Historically, California laws governing private state-approved schools have been loosely written to facilitate alternative types of postsecondary and vocational education. Proprietary schools are the subjects of these laws, not the public community colleges or public and private universities and colleges that are more commonly identified with higher education. Some proprietary-school owners have sought loopholes and disreputable entrepreneurial opportunities for profit making. As a result, many students who have enrolled in such schools have not been provided with reasonable-quality education or training. End results of their endeavors have often been enormous student-loan debts and worthless diplomas.; To probe this situation, this dissertation examines the policies and practices of private postsecondary and vocational education in California from 1978 through 2000, and it analyzes policy alternatives. The historical research focuses on: (1) the period of diploma mills (1978--1990); (2) the period of cleaning-up (1991--1997); and (3) the period of searching for effective identity (1998--2000). Bolman and Deal's four frames of analysis are used: structural, human resources, political, and symbolic. These frames facilitate analysis of the three research periods in such primary terms as budgetary restraints, employee morale, interest groups actions, and organizational culture.; Public choice theory is examined as an aspect of this research. Also analyzed are theories of interest-group politics and of concepts of commensurate responsibility and accountability in public administration.; Findings are that "self interestedness" characterizes California's facilitative posture toward private state-approved schools. Legislation and regulations of these schools are greatly affected by interest groups' actions. Even though the regulatory agency---the Bureau for Private Postsecondary and Vocational Education---seeks to interpret the never-perfect law to oversee the schools reasonably in the public interest, its decisions are often criticized as "off-balance."; To deal with this enduring reality, Bureau leadership and management may seek: (1) to develop a shared culture of accomplishment among all levels of employees and officials; (2) to manage conflicts through integrative, participative processes; and (3) to search for shared standards of reasonableness within legal and other frameworks of operations.
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机译：从历史上看，加利福尼亚州有关私立州批准的学校的法律是松散地制定的，以促进其他类型的中学和职业教育。私立学校是这些法律的主体，而不是公立大学，公立和私立大学以及更常被高等教育所认可的大学。一些私立学校的所有者一直在寻求漏洞和不光彩的创业机会来牟利。结果，许多入学这类学校的学生没有得到适当质量的教育或培训。他们努力的最终结果通常是巨大的学生贷款债务和毫无价值的文凭。为了探究这种情况，本文研究了1978年至2000年加利福尼亚州私立中学和职业教育的政策和实践，并分析了其他政策选择。历史研究的重点是：（1）文凭制时期（1978--1990）； （2）清理期（1991--1997）; （3）寻找有效身份的时期（1998--2000年）。使用了Bolman and Deal的四个分析框架：结构，人力资源，政治和象征性分析。这些框架有助于从预算约束，员工士气，利益集团行动和组织文化等主要方面对三个研究时期进行分析。公共选择理论是本研究的一个方面。还分析了利益集团政治理论以及公共行政中相应责任和问责制的理论。研究发现，“自我兴趣”体现了加利福尼亚州对私立州立认可学校的便利态度。这些学校的法律法规受到利益团体的行动的极大影响。尽管监管机构-私立中等和职业教育局-试图解释这一从未完善的法律，以公共利益为目的对学校进行合理的监督，但其决策经常被批评为“失衡”。为了应对这种持久的现实，无线电通信局的领导和管理者可以寻求：（1）在各级雇员和官员之间建立共同的成就文化； （2）通过整合，参与的过程来管理冲突； （3）在法律和其他运营框架内寻求合理的共享标准。
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