent relevant and publicly available literature. The research explores: the history, context and nature of market entry by private providers; the relationships and interactions between private and public providers and the growth of private provision; patterns of course provision and student participation; the role of governments and regulatory authorities; and situations and instances of market failure and their impact on student participation, retention and achievement. While private higher education in each of the six countries has unique features, the report identifies some common characteristics and discusses some of the lessons from these six countries’ experiences for the UK.

Type: Report
Title: The entry and experience of private providers of higher education in six countries
ISBN-13: 978-0-9955538-0-4
Open access status: An open access version is available from UCL Discovery
Publisher version: https://www.researchcghe.org/publications/special-...
Language: English
Additional information: This version is the version of record. For information on re-use, please refer to the publisher’s terms and conditions.
UCL classification: UCL
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Education, Practice and Society
URI: https://discovery.ucl.ac.uk/id/eprint/1536278
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