University of the People Launches MBA Program

When I said "why not?" with regards to the UPeople MBA I didn't mean to imply that it was a good fit for everyone.

For starters, I find that a good chunk of adult learners need an MBA as a "check the box" degree. That's the market that schools like Ashworth are catering to. Nobody is supercharging their business career because they put Ashworth on their resume. If you just need to "check the box" and you just want a school name that will have a mostly neutral standing in the eyes of most employers, and you're considering the UPeople MBA then, well, why not?

Regarding the Strayer thread, I think there are a few differences that need to be clarified there as well. In that thread, the OP stated specifically that it was a deal with Strayer, not UPhoenix, and that it specifically did not include the Jack Welch MBA.

At the time, I had assumed that the Jack Welch MBA was Strayer's only MBA program. In looking at their website it remains a bit unclear to me whether that is the case or whether Strayer has two separate programs (i.e. a non-Jack Welch MBA and a Jack Welch MBA). Regardless, I was operating under the assumption that the MBA was off the table and your choice of Master of Science degree was up for grabs.

I would understand why a person would decline a UPhoenix MBA. MBAs are typically not "redone." Once you have an MBA it is generally assumed that it is your MBA. But a non-MBA Masters degree can provide an interesting broadening of your academic profile while leaving you room to earn a more prestigious MBA.

If you gave me a free ride to Strayer I wouldn't want their MBA. But I don't think the M.S. in HR would harm me. Nor do I feel that having an M.S.M. and an M.S.H.R. would preclude me from later earning an MBA. If anything it would allow me to focus my MBA studies on a field other than HR with greater comfort. Maybe I would venture into an MBA in entrepreneurship or something else that might broaden my appeal to employers. If you gave me a free ride to UPhoenix I would probably be of the same mind. I wouldn't want their MBA but I'm sure that they have something in their offerings to appeal to me such as their Master of Information Science in Analytics. Something that would, again, broaden my appeal would have the greatest impact. And given how data driven HR is, how many HR positions now require or prefer SQL proficiency, something like that would be a temptation.

Also, and on a far less important note, Strayer is not UPhoenix. While it may draw the ire of those who hate anything for-profit it doesn't immediately spring to people's minds as UPhoenix does. And while I'm certain they have their issues I've only ever heard former students speak fondly of Strayer while Phoenix has always been a mixed bag. Plus Phoenix attracts detractors who have had zero connection with the school yet always have an unnamed relative or friend who said it was a "joke."

Anyway, I just wanted to clarify my position on both fronts as it appeared some may have interpreted my prior statements as a cavalier attitude toward earning degrees and career planning.

 

It's funny because after I posted it I immediately realized how many obvious schools I had omitted (WNMU, Hodges, Hobe Sound etc) which are frequent topics on this board alone. It is also difficult to try to think about it in an orderly way. First I tried by tier so I started with the Ivys and began working down. Then I shifted to geographic regions. Then I switched to religiously affiliated schools. Then schools that fit prior classifications began popping into my head.

It was more mentally taxing then I thought it would be for sure.

 

I remember seeing one tenured Professor with a fake Rochville degree, and another with a fake American College of Metaphysical Theology degree.

You just gotta believe, Jennifer. You just gotta believe.

 

Oh... I believe......I just won't participate lol
Thanks for the chuckle.:ziplip:

 

It also matters greatly whether the degree in question was necessary for the position. Elsewhere we saw a tenured professor at a public university with a doctorate from Louisiana Baptist University. That could be problematic. However, he also had an RA/ABA JD and an RA MBA which were undoubtedly the credentials he was using to teach, I believe it was, accounting and business law.While his faculty page mentioned his LBU PhD it is a reasonable assumption that his JD and MBA were the reason he was hired (and in all likelihood he probably tacked on the PhD after he had been there for a while).

And my NA Masters allows me to teach just fine. So, always exceptions to the rule anyway.

 

Many RA programs don't cut it in higher ed where it is highly competitive. This is especially the case with the for profits where if they show up it is as an add on where the person had the position or on an adjunct where people barely care. For profit doctorates also work for pay purposes at Community College instructor positions to give a pay increase or added prestige of "Dr.".

The U of People MBA is accredited and as Neuhaus pointed out, probably effective as an add on credential. Cost amazing. Is it a Harvard MBA? No, but neither is Phoenix at considerably more expense.

I know a couple of people with RA doctorates from for profits and both teach at other for profits. Another is doing one simply as an add on credential, check the bucket list thing. In that instance, his RA from a for profit doctorate would probably be equivalent to an NA doctorate (except he will have more debt).

 

It depends. I've had instructors whose for-profit masters were used to qualify for a job that required an RA degree. Also, some schools may not give a pay increase for an NA degree.

Sort of off topic, but I came across a Bureau of Justice Statistics fellowship that requires the applying schools to be regionally accredited. I've seen government agencies with restrictions on for-profit schools when it comes to research funding, but this is the first time I've seen a restriction on accreditation.

 

Student of UoPeople Here.

I am currently studying with University of the People myself. Quite honestly, I was a bit skeptical when I first started their BS in Business Administration. How could a cheap university like this be of any count? How could they supply the quality instruction that could compete with these universities what have been around longer than I have been alive.

However, I have found that between my studies at Nashville State Community College (NSCC), Gallaudet University (GU), Brigham Young University Idaho(BYU-I), Brigham Young University Hawaii (BYU-H) and University of the People (UoPeople), UoPeople has (in my opinion) one of the best online spirits (as in school spirit). The students are actually engaging in online discussions rather than just posting because it is required (although there are some who still just meet requirements).

I have enjoyed my studies with UoPeople thus far. The only other school I have studied at that has been a real pleasure thus far has been BYU-H.

This is just one students perspective though.

 

School spirit is an important element. I think Phoenix was trying for this with the socks thing. Because nothing says "I love my alma mater" like hosiery, I suppose. But schools that have spirit, whether surrounding athletics or not, are likely to build a strong alumni network over time. As I've said before, if Harvard resigned accreditation tomorrow it would still have a very strong network of alumni who would be recruiting from there.

So I hope UPeople manages to pull this off. And I hope they build a strong reputation and succeed. Not because I particularly care about this individual school but because I want to see a school start from nothing and develop that sort of following in my lifetime. I feel like WGU went a ways toward that goal. And maybe they will become more broadly accepted. But I don't think "spirit" is really their shtick.

 

Accreditation Misinformation for WHTU

Explaining DEAC’s Comparability to Regional Accreditation
Today’s distance education students are a truly remarkable and diverse group with unlimited potential. Their success is vital to our nation’s future at a time when the resources available to support new initiatives to increase postsecondary attainment are severely constrained. More than ever, distance education is key to expanding learning opportunities that serve the unique needs of students. DEAC accredited institutions are commended for their innovative approaches our institutions are taking to address some of the most difficult challenges facing education in the United States and around the world. As a community of educators with a broad spectrum of missions, the DEAC is making distance education more powerful for all students by creating more opportunities for students to engage in learning that is relevant to their lives and that prepares them for success in their career, their workplace, and their communities.
The comparability of national accreditation to regional accreditation, however, is an important issue that continually receives attention by current and prospective students and within the broader higher education community. It is also a subject of much debate among policy makers and regulators. Transfer of credit, admission to graduate schools, eligibility for employer-sponsored tuition assistance, and eligibility to take licensure examinations necessary to enter certain professions often hinge on whether an individual attended a regionally or nationally accredited institution. This paper provides a brief overview of the Distance Education Accrediting Commission accreditation standards and procedures within the context of this comparability.
The Distance Education Accrediting Commission (DEAC) is a private, non-profit organization that accredits institutions that primarily offer distance education. Founded in 1926, accreditation by DEAC covers all distance education activities within an institution and provides a single source of recognized accreditation from the primary school level through professional doctoral degree-granting institutions. No other accrediting organization represents the broad spectrum of mission among distance education institutions like the DEAC does.
An important baseline for establishing the comparability of institutional accreditation is the recognition process for accreditation. In the United States, the federal government, through the U.S. Department of Education recognizes accrediting organizations and aims to assure that the standards of accreditors meet expectations for institutional participation in federal student aid programs. The Council for Higher Education Accreditation (CHEA) also plays a significant role in the recognition of accrediting organizations. CHEA is the only nongovernmental higher education organization in the U.S. that undertakes a process to review accrediting organizations through a formal process established by representatives of the higher education community.
The academic quality and accountability criteria DEAC must meet to achieve recognition by USDE and CHEA are the same criteria regional accreditors must meet to achieve recognition.
DEAC’s Recognition by the U.S. Department of Education (USDE)
DEAC initially received federal recognition in 1959 from the U.S. Commissioner on Education, the predecessor to the U.S. Secretary of Education. DEAC has continually held recognition by the U.S. Department of Education ever since. Federal recognition aims to ensure that accreditors meet expectations for institutional and program participation in federal activities, such as federal financial aid
programs. Currently, the federal recognition process is carried out by the National Advisory Committee for Institutional Quality and Integrity (NACIQI). The NACIQI provides recommendations to the U.S. Secretary of Education concerning whether accreditation standards are sufficiently rigorous and effective toward ensuring that a recognized accreditor is a reliable authority regarding the quality of the education provided by the institution it accredits. In 2012, NACIQI recommended to the Secretary of Education that DEAC receive recognition through 2017. DEAC’s scope of recognition by the Secretary of Education is:
The accreditation of postsecondary institutions in the United States that offer degree and/or non-degree programs primarily by the distance or correspondence education method up to and including the professional doctoral degree, including those institutions that are specifically certified by the agency as accredited for Title IV purposes.
DEAC’s Recognition by the Council for Higher Education Accreditation (CHEA)
CHEA was formed in 1996 by presidents of U.S. colleges and universities to strengthen higher education through strengthened accreditation processes. It promotes academic quality through formal recognition of higher education accrediting bodies and works to advance self-regulation in higher education through accreditation. Recognition by CHEA affirms that the standards, policies and procedures of accrediting organizations meet the academic quality, institutional improvement and accountability expectations CHEA has established. In addition, CHEA recognition is only available to accreditors that primarily review degree-granting institutions. CHEA has continually recognized DEAC since 2001. DEAC received its most recent grant of recognition from CHEA in 2013. DEAC’s scope of recognition by CHEA is:
The accreditation of higher learning institutions in the United States and international locations that offer programs of study that are delivered primarily by distance (51 percent or more) and award credentials at the associate, baccalaureate, master’s, first professional and professional doctoral degree level.
Above and Beyond the Recognition Criteria
Recognition by both the USDE and CHEA demonstrates that DEAC meets the same quality expectations for standards and procedures that are implemented for the recognition of regional accreditors. Recognition serves as an important baseline to establishing the credibility and reliability of an accrediting organization, however; DEAC takes additional steps above and beyond recognition requirements to establish the comparability of its accreditation process to that of regional accreditation. The DEAC works carefully and methodically to assure that its academic quality standards are equivalent to those of regional accreditors. Academic quality refers to the results associated with teaching, learning, research and service to students within the context of institutional mission. There are no significant differences in the academic aspects of the accreditation process employed by the six regional accrediting groups when compared to the accreditation standards and procedures implemented by DEAC. In particular
 DEAC’s experience reviewing distance education spans nearly 90 years and covers all aspects of delivery, whether online learning, competency-based learning, or correspondence learning.
 DEAC’s accreditation standards for degree programs are aligned with the accreditation standards implemented by the regional accreditors.
 DEAC degree standards are outcomes focused and state: “Graduates of distance education degree programs must exhibit skill and knowledge attainment through the demonstrated achievement of educational objectives and outcomes comparable to those of accredited resident degree programs that are similar in nature and level.” When granting accreditation, DEAC reviews all programs offered by an institution for evidence that this standard is met.
 DEAC reaches its judgment on its “comparability” standard by employing subject matter expert faculty who teach at regionally accredited universities and who serve as reviewers for the American Council on Education Credit Recommendation Service (ACE CREDIT). The subject matter experts assess the quality, relevance and academic soundness of the curricula offered by DEAC institutions against curricula offered by regionally accredited institutions. These evaluators use a comprehensive and detailed assessment instrument that involves over 250 questions, through which they are able to make fair and precise judgments on the comparability of programs to the curricula of regionally accredited institutions.
 DEAC accreditation standards require bachelor’s degrees to have at least 120 semester credit hours, consistent with regional accreditation standards, and like the regional accreditors, DEAC standards mandate that a student earn at least 25 academic credits at the institution awarding a degree credential.
 DEAC requires the same amount of general education credits (at least 25 percent) for a bachelor’s degree program, as do each of the regional accrediting organizations.
 DEAC accreditation standards require all degree granting programs to administer proctored examinations at appropriate intervals thought-out all programs of study.
 DEAC standards for faculty are the same as for each of the regional bodies (e.g., faculty must possess a graduate degree from an accredited institution in a related discipline to instruct students enrolled at the bachelor’s level).
 DEAC institutions use the same learning management platforms, the same research databases and the same textbook materials as do regionally accredited institutions. Moreover, many DEAC institutions employ the same adjunct faculty who likewise teach at regionally accredited institutions.


 

Powerman's little post appears to be copied directly from the DEAC website. Whatever.

 

That's cheap

At one time, Aspen was offering MBA's for $3,450.00. I completed my MBA for $4,000.00. I thought that was cheap at the time! That's great that you volunteer there.

 

I would love to hear some detail about what the coursework is like at University of the People. I'd consider it.

 

Hi ns,

I would probably ask Scaredrain directly, or post a question in this thread with his name in the subject title area! You can't beat the price! Just make sure NA accreditation will suit your future needs.

 

Question for Scaredrain or anyone who has taken courses at the U of the People

I would love to hear from anyone (IE Scaredrain) who has taken courses at U of the People. I would consider it and National Accreditation is fine by me. Thanks in advance.

 

You can also send him a pm. Just click on his name, and a box will come that says "send private message". Not sure if you know how to do that or not, just thought I would mention it. If NA works for you, the price is right.

 

HI newsongs, I am not familiar with their MBA courses but I can tell you that their undergraduate courses are 9 weeks long, with the last week being just 4 days and consisting of the final course exam. Assignments are discussion board postings, learning journals, written assignments, and a couple of graded quizzes. All of the course content is open sourced and you usually access the content via links or pdf files etc. The instructor's at U of the People are facilitators (this is changing), with the students performing peer assessments on written assignments.

 

Hey newsongs, I am currently a student at UoPeople and can answer some questions if you like, what kind of questions exactly do you have about it?

 

admathealaskan, are you an MBA student? what is the workload for MBA courses? assignments exams? can you share a couple of syllabi?

thanks