Very little for-profit universities in the area (2)

The results of the education standards are out of this scope, but enforce activity to obtain different sources

Members of staff going to teach in private universities

Added competition for students

We are already a stand-alone institution and dependent on receiving from fees

Number of students increased

Dangerous for the social sciences and humanities university enhances departments only in terms of student numbers and research funding

There is more cooperation than competition in the oldest for-profit university in the country

We now have local for-profit universities competing for students and research

At the moment, only some faculties out of many are able to enter in such transformation

Unfair competition from for-profit university

The quest for higher education can relatively easily be catered for by the public institutions in South Africa. The for-profit institutions have limited program offerings (South Africa)

Very little for-profit universities in the area (3)

Only narrow specialized fields

Stimulates activities to create relations offering other sources

Creation of more universities where students can go to after high school

The new universities, all of which are for-profit have absorbed students and reduced some pressure on the natural universities

They are only fulfilling the gap in offer of some type of study

The country has become one of the leaders in the number of students per inhabitants

Dangerous for the social sciences and humanities university enhances departments only in terms of student numbers and research funding

The relation between non-profit and for-profit universities is of complementary nature

It will have a large effect if for-profit could be recognized as a market of knowledge-based technology, for instance, organization of doctoral (PhD) studies which will result in development of high value technology.

Lowering of standards of education

The quest for higher education can relatively easily be catered for by the public institutions in South Africa. The for-profit institutions have limited program offerings. The fear of dropping of standards with the introduction of democratic rule in South Africa, had not materialized. Comparatively public higher education in South Africa, had not materialized. Comparatively public higher education in South Africa is still more affordable than private education. (South Africa)

For-profit institutions are only making first steps in the region (2)

Enlargement of first/second study cycles

Students have more choices on where to go

The effects are confined to a few countries; not all countries have been involved in this trend

High education is not for knowledge, but for a diploma

The relationship between non-profit and for-profit universities is of complementary nature

South Africa is perhaps one of a handful of countries in Southern Africa where students can enroll for most disciplines, including professional areas in business, health, public administration, financial management, engineering, etc. The quest for higher education in other countries cannot necessarily be fully met. For-profit institutions have limited program offerings and usually very little in areas which are not offered by some countries. South African institutions have such agreements with other countries. (South Africa)

Today's society seems to need more managers for less content

Stimulate competition between institutions, impact of their future results

Very little for-profit universities in the area

More choices

All of the new for-profit universities offer programs in Business

The most popular specialty within a decade

Too much focus on social sciences and professions

Large effect on the area of economics, computer science and technical sciences

UWC does not offer Performing Arts and a formal program. Since UWC does not have a Business Management School but a faculty of economic and management science, students can apply from several disciplines in this faculty. Most applicants from this faculty are enrolled for public administration and governance programs. (South Africa)

Needs to improve so as to be more competitive nationally

Needs to find a good balance of academic and profit-making

Increased competition in recruiting students

Provided education

Students may not afford to study

Has little or no effect at the moment, but could have a major influence in the long-term spectrum of teaching and research

Not very much understood at the university presently

Influences of society

Needs to improve so as to be more competitive internationally as a nation

On one hand, higher education needs to be separated from profit-making, on the other maintaining a good balance

The government has difficulties to control quality of higher education offered by international institutions (Indonesia)

Had moderate effect in the sense that it enriched the forms and ways of higher education in the country

It increased post-graduate achievers

More people have the opportunity to go to universities

Had little or no effect since all universities are run by the government (China)

It may provide more opportunities for those who can pay for better education

Had a minor role but the free trade agreement with US allows for-profit universities to enter Australia

To be more competitive regionally

Promote the quality of minorities to some extent

The region needs the assistance

More schools and more chances

Could have a major role in the future as businesses become scientific partners with overseas universities

To be more competitive and have good interactions

It may have moderate effect on performing arts and little effect on business education

Could have a major role in the future as businesses become scientific partners with overseas universities

Had a large effect on one of the parts of education and society

In general, there are still considerable questions regarding the quality of the intellectual product which these institutions provide

For-profit universities are rare in the country

Had a moderate effect drawing towards the faculty

Had a moderate effect on awareness to maintain high quality

Allowed more freedom than state institutions, and tended to have larger endorsements

These institutions have been successful in reaching out to non-traditional populations (older students, students seeking very specific and targeted skills and training, and minority populations), and consequently shown traditional higher education institutions that there is a market, a segment of the population that is not necessarily being well served

Had little or no effect since universities in the country mostly have state funded higher education

Had a moderate effect on good schools for the rich only

It tripled the number of students at the higher education level

The development of for-profit institutions in the recent years has not led to a general reflection and public debate on the relation between non-profit and for-profit universities

Too many new universities of heterogeneous quality

The effects are still small in the area

We are recruiting/competing with MBA schools - students choose us because we are more than a typical MBA degree (United States)

The effects are beginning to develop (5)

It is being introduced in some programs, but it is not a priority (3)

One-to-one teaching of traditions cannot be done by e-learning (2)

It is expected to have modest impact in years to come (2)

Only that stimulates the formation of similar learning is developing in the last year and therefore no direct effects are observed

More students can go to school irrespective of their work situations

We use video conferencing to enable our students to have "dialogue" classes with students from other universities

Has resulted in positive, more global awareness

The effect is much smaller than expected in the 1990s. Nevertheless, in nearly each and every program today we use elements of blended learning

Had moderate effect in sharing resources, providing more opportunities of education (2)

Had little or no effect since we are the nation's largest provider already

It will be introduced to our institution soon

It is a truly important component of higher education

Demands for e-education and distance learning increased

This system is not legitimate in the country (China)

Had effect on some students, but they are not the main part of the university; there are more full-time students

We have 3,500 students come to the country (Australia)

We are a nodal institution in India for technical education

Had a big effect on persons who for personal reasons cannot come to university

We launched a combined residency/distance learning program 6 years ago which has been quite successful - the program has allowed us to access a market (mid to senior level professionals who were not able to take a year or more or educational leave and leave job and organizational responsibilities behind)

Increased numbers of African Americans (our core constituency) are choosing to seek graduate education at institutions that offer online degrees. Howard has no functioning online graduate degrees and is, therefore, being increasingly challenged by online graduate degree programs, many from for-profit institutions

Had little or no effect since the institution is still protected by the language barrier

Had little or no effect since it is still in its early stages

It will have little or no effect on our institution even if we consider starting distance learning programs

Students have become more interested in mobility (2)

Had a positive effect (2)

Effects will increase within the next few years

Improved the knowledge of students

Stimulates development and brings new ideas

Students do not come back after finishing school abroad

Almost 10% of our student body consists of study abroad students from around the world

Has had a large effect on our university for a long time

Had moderate effect primarily through Erasmus exchange scheme

Increased the number of nationalities coming to the institution

The number of students participating are limited, but may gradually increase

The effect varies depending on the department at university

Strengthened our institutional relations with the receiving institution and improves the students' profiles

Students are exposed to different learning/teaching styles

Resulted in the establishment of long-term contacts among students and respective universities departments

At this stage no formal and unique study abroad program exists at our university, although one is being considered (South Africa)

Excellent exposure for students and teaching staff (3)

Has a crucial effect on reforming and transforming traditional education

Has had a positive effect

Many students' dreams are to study abroad

We wish to expand the study abroad programs for undergraduate students as well as graduate students

Had a large effect on faculty training, education quality, scientific research, etc.

The number of students in the program is limited

Allowed open knowledge and global experience

Many students with study abroad experience have come back to work at university and currently enrolled students have widened their view by sharing more opportunities of studying abroad

50% of our masters students spend a term overseas and an equal number of visitors come to us (Australia)

We strive to make our students spend at least one semester abroad

Had large effect on cooperation with universities around the world

We would like to expand the study abroad program for undergraduates as well as graduates

Had increased interest among students to study abroad (2)

Such programs have always been in existence and students are encouraged to take part (2)

Students have a much wider range of potential sites for foreign study

As these programs grow, it is likely that students will seek additional overseas experience in a country or region where they have little or modest experience

Such programs are a major emphasis at university to both incoming and outgoing students

Had a positive effect on students

Had moderate effect, however, numbers of students are still small

International students improve class participation