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Journal articles on the topic 'Privatization of Higher Education'

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Published: 4 June 2021
Last updated: 3 February 2022

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1

Tilak, Jandhyala B. G. "The privatization of higher education." Prospects 21, no. 2 (June 1991): 227–39. http://dx.doi.org/10.1007/bf02336063.

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2

Rae, Peter. "New Directions: Privatization and Higher Education in Alberta." Canadian Journal of Higher Education 26, no. 2 (August 31, 1996): 59–79. http://dx.doi.org/10.47678/cjhe.v26i2.183238.

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Recent Alberta initiatives in higher education reflect a growing Canadian preoccupation with privatization. Opposing ideological forces offer conflicting assessments of privatization in higher education: as endangering the very nature and goals of higher education or as simply providing additional resources and greater consumer choice. Privatization in higher education is identified as a shift in the balances of finance or control from public to private. It is implemented in higher education through the encouragement or toleration of private educational institutions or through the fostering of private investment in public systems. Alberta's 1994 restructuring of postsecondary education is identified as an approach which implements a privatization agenda while claiming to safeguard public interests.
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3

Benjamin, Kapinga Bernadetha, and Bie Dunrong. "Privatization of Higher Education in Tanzania." Social Sciences 5, no. 1 (January 1, 2010): 45–48. http://dx.doi.org/10.3923/sscience.2010.45.48.

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4

Bone, Drummond. "Debate: Internationalization and privatization of higher education." Public Money & Management 33, no. 3 (May 2013): 217. http://dx.doi.org/10.1080/09540962.2013.785708.

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5

Majumdar, Manabi. "Report Privatization of higher education in India:." Review of Development and Change 1, no. 1 (June 1996): 157–63. http://dx.doi.org/10.1177/0972266119960113.

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6

Hoang, Lan. "Twin Privatization in Vietnam Higher Education: The Emergence of Private Higher Education and Partial Privatization of Public Universities." Higher Education Policy 32, no. 3 (March 6, 2018): 359–80. http://dx.doi.org/10.1057/s41307-018-0086-8.

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7

Brady, Henry E. "Let's Not Railroad American Higher Education!" PS: Political Science & Politics 46, no. 01 (January 2013): 94–101. http://dx.doi.org/10.1017/s104909651200159x.

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Politics, economics, and technology have conspired to make this an exceptionally challenging time for American higher education. Some critics claim that costs are out of control in traditional public and private nonprofit higher education. They believe these institutions will soon go the way of the railroads as for-profit institutions displace them and the Internet replaces college campuses and classrooms. Other critics bemoan the privatization of higher education and the increasing role of market forces. Still others think higher education has lost its way and fails to focus on educating undergraduates.
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8

Kwiek, Marek. "Changing Public-Private Dynamics in Polish Higher Education." International Higher Education, no. 86 (May 25, 2016): 18–20. http://dx.doi.org/10.6017/ihe.2016.86.9368.

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The public–private dynamics in systematically contracting Polish higher education has been changing rapidly. In the global context of the increasing reliance on cost-sharing mechanisms and the private sector growth, the Polish system seems to be moving in the opposite direction as our data show. The Polish trend of higher education de-privatization (in funding and enrolments) goes against the global trend of its privatization. The Polish case shows how fragile private higher education is when its dominating demand-absorbing subsector is confronted with a double challenge of changing demographics and massive public financing in the public sector.
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9

Azra, Azyumardi. "Indonesian higher education: from public good to privatization." Journal of Asian Public Policy 1, no. 2 (June 25, 2008): 139–47. http://dx.doi.org/10.1080/17516230802094411.

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10

Kwiek, Marek. "De-privatization in higher education: a conceptual approach." Higher Education 74, no. 2 (August 18, 2016): 259–81. http://dx.doi.org/10.1007/s10734-016-0047-3.

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11

Wamimbi, Fred, and Nafiu Lukman Abiodun. "Privatizaion of Higher Education and Excellence Without a Soul." INTERDISCIPLINARY JOURNAL OF EDUCATION (IJE) 4, no. 1 (May 31, 2021): 88–99. http://dx.doi.org/10.53449/ije.v4i1.148.

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Privatization of education in both developed and developing countries over the last century has registered a positive trend in the field of education. With the rise of capitalism and privatization of higher education by the government of Uganda, there is an increasing attempt to privatize public services, including education, so that citizens will have to buy them at market value rather than have them provided by the government. The department of higher education in Uganda concentrates strongly on the role of education in servicing the economy through taxation to the neglect of its social and developmental responsibilities. The vision of the university as a place for the education of the elite and for elite education has had a powerful historical precedent in Plato’s Academy. To what extent the Platonic view of education still dominates our thinking about the role and purposes of universities is arguable. Commercialization is normalized and its operational values and purposes have been encoded in the systems of all types of universities. Correlatively, what is happening in the universities is that they are being asked to produce commercially oriented professionals rather than public-interest professionals. While this may seem like merely a change in form rather than substance, the danger with this advancing marketised individualism is that it will further weaken public interest values among those who are being educated in private universities. In this paper, the writer presents an examination on the impact of privatization of higher education on the original purpose and values of education to the individual, the society and the Ugandan nation as a whole hence promoting privatization of higher education and excellence without soul.
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12

Lal, Shyam, and Dinesh Kumar. "The Role of Privatization of Higher Education in India." Research Journal of Humanities and Social Sciences 10, no. 2 (2019): 484. http://dx.doi.org/10.5958/2321-5828.2019.00080.9.

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13

Lyall, Katharine C., and Kathleen R. Sell. "The De Facto Privatization of American Public Higher Education." Change: The Magazine of Higher Learning 38, no. 1 (January 2006): 6–13. http://dx.doi.org/10.3200/chng.38.1.6-13.

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14

Levy, Daniel. "Evolving Privatization in Eastern and Central European Higher Education." European Education 46, no. 3 (October 2014): 7–30. http://dx.doi.org/10.2753/eue1056-4934460301.

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15

Datta, Lusika, and Usashi Kundu De. "Privatization of Education in India: A Critical View." International Journal of Social Sciences and Management 8, no. 2 (April 28, 2021): 352–58. http://dx.doi.org/10.3126/ijssm.v8i2.34563.

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Privatization is considered a process which is defined as the transfer of shares or assets, management, responsibilities from the public to private sector. Today it becomes a major issue in Education system. The present paper traces supportive decisions taken by India Government favouring privatization of Education. It also seeks to analyse the present condition of higher education with special reference to privatization of education in India. The paper follows analytical description as methodology through secondary data. It points out the emergence of private sector in higher education. Positive and negative impact of privatization on education & society are also identified. Int. J. Soc. Sc. Manage. Vol. 8, Issue-2: 352-358
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16

Mirzamohammadi, Mohammad Hasan, and Hamdollah Mohammadi. "NEOLIBERALISM AND HIGHER EDUCATION IN IRAN: A CRITICAL PERSPECTIVE." Problems of Education in the 21st Century 75, no. 5 (October 25, 2017): 467–82. http://dx.doi.org/10.33225/pec/17.75.467.

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Present research aims to explore the effects of Neoliberalism on higher education based on the Henry Giroux's artistic view points and to examine the process of commercialization and privatization of higher education in Iran, from the same perspective. Giroux considers market-oriented reforms in higher education as a part of the hegemony of Neoliberalism, which seeks to realize the competitive homo economicus, as the ideal man, through using the new techniques of governmentality. Today market-oriented reforms in higher education are prevalent throughout the world. But what is currently in progress as privatization and commercialization in the higher education of Iran is a pale copy of Neoliberalism’s logic which is to justify the profit-oriented view of the knowledge and university. Market-oriented reforms of this type are not compatible with Islamic educational goals and will do much harm to Iranian higher education and will have negative impacts on Iranian universities. Keywords: neoliberalism, Henry Giroux, higher education, Iran.
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17

Ehrenberg, Ronald G. "The Perfect Storm and the Privatization of Public Higher Education." Change: The Magazine of Higher Learning 38, no. 1 (January 2006): 46–53. http://dx.doi.org/10.3200/chng.38.1.46-53.

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18

Jamshidi, Laleh, Hamidreza Arasteh, Abdolrahim NavehEbrahim, Hassanreza Zeinabadi, and Palle Damkjær Rasmussen. "Developmental patterns of privatization in higher education: a comparative study." Higher Education 64, no. 6 (April 24, 2012): 789–803. http://dx.doi.org/10.1007/s10734-012-9529-0.

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19

Baweja, Manmeet Oberoi. "Privatization of higher education in india: need, impact and suggestions." International Journal of Recent Scientific Research 08, no. 03 (March 28, 2017): 15973–75. http://dx.doi.org/10.24327/ijrsr.2017.0803.0046.

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20

Pike, Robert M. "Review of Privatization of Higher Education: International Trends and Issues." Canadian Journal of Higher Education 19, no. 1 (April 30, 1989): 99–101. http://dx.doi.org/10.47678/cjhe.v19i1.183059.

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21

Salto, Dante J. "The Crucial Presence of Private Higher Education in Latin America." International Higher Education, no. 87 (September 1, 2016): 24–25. http://dx.doi.org/10.6017/ihe.2016.87.9510.

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During a recent "summit" meeting of leading Latin American higher education scholars and practitioners, key developments in Private Higher Education (PHE) became the topic of many meaningful discussions. This article reports on PHE and closely related issues, such as privatization and the comparison between the public and private sectors, highlighted at the summit.
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22

Panigrahi, Jinusha. "Innovative Financing of Higher Education." Higher Education for the Future 5, no. 1 (January 2018): 61–74. http://dx.doi.org/10.1177/2347631117738644.

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With the onset of new public management, there is a shift in the methods of financing of higher education institutions across the countries of the world, particularly emerging market economies, from public financing to private financing of higher education.1 Many countries adopted this shift very quickly while others have moved towards a gradual shift in adopting new systems to various extents. With the gradual decline in public financing of higher education institutions in developing countries like India, due to the competing demand for public funds and thereby privatization of public higher education institutions to share the cost of higher education to meet the growing demand for higher education, there are many new innovative methods that are adopted to finance higher education institutions. Further, the massification of higher education has encouraged the expansion of private higher education institutions to meet the sudden burst in the demand for higher education. The article discusses the issues and challenges in implementing the innovative methods of financing across the developed and developing countries with special regard to their implementation in a developing country like India.
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23

Marginson, Simon. "Imagining Ivy: Pitfalls in the Privatization of Higher Education in Australia." Comparative Education Review 41, no. 4 (November 1997): 460–80. http://dx.doi.org/10.1086/447465.

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24

Roksa, Josipa. "Structuring access to higher education: The role of differentiation and privatization." Research in Social Stratification and Mobility 26, no. 1 (March 2008): 57–75. http://dx.doi.org/10.1016/j.rssm.2007.11.002.

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25

Kosunen, Sonja. "Access to higher education in Finland: emerging processes of hidden privatization." Nordic Journal of Studies in Educational Policy 4, no. 2 (May 4, 2018): 67–77. http://dx.doi.org/10.1080/20020317.2018.1487756.

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26

Carlson, Susan M. "The U.S. Student Loan Debt Crisis: State Crime or State-Produced Harm?" Journal of White Collar and Corporate Crime 1, no. 2 (June 2020): 140–52. http://dx.doi.org/10.1177/2631309x20921567.

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The unprecedented US$1.64 trillion level of student loan debt in the United States can be linked to the neoliberal process of privatization of higher education. But is the U.S. student loan debt crisis a state crime? This article examines the social harm student loan debt has caused; proposes an explanation for the shift to debt-financed, commodified public higher education; reveals government disinvestment in public higher education; details the transition of public higher education as a public good to higher education as a commodity financed with debt; and describes Obama administration reforms and De Vos/Trump administration attempts at policy rollback and further privatization. I situate the U.S. student loan debt crisis case in recent debates about crime, social harm, and zemiology.
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27

Patrinos, Harry Anthony. "The privatization of higher education in Colombia: Effects on quality and equity." Higher Education 20, no. 2 (September 1990): 161–73. http://dx.doi.org/10.1007/bf00143699.

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28

Mercille, Julien, and Enda Murphy. "The Neoliberalization of Irish Higher Education under Austerity." Critical Sociology 43, no. 3 (October 8, 2015): 371–87. http://dx.doi.org/10.1177/0896920515607074.

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This paper discusses the transformations that have taken place in Irish higher education under neoliberalism and, in particular, during the period of austerity since 2008. We adopt a critical political economic framework conceptualizing Ireland as a prototypical neoliberal state and maintain that the period of economic crisis since 2008 has witnessed a deepening of neoliberalism. We argue that restructuring in the education sector has been shaped by forces originating from the European Union, global institutions, as well as from the interests of Irish political and economic elites. We examine several aspects of the neoliberalization of the education sector, including privatization, commercialization, labor casualization and the erosion of work conditions. Empirically, the paper synthesizes and conceptualizes available data on neoliberalism and higher education in Ireland. Theoretically, it presents a useful framework to investigate similar cases in other countries.
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29

Welch, Anthony. "Be Careful What You Wish For: Pending Privatization of Australian Higher Education." International Higher Education, no. 77 (September 1, 2014): 22–24. http://dx.doi.org/10.6017/ihe.2014.77.5683.

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Australia’s new conservative government is planning some dramatic changes, including the “marketization” of higher education and freeing of universities to charge any tuition they wish. This article discusses the likely consequences of these proposed policies.
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30

Wang, Li. "Exploring the potential rationale for the privatization of higher education in China." Asia Pacific Journal of Education 31, no. 4 (December 2011): 421–38. http://dx.doi.org/10.1080/02188791.2011.621649.

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31

Adamson, Frank, and Meredith Galloway. "Education privatization in the United States: Increasing saturation and segregation." education policy analysis archives 27 (October 21, 2019): 129. http://dx.doi.org/10.14507/epaa.27.4857.

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This article outlines different forms of education privatization operating globally, examines their prevalence within the United States, and analyzes whether student marginalization and segregation occurs at the local level. We analyze six U.S. districts with higher saturation levels of charter schools, the most predominant type of privatization (Camden, NJ, Washington DC, Flint, MI, Detroit, MI, Natomas, CA, and Oakland, CA). We find education privatization increasing in the US, but unevenly dispersed, with charter schools concentrated primarily in urban areas serving students of color. Furthermore, segregation in education remains a major issue for all types of schools, with students of color in urban contexts often attending intensely segregated schools (over 90% students of color). Instead of mitigating the segregation problem, student selection by charter school appears to exacerbate it, specifically for special education students.
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32

Mathew, A. "Balancing Social and Regional Equity: Higher Education Policy Trajectory in Kerala." Higher Education for the Future 6, no. 2 (July 2019): 207–25. http://dx.doi.org/10.1177/2347631119857836.

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Kerala State higher education policy is a narrative of the government’s perpetual engagement to safeguard its regional and social equity, evolved consciously since its erstwhile princely rule. With more than three-fourths of colleges under private managements, only Kerala, in India, manages to keep at bay the pressure by the unaided private managements for a free run in education and higher education, which, with its relatively inexorable propensity to privatization and commercialization, significantly damages its equity. The Kerala State Higher Education Council, established in 2007, has been a touchstone of this policy ethos to unremittingly sustain equity, access, and excellence through state control.
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33

Arunachalam, P. "Higher Education Sector in India: Issues and Imperatives." Journal of Global Economy 6, no. 4 (October 31, 2010): 266–86. http://dx.doi.org/10.1956/jge.v6i4.66.

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Higher education in India is undergoing rapid changes. The challenges ahead are multifaceted and multidimensional. Though the data show a massive growth in the number of students' enrollment in colleges/universities, holistic view reveals that still only a meager of the total population has access to higher education. Globalization and privatization are imposing new challenges but the nations are still entangled in solving the basic problems of accessibility to higher education for all. In the wake of the transition from elitist to mass education, universities worldwide are under pressure to enhance access and equity, on the one hand, and to maintain high standards of quality and excellence, on the other. Today the notion of equity not only implies greater access to higher education, but also opportunities for progress. In recent debates on higher education, the notions of equity and access go beyond minority to diversity. Affirmative action, too, has become race-exclusive and gender-neutral.
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34

Osipian, Ararat L. "Vouchers, tests, loans, privatization: Will they help tackle corruption in Russian higher education?" PROSPECTS 39, no. 1 (March 2009): 47–67. http://dx.doi.org/10.1007/s11125-009-9117-y.

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35

Lo, William Yat Wai. "The road to privatization of higher education in China: A new cultural revolution?" Higher Education 74, no. 2 (August 23, 2016): 381–83. http://dx.doi.org/10.1007/s10734-016-0054-4.

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36

Broadbent, Jane, Andrew Massey, and Michaela Lavender. "Editorial: Our podcast; this issue; and the internationalization and privatization of higher education." Public Money & Management 31, no. 4 (July 2011): 231. http://dx.doi.org/10.1080/09540962.2011.586251.

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37

Ballerini, Victoria. "Global higher education trends and national policies: access, privatization, and internationalization in Argentina." Policy Reviews in Higher Education 1, no. 1 (November 18, 2016): 42–68. http://dx.doi.org/10.1080/23322969.2016.1245113.

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38

Lima, Kátia Regina de Souza. "Higher education in times of neoliberal adjustment and loss of rights." Revista Katálysis 22, no. 3 (September 2019): 525–35. http://dx.doi.org/10.1590/1982-02592019v22n3p525.

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Abstract This article presents some of the reflections made in a research group of the Graduate Program in Social Work of the Fluminense Federal University in the State of Rio de Janeiro, Brazil. The reflections are based on bibliographic research and document analysis regarding the different phases of neoliberal counterrevolution in Brazil, discussing the permanent fiscal adjustment policy - that aims to ensure the payment of public debt - and its consequences in public spending on higher education. The conclusions indicate that government actions lead to deepening the precariousness of public universities, expansion of the privatization of higher education, and regression of workers’ rights, suggesting the rise of a new stage of the class struggle in the country.
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39

Hawkins, John N. "Higher Education Transformation: Some Trends in California and Asia." Policy Futures in Education 6, no. 5 (January 1, 2008): 532–44. http://dx.doi.org/10.2304/pfie.2008.6.5.532.

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This article discusses higher education transformation in California, the wider USA, and Asia. It touches on several sensitive topics, including the relationship between higher education and the public good versus commodification, privatization, and centralization versus decentralization, as well as others. In the USA and California, this has led to questions of whether historic conceptions of the ‘public good’ can be sustained within the policy frame it has created. The notion of higher education as a public good, especially for the large public research universities, is also being challenged in the Asia region as the state withdraws from maintaining the levels of financial support it has provided in the past. The author suggests that scholars and practitioners in both Asia and the USA should remain engaged with each other and continue to share policies and practices as their respective higher education institutions seek to develop and grow in the increasingly global knowledge society.
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40

Sampaio, Helena, Ana Maria Carneiro, Cibele Yahn De Andrade, and Marcelo Knobel. "Higher education challenges in Brazil." Scholarship of Teaching and Learning in the South 1, no. 1 (September 11, 2017): 39. http://dx.doi.org/10.36615/sotls.v1i1.12.

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Following the international trend, higher education in Brazil is going through important transformations, including the widening of access and the growth of enrollment numbers. From the beginning of the century the number of enrollments tripled, reaching more than eight million students in 2015. Here we discuss some factors that converged to cause this expansion, and we try to indicate the main challenges of the Brazilian higher education system. We begin with a brief analysis of the federal program of loans for students enrolled in private institutions, and the program for increasing the number of places in public institutions. We then point out, in some detail, the current challenges that the Brazilian higher education system faces: i) maintenance of the pace of growth of enrollments; ii) improvement of efficacy, with a reduction of dropouts and a larger number of graduates; iii) development of access mechanisms; and iv) awareness of the diversity of the offer of post-secondary education in the country. Although these challenges are also present in most of the systems that made a move towards the democratization of access to higher education, in Brazil these challenges are faced in the context of a wide privatization and commodification of this level of education, together with a strong economic and fiscal crisis. Besides that, there is a rather strong valorization of a unique model of higher education based on the research university, which in fact corresponds to a small part of the national system. How to cite this article: SAMPAIO, Helena; CARNEIRO, Ana Maria; DE ANDRADE, Cibele Yahn; KNOBEL, M. Higher education challenges in Brazil. Scholarship of Teaching and Learning in the South, [S.l.], v. 1, n. 1, p. 39-59, sep. 2017. Available at: <http://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=12>. Date accessed: 12 sep. 2017. This work is licensed under the Creative Commons Attribution 4.0 International License.To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/
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41

Javadi, Yaghoob, and Solmaz Azizzadeh Asl. "Teacher’s Identity, Marketization of Higher Education, and Curriculum." Journal of Language Teaching and Research 11, no. 1 (January 1, 2020): 128. http://dx.doi.org/10.17507/jltr.1101.15.

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For a long time, education has been praised as a morality in itself. Great philosophers have proudly called themselves “teachers”, and education was considered a special gift given to young gifted people. But in today’s world, in which everything, including even human feelings, have changed and become commodified, education has not been an exception. There have been many changes in education such as internationalization, increased competition and cooperation, neoliberalism, marketization, privatization, and new teaching methods. The idea that education is simply another market commodity has become pervasive in different discourses. Marketization which is one of the consequences of neoliberalism policies is an attempt that appraises everything related to higher education based on a market, where demand and supply and all the educational activities are determined and evaluated based on the price mechanism (Brown, 2014). This trend has fundamental effects on different aspects of the higher education including teacher’s identity and curriculum design. In this article, the researcher defines the concept of identity and then describes the type of teacher’s identity that is promoted by the marketization of higher education. Also, characteristics and some of the consequences of marketization of higher education and the effects of such trend on curriculum design are discussed.
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42

Tavakol, Mohamed. "Virtual Applications and Real Problem: Education and Higher Education in Iran." Journal of Social and Development Sciences 3, no. 5 (May 15, 2012): 152–60. http://dx.doi.org/10.22610/jsds.v3i5.697.

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Important aspects of Education and Higher Education such as Flexibility, Access, Relevance, Privatization, Human Resources, National Development, Innovation, and Globalization are all subject to a radical transformation as a result of substantial changes and new circumstances occurred and are occurring with the introduction into and application of information technologies (IT) in this realm. It was justifiably expected that these transformations would also occur in the Iranian Education and especially Higher Education. The paper, after outlining the new expectations from and challenges in Education and Higher Education throughout the world and the rise of new perspectives for them, will focus on major developments in virtual Education and Higher Education in Iran—considering the framework of recent socio-economic demands and expectations. Based on a descriptive method, and with the use of available official data, though critically, an overview of e-learning in Iran will be portrayed and its recent developments, quantitatively and qualitatively, resulted from the introduction of IT into the pre-university and university systems (as an important part of national TAKFA plan and its aftermath) would be reviewed, and the achievements and shortcomings during the last ten years analyzed and discussed. It will be demonstrated in this paper that the aptitude for and expectation from virtual education is very high in the country. The paper tries to shed light on why the gap between what is realized and what is expected is so deep.
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43

Chinn, Sarah E. "The Great Mistake: How We Wrecked Public Universities and How We Can Fix Them By Christopher Newfield." Radical Teacher 108 (May 31, 2017): 42–44. http://dx.doi.org/10.5195/rt.2017.371.

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44

Al-Lamki, Salma M. "Higher Education in the Sultanate of Oman: The challenge of access, equity and privatization." Journal of Higher Education Policy and Management 24, no. 1 (May 2002): 75–86. http://dx.doi.org/10.1080/13600800220130770.

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45

Feuer, Hart Nadav. "Recovering from Runaway Privatization in Cambodian Higher Education: The Regulatory Pressure of ASEAN Integration." Journal of Social Issues in Southeast Asia 31, no. 2 (July 30, 2016): 648–84. http://dx.doi.org/10.1355/sj31-2o.

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46

Levy, Daniel C. "Recent Trends in the Privatization of Latin American Higher Education: Solidification, Breadth, and Vigour." Higher Education Policy 6, no. 4 (December 1993): 12–19. http://dx.doi.org/10.1057/hep.1993.49.

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47

Brighouse, Harry. "Leveling the Playing Field." Theory and Research in Education 4, no. 2 (July 2006): 175–84. http://dx.doi.org/10.1177/1477878506064543.

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This article comments on Fullinwider and Lichtenberg's Leveling the Playing Field. It reviews their central claims and comments on both their arguments and their reform proposals, and suggests alternative, bolder, egalitarian proposals which involve a higher degree of effective privatization than theirs.
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48

Young, Stacey J. "The Use of Market Mechanisms in Higher Education Finance and State Control: Ontario Considered." Canadian Journal of Higher Education 32, no. 2 (August 31, 2002): 79–101. http://dx.doi.org/10.47678/cjhe.v32i2.183412.

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Abstract:
Marketization has been so liberally applied to understanding higher education finance policy change that it has become a less potent conceptual tool. Through its evolution as a conceptual tool, the relationship between state control and market control has become an either/or proposition. In Ontario, state control over higher education has been strengthened with the use of market mechanisms, particularly as they have been utilized in resource allocation. This article outlines seven major higher education policy changes that make use of market mechanisms while enhancing state control. It is argued that marketization is a compromise between privatization, academic autonomy, and blatant state control in the face of the backlash against government intrusion in western socio- economic life.
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49

Khan, Khalid. "Impact of Privatization on Access to Higher Education Among Social and Income Groups in India." Artha Vijnana: Journal of The Gokhale Institute of Politics and Economics 59, no. 1 (March 1, 2017): 34. http://dx.doi.org/10.21648/arthavij/2017/v59/i1/164432.

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50

Davidovitch, Nitza, and Yaacov Iram. "Regulation, Globalization, And Privatization Of Higher Education: The Struggle To Establish A University In Israel." Journal of International Education Research (JIER) 10, no. 3 (July 1, 2014): 201–18. http://dx.doi.org/10.19030/jier.v10i3.8739.

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