PRIVATE HIGHER EDUCATION IN JAMAICA: EXPANDING ACCESS IN PURSUIT OF VISION 2030 Chad Orlando Coates A Dissertation Submitted to the Graduate College of Bowling Green State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY May 2012 Committee: Dr. Patricia K. Kubow, Advisor Dr. Candace Archer Graduate Faculty Representative Dr. Michael D. Coomes Dr. Robert DeBard Dr. Gary St. C. Oates © 2012 Chad Coates All Rights Reserved iii ABSTRACT Patricia Kubow, Advisor The purpose of this study was to gain insight on why private higher education institutions have flourished as key providers of higher education in Jamaica, how these institutions facilitate access to higher education, and to what extent private higher education institutions contribute to the achievement of Jamaica’s national higher education goals. The researcher also examined the extent to which the neo-liberal framework, which supports the notion of education as a tool for economic development, is appropriate for understanding how higher education is unfolding in Jamaica. Although the neo-liberal principles are evident within the Jamaican higher education system the neo-liberal framework alone is insufficient in providing a full understanding of how private higher education is unfolding in Jamaica. The findings of the study suggest that local private higher education institutions in Jamaica serve to challenge the status quo by making higher education accessible to members of the society who have been previously marginalized and underserved by the public higher education system. Local private higher education institutions in Jamaica have emerged in response to excess demand for higher education that the government was unable and unwilling to supply. iv To Him who is able to do immeasurably more than all we ask or imagine according to His power that is at work within us. - Ephesians 3:20 v ACKNOWLEDGMENTS As yet another chapter in my life commences I would like to take a moment to reflect and express my sincere gratitude and appreciation to the many outstanding individuals who have inspired, encouraged, listened, and supported me as I navigated the challenges of my most invigorating educational adventure thus far. To my parents Aldrich and Dorothy Coates, I love you more than words can express. Your overwhelming support and encouragement throughout my existence has helped to shape the person I am today. To my dearest grandmother, Gwendolyn Duncan; Mama, you have always held me in your prayers and have been a source of strength when I needed it the most. Thanks to my brothers and sisters for their encouragement; and to other members of my family, aunts and uncles who have been there for me as mentors and coaches. I am truly grateful for your support. The members of my cohort have been an invaluable resource on this journey. It has often been said that misery loves company, however, I have learned during the course of my time here at BGSU that the journey is more bearable and the load a little lighter when there are others on the journey with you who are able to truly empathize and nudge you on along the way. I express thanks to my batch mates Andrew, Jumei, Kirsten, and Nikki; this journey would have been far less meaningful without you. To my cheerleaders and spirit booster, Dan Capalbo Jr., Tricia Figaro, Zaid Ghori, Dr. Mary Nigro, and Dr. Sherri Coe-Perkins, if it were not for you folks I probably would not have began this PhD. program at Bowling Green State University. Thank you for supporting and encouraging me from the very start and sticking with me along the way. vi The members of my Dissertation Committee have been absolutely outstanding. I have gained much from the expertise of my Advisor Dr. Patricia Kubow, Dr. Candace Archer, Dr. Michael Coomes, Dr. Robert DeBard, and Dr. Gary Oates. You have challenged me collectively and individually to produce my best work yet. The dynamics of my committee provided me with insight and direction during the dissertation proposal phase and continued throughout my final dissertation defense. I thank you all for taking the time to work with me, challenge, and support me in completing my doctoral dissertation. I would also like to express my sincere gratitude to the study participants, who took time out of their busy schedules to meet with me, and to their affiliated institutions: International University of the Caribbean, Northern Caribbean University, University College of the Caribbean, Vector Technology Institute, and University Council of Jamaica. I express special thanks to Ms. Erica Shakes from The Planning Institute of Jamaica (PIOJ) who diligently assisted me in obtaining the needed quantitative data to support my study. Thanks also to Ms. Nicholas, from University of the West Indies Mona Library, and the staff at the National Library of Jamaica. vi TABLE OF CONTENTS Page CHAPTER I. INTRODUCTION .......................................................................................... 1 National objectives of higher education in Jamaica .................................................. 2 Classical liberalism .................................................................................................... 4 Liberalization in Jamaica ........................................................................................... 6 The private higher education phenomenon ................................................................ 8 Challenges at the University of the West Indies ........................................................ 10 Jamaica’s social context ............................................................................................. 12 Statement of the problem ........................................................................................... 14 Purpose of the study ................................................................................................... 16 Research questions ..................................................................................................... 17 Significance of the study ............................................................................................ 19 Limitations of the study ............................................................................................. 20 Organization of the study ........................................................................................... 23 Summary………… .................................................................................................... 24 Definition of terms ..................................................................................................... 25 List of acronyms ....................................................................................................... 28 CHAPTER II. LITERATURE REVIEW ............................................................................. 29 Neo-liberalism as a theoretical lens ........................................................................... 30 Human capital theory ..................................................................................... 32 The impact of international organizations on higher education ................................. 33 vii UNESCO ....................................................................................................... 34 The World Bank ............................................................................................. 36 The Bank’s higher education policy recommendations ............................................. 37 Navigating the policy process .................................................................................... 39 The Caribbean context ............................................................................................... 42 A brief overview of higher education in the Caribbean ............................................. 44 Jamaica’s unique position within the Caribbean ....................................................... 48 Political economic environment ................................................................................ 49 Economic and social indicators ..................................................................... 50 Vision2030 Jamaica – National development plan .................................................... 53 The national goals for higher education......................................................... 54 Jamaica’s higher education landscape ....................................................................... 55 The growing demand for higher education .................................................... 58 The determinants of access to higher education ............................................ 61 The rise in private higher education........................................................................... 65 Quality Assurance in higher education ...................................................................... 68 Jamaica’s quality assurance mechanism ........................................................ 70 The University Council of Jamaica’s accreditation procedures .................... 70 Institution self-study ...................................................................................... 72 Academic standards ....................................................................................... 73 Summary ……….. ..................................................................................................... 74 CHAPTER III. METHODOLOGY .....................................................................................