Author Type

Graduate Student

Date of Award

1985

Document Type

Thesis

Publication Status

Version of Record

Submission Date

October 2026

Abstract

This study critically examines the differences between independent and public higher education by analyzing a series of dimensions associated with American higher education. A historical review encompasses an analysis of the development of early American institutions; economic/political linkages between State and private institutions; the role of governing boards of trustees; and an examination of democratic/equalitarian philosophy of education. The legal differences between private/independent institutions and public institutions were examined in the context of State action, symbiotic relation rule, close nexus test, and civil rights legislation. An analysis of common descriptors used in the literature to identify the characteristics of independent higher education was made including diversity, pluralistic system, excellence, flexibility, academic freedom, and public funding for independent institutions. A case study was conducted to place the historical analysis, judicial interpretations/legal precedent, and commonly used descriptors of independent higher education in a realistic political setting to test the accuracy of the assumptions contained within each dimension examined. The case study centered on a legislative enactment passed purportedly to protect the public from alleged substandard off-campus educational operations being conducted by accredited institutions. A critical analysis of the legislative purposes, operational effect, and regulations propounded by the State Board of Education was conducted which demonstrated intrusionary governmental regulation forcing the independent accredited institutions to comply with legislative requirements while not receiving the emoluments and economic benefit of a public institution. The issue of whether this type of regulation is needed when Florida has laws controlling deceptive trade practices and fraud in place was questioned and examined. An independent institution must be free to set its own academic mission, make its own curricular decisions, create its own environment of teaching-learning linkage, be accountable for its educational product by describing the expected outcomes and being willing to withstand the scrutiny of peer review through accreditation, and report publicly the academic dimensions of the program to the appropriate State agencies and system supporting same, thus allowing the educational consumers the ability to make a wise choice through information and not unnecessary government intrusion.

Extent

436 p.

Comments

Thesis (Educat.D.)--Florida Atlantic University, 1985.|College of Education|FAU Electronic Theses and Dissertations Collection|Thesis (Educat.D.)--Florida Atlantic University, 1985.

Identifier

FADT11873

Format

pdf

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