Will the invisible hand fix private higher education in Latin America?

Castro, Claudio de Moura; Navarro, Juan Carlos

doi:10.1590/s0104-40362017002501055

Cited by 2 publications

(2 citation statements)

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“…Quality education is one of the 2030 Agenda Goals, which has also been engaging the IJSHE 24,2 member countries to present its indicators and results in the 17 goals for sustainable development. Castro and Navarro (2017) presented that poor-quality education can be a problem to public and private sectors, depending on the circumstance, time and place. Quality education becomes a pillar for the construction of a more promising future, either for the society itself or for the children and the youth generation to structure their lives and search for better job positions in the future.…”

Section: Introductionmentioning

confidence: 99%

A conceptual framework for the corporate sustainability higher education in Latin America

Scavarda

Daú

Scavarda

et al. 2022

IJSHE

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Purpose Many studies have developed the corporate sustainability topic. The United Nations has implemented the 2030 Agenda and has brought “quality education” and “industry, innovation, and infrastructure” as two of the 17 Sustainable Development Goals. The educational processes in higher education can be focused on adding brand value and social value, and they can be promoting the social inclusion. In this sense, the purpose of this study is to answer some questions related to the corporate sustainability practices under the 2030 Agenda lenses in the Latin American higher educational scenario. After the literature review analysis, a conceptual framework was developed. Design/methodology/approach This exploratory research study proposes an educational conceptual framework, improving the corporate sustainability under the 2030 Agenda lenses. A literature review was developed, involving the seven variables: “Latin America,” “higher education,” corporate social responsibility,” “personal social responsibility,” “corporate sustainability,” “governance” and “sustainability.” A matrix was developed with 25 variable combinations, connecting the seven variables. Three questions have been proposed and answered: “How much research has been developed in the Latin American higher education?” “How can the corporate social sustainability be applied in higher education?” and “Which perspectives can be considered?” Findings The results of the literature review are presented through the number of papers found with the analysis of the year of publication and the conceptual background. A total of 524 papers were found. Of these studies, 49 addressed the Latin American panorama, 33 had a general approach and 16 promoted interactions between Latin American and European countries, as well as between regions and continents. Six topics emerged from the literature analysis: digital inclusion, internationalization, innovation, research, servitization and social inclusion. These topics are connected in the “discussion” section, and the educational conceptual framework shows the corporative perspectives on sustainability in higher education. Originality/value This research study presents “A conceptual framework for the corporate sustainability higher education in Latin America” and it brings some discussion topics: digital inclusion, internationalization, innovation, research, servitization and social inclusion. These topics were identified through the literature analysis, and they were applied in the conceptual framework to improve the quality of education. The implications of this study are connected with the conceptual framework to promote the discussion topics. The implications involved the public and private governance spheres, third sector, as well as the professors, students and other stakeholders of higher educational institutions. These implications can represent an agent of positive change in the Latin American scenario.

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Section: Introductionmentioning

confidence: 99%

A conceptual framework for the corporate sustainability higher education in Latin America

Scavarda

Daú

Scavarda

et al. 2022

IJSHE

View full text Add to dashboard Cite

show abstract

“…Second, in related literature, the point is made that the private higher education sector is attempting to absorb excess demand in higher education markets (Castro and Navarro, 1999;Galbraith, 2003;Kwong, 1997;Levy, 2006;Mabizela, 2004). In this case, given the strong commercial orientation on the part of the private higher education institutions, it can generally be classified as being demand-absorbing (Levy, 1986).…”

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confidence: 99%

Growth and conflict: the views of Chinese private higher education managers

Abbott

2016

JIEB

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Purpose The purpose of this paper is to report the findings of a series of interviews conducted with a number of managers of Chinese private higher education institutions on the growth of the private higher education sector in China and the relationship it has with the government. Private higher education managers in China do seem concerned with the regulatory impediments to their institutions’ development and the difficulties involved in competing with state-funded institutions. Design/methodology/approach The paper uses a series of interviews conducted with a number of managers of Chinese private higher education institutions on the growth of the private higher education sector in China and the relationship it has with the government. Findings The research found that private higher education managers in China do seem concerned with the regulatory impediments to their institutions’ development and the difficulties involved in competing with state-funded institutions. Originality/value This work is the only one of its kind in the academic literature.

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Will the invisible hand fix private higher education in Latin America?

Cited by 2 publications

References 1 publication

A conceptual framework for the corporate sustainability higher education in Latin America

A conceptual framework for the corporate sustainability higher education in Latin America

Growth and conflict: the views of Chinese private higher education managers

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