Chapter Four. Layout Utilities (with Staff List Manager) ....... 35
Chapter Four. An Analysis of the Darfur Crisis Through the Eyes of Xxxxxx Xxxxxx Xxxx, Xx. ...................................................................................................................................... 44
Chapter Four. Findings
Chapter Four. Gender Differences in Reward Processing and ADHD Symptoms
Chapter Four. In Chapter Four I turn to the source of tuition revenue to consider how for-profit colleges navigate the public crisis of its legitimacy for arguably its most important audience: students. Using observational and textual data from the admissions process at nine for-profit colleges in Georgia, I use qualitative coding to 1) describe the enrollment process and 2) analyze form and content strategies of the schools’ legitimacy account. Consistent with Elsbach (1994), I find that contested organization presents multiple accounts for various audiences, i.e. the market legitimation account differs from the student legitimation account. The legitimation account produced for students can be summarized as selling higher education writ large rather than selling the for-profit college itself. This legitimation account relies greatly on status groups lacking the social resources to discern qualitative differences in institutional prestige among traditional and for-profit colleges. Chapter Five puts the various legitimation accounts produced by for-profit colleges in the context how various actors challenge their legitimacy. That account (assembled from analysis of 74 legal actions against for-profit colleges by federal, state and consumer agencies between 2008 and 2014) argues that macro processes produced for-profit colleges’ expansion and its legitimacy crisis. The sector’s claim to legitimacy rests on its utility (redressing skills gaps in the labor market). That utility account provides clear objective measures against which for-profit colleges can be judged while the profit-motive restrains for-profit colleges from cultivating subjective measures of legitimacy (e.g. campus culture) that offset valuative inquiry of traditional colleges. These objective measures of utility include graduation rates and job placements. For- profit colleges struggle to meet those objective measures because of the stratified resources that status cultures bring with them to for-profit colleges: wealth inequalities, parental status, racial and gender discrimination, etc. Without making substantial investments in the material resources demonstrated to mitigate these structural inequalities for their likely students, for-profit colleges must continue to rely on political inertia rather than normative legitimacy as shield against valuative inquiries. Finally, in Chapter Six I reassemble the pieces of the for-profit college expansion puzzle and discuss contributions as well as future directi...
Chapter Four. Only If You Play by the Norms!
Chapter Four. The Pharmaceutical sector in Europe
Chapter Four
