Bonnie K. Fox Garrity

Where Did They Go? Market Share Trends of Business Student Enrollment at Public, Not-for-Profit, and For-Profit Institutions from 1996 to 2008

The author presents the trends in market share of business student enrollment at public, not-for-profit, and for-profit 4-year-and-above institutions from 1996 to 2008. Although each sector of the institutions has experienced growth in overall enrollments, the relative market share of public and not-for-profit institutions has dropped, whereas the market share held by for-profit institutions has increased to 20% of business students at 4-year-and-above institutions by 2008. The key player institutions in the enrollment of business students in 2008 are presented. The author gives an explanation for the shift in market share and discusses the implications and strategies for response to the changes.The author presents the trends in market share of business student enrollment at public, not-for-profit, and for-profit 4-year-and-above institutions from 1996 to 2008. Although each sector of the institutions has experienced growth in overall enrollments, the relative market share of public and not-for-profit institutions has dropped, whereas the market share held by for-profit institutions has increased to 20% of business students at 4-year-and-above institutions by 2008. The key player institutions in the enrollment of business students in 2008 are presented. The author gives an explanation for the shift in market share and discusses the implications and strategies for response to the changes.

What Is the Difference? Public Funding of For-Profit, Not-For-Profit, and Public Institutions

Postsecondary education in the United States is provided by for-profit, not-for-profit, and public institutions. A majority of students at the baccalaureate and above levels are enrolled at not-for-profit and public institutions, but a growing percentage are enrolled at for-profit institutions. This changing balance raises questions about the differences among the types of institutions and the public funding available to each. This paper outlines the legal and financial distinctions including the differences related to the requirement to serve the public good, access to revenue sources, and the applicability of the nondistribution constraint. The influence of these differences on students, particularly students who are eligible to receive Pell Grants and other public funding is discussed. The mixed-form market literature is used to inform a discussion of possible future developments. Implications of the public funding of for-profit postsecondary education are discussed.

Enrollment of Education Majors at Public, Not-For-Profit, and For-Profit Postsecondary Institutions: An Empirical Analysis

This article offers a quantitative analysis of the growth of for-profit provision of teacher education in the United States. Data from all Title-IV-aid-participating institutions from 1996 to 2008 is analyzed to provide a comprehensive overview of the relative changes in enrollments of education majors at public, not-for-profit, and for-profit 4-year-and-above institutions. For-profits enroll a small, but rapidly expanding share of the education majors. Several possible reasons for the large increase in for-profit enrollments are explored and potential implications for teacher preparation are discussed. Concerns about the for-profit provision of teacher education are reviewed in light of this new data.This article offers a quantitative analysis of the growth of for-profit provision of teacher education in the United States. Data from all Title-IV-aid-participating institutions from 1996 to 2008 is analyzed to provide a comprehensive overview of the relative changes in enrollments of education majors at public, not-for-profit, and for-profit 4-year-and-above institutions. For-profits enroll a small, but rapidly expanding share of the education majors. Several possible reasons for the large increase in for-profit enrollments are explored and potential implications for teacher preparation are discussed. Concerns about the for-profit provision of teacher education are reviewed in light of this new data.