印度“公立私立大学”的“合适”地点:预期需求和国家监管框架

Q3 Social Sciences Contemporary Education Dialogue Pub Date : 2019-07-31 DOI:10.1177/0973184919855889
A. Sengupta
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引用次数: 1

摘要

在过去的二十年里,印度建立了大量的私立大学。虽然这些机构分布在全国不同地区,但人们可以观察到某些区位模式。本文特别关注由州政府立法的私立大学(而不是由中央政府立法的私立大学),研究了预期需求和州监管框架的重要性,试图了解私人资本和国家如何参与大学选址问题。本文主要基于对大学资助委员会和全印度高等教育调查数据的分析。报告认为,尽管私立大学的选址决定受到预期需求的影响,但州政府经常谨慎地使用定制化的监管框架,作为促进高等教育领域私人资本发展的工具。
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‘Suitable’ Locations for ‘State Private Universities’ in India: Anticipated Demand and State Regulatory Frameworks
In the last two decades, India has witnessed the establishment of a large number of private universities. While these institutions are spread across different parts of the country, one can observe certain locational patterns. Focused particularly on private universities legislated by state governments (as opposed to private deemed universities legislated by central government), this article examines the significance of anticipated demand and state regulatory frameworks in attempting to understand how private capital and state engage with the question of location of universities. This article is largely based on an analysis of data generated by University Grants Commission and All India Survey of Higher Education. It argues that while locational decisions of private universities are influenced by anticipated demand, state governments are often using careful customisation of regulatory frameworks as an instrument to facilitate the development of private capital in higher education.
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来源期刊
Contemporary Education Dialogue
Contemporary Education Dialogue Social Sciences-Education
CiteScore
2.20
自引率
0.00%
发文量
15
期刊介绍: Contemporary Education Dialogue serves as an independent open forum for researchers and practitioners to sustain a critical engagement with issues in education by engendering a reflective space that nurtures the discipline and promotes inter-disciplinary perspectives. The peer-reviewed journal allows for a refinement of theoretical and practical basis for improving the quality of education, furthering the opportunity to directly create reflective classroom practices. It invites contributions by academicians, policy-makers and practitioners on various topics related to education, particularly elementary education. Discussions and responses to published articles are also welcome.
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