most common at the for-profit colleges. Providing degree programs in areas such as these are generally profitable. These programs often require few capital resources, and can be effectively taught by industry practitioners instead of higher paid research PhDs (Bennett et al., 2010). Most for-profit institutions describe faculty in traditional and follow an academic calendar (quarter, trimester, or semester). Adjunct faculty tend to be the highest population of instructors, which is similar to what might be expected at a community college. An absence of shared governance, academic freedom, and tenure is common at for-profit institutions (Tierney, 2011). Kinser (2005) noted that more than half of for-profit colleges offer students the opportunity to take accelerated programs or study in shortened terms. Additionally, few of these institutions have college-sponsored athletics, student clubs, or residential facilities to enhance the social aspects and culture of the institution. What the quality of a for-profit education? Most of the research in the literature was based on the economic impact of a for-profit education and gainful employment concerns (e.g., Deming et al., 2012, 2013; Denice, 2015; Dundon, 2015, Schade, 2014). Cellini and Chaudhary (2014) assessed the quality of for-profit education by estimating the labor market returns to associate degree programs at for-profit colleges and found that for-profit students experienced a ten percent increase in weekly earnings, or a four percent return per year of education, when compared with high school graduates. However, the researchers discovered that the for-profit returns were lower than returns to public community colleges (Cellini & Chaudhary, 2014). Few studies in the literature that address the quality of a for-profit education from a student perspective.
most common at the for-profit colleges. Providing degree programs in areas such as these are generally profitable. These programs often require few capital resources, and can be effectively taught by industry practitioners instead of higher paid research PhDs (Bennett et al., 2010). Most for-profit institutions describe faculty in traditional and follow an academic calendar (quarter, trimester, or semester). Adjunct faculty tend to be the highest population of instructors, which is similar to what might be expected at a community college. An absence of shared governance, academic freedom, and tenure is common at for-profit institutions (Tierney, 2011). Kinser (2005) noted that more than half of for-profit colleges offer students the opportunity to take accelerated programs or study in shortened terms. Additionally, few of these institutions have college-sponsored athletics, student clubs, or residential facilities to enhance the social aspects and culture of the institution. What the quality of a for-profit education? Most of the research in the literature was based on the economic impact of a for-profit education and gainful employment concerns (e.g., Deming et al., 2012, 2013; Denice, 2015; Dundon, 2015, Schade, 2014). Cellini and Chaudhary (2014) assessed the quality of for-profit education by estimating the labor market returns to associate degree programs at for-profit colleges and found that for-profit students experienced a ten percent increase in weekly earnings, or a four percent return per year of education, when compared with high school graduates. However, the researchers discovered that the for-profit returns were lower than returns to public community colleges (Cellini & Chaudhary, 2014). Few studies in the literature that address the quality of a for-profit education from a student perspective.
SherryPhelan-dissertation.docx