This article examines patterns in the global higher education landscape associated with sector (i.e., public or private) and founding era. Using data on the formal and academic structure of 15,133 higher education institutions (ISCED 6+) from 183 countries and territories, we examine factors associated with the student body size, number of degree-granting programs, doctorate degrees, and curricular offerings. We find that only sector and age are associated with an institution’s student body size, while sector, age, and founding era are all associated with degree and curricular offerings. Private universities tend to be smaller and are more likely to offer business degrees, while public universities offer more degree programs on average, and are more likely to offer programs in science and technology and doctoral degrees. Meanwhile, in both sectors, universities founded after 1990 are less likely to offer doctoral degrees and more likely to offer degrees in business, science, and technology. Despite some regional variation, these trends are found worldwide. To interpret these findings, we argue that both sector- and era-specific institutional logics link higher education to knowledge production and the labor market in distinct and path-dependent ways. Notably, the expansion of higher education post-1990 has been accomplished by establishing new teaching-focused institutions and orienting academic programs to the labor market in both sectors.

中文翻译：

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全球高等教育格局中的制度逻辑：部门和创始时代的组织特征差异

本文考察了与部门（即公立或私立）和创始时代相关的全球高等教育格局。我们使用来自 183 个国家和地区的 15,133 所高等教育机构 (ISCED 6+) 的正规和学术结构数据，研究与学生人数、学位授予项目数量、博士学位和课程设置相关的因素。我们发现只有部门和年龄与机构的学生人数相关，而部门、年龄和创始年代都与学位和课程设置相关。私立大学往往规模较小，更有可能提供商业学位，而公立大学平均提供更多学位课程，更有可能提供科学技术和博士学位课程。同时，在这两个领域，1990 年以后成立的大学不太可能提供博士学位，而更有可能提供商业、科学和技术学位。尽管存在一些地区差异，但这些趋势在世界范围内都能找到。为了解释这些发现，我们认为特定部门和特定时代的制度逻辑都以不同且路径依赖的方式将高等教育与知识生产和劳动力市场联系起来。值得注意的是，1990 年后高等教育的扩张是通过建立新的以教学为重点的机构和将学术课程面向两个部门的劳动力市场而实现的。我们认为，特定部门和特定时代的制度逻辑都以独特且依赖路径的方式将高等教育与知识生产和劳动力市场联系起来。值得注意的是，1990 年后高等教育的扩张是通过建立新的以教学为重点的机构和将学术课程面向两个部门的劳动力市场而实现的。我们认为，特定部门和特定时代的制度逻辑都以独特且依赖路径的方式将高等教育与知识生产和劳动力市场联系起来。值得注意的是，1990 年后高等教育的扩张是通过建立新的以教学为重点的机构和将学术课程面向两个部门的劳动力市场而实现的。