Pictures of California Coast University

...Thanks Ox!

 

I echo Unk's "welcome back' to Steve. It's good to see you back. I cannot help but see the similarities between the "unethical CCU student" mentioned by Uncle Janko (some of us have been around here long enough to know who it is) and the expose of Walter Martin in Steve's book "Name It & Frame It". Martin often claimed publicly that his California Western (Cal Coast) doctorate and his two degrees from Shelton College were accredited (of course they were not) and that his degree was in "comparative religion" (CWU was not authorized to offer any degrees in religion--his degree was actually in education). Of course, CCU (like any other institution) could not be held responsible for the dishonesty of one of its graduates.

 

Sorry everybody, this is way off topic:


Uncle: I thought you would be interested in this version of the original writing of Chun Tzu. I posted it in a older thread for you, but I think it got buried. Here it is:


THE SUPERIOR MAN:



All goodness, truth, beauty are combined in the ideal of the superior man (Chun-Tzu). Noble both in birth and endowment, he has the manners of a gentleman and the wisdom of a sage.



…The superior man becomes what he is through self-discipline. "To have the truth is the path of heaven, to seek the truth is the path of men. He who has the truth finds the right action without pains, achieves success without reflection." But he who seeks the truth chooses the good and holds it fast. He investigates; he questions critically, ponders the truth and resolutely acts on it. "Perhaps others can do it the first time; I must do it ten times; perhaps others can do it the tenth time; I must do it a thousand times. But he who really has the perseverance to go this way-be he foolish, he will become clearheaded; be he weak, he will become strong."


The character, cast of thought, gestures of the superior man are described. He is contrasted with the inferior man. The superior man is concerned with justice, the inferior man with profit. The superior man is quiet and serene, the inferior man always full of anxiety. The superior man is congenial though never stooping to vulgarity; the inferior man is vulgar without being congenial. The superior man is dignified without arrogance; the inferior man is arrogant without dignity. The superior man is steadfast in distress; the inferior man in distress loses all control of himself. The superior man goes searching for himself; the inferior man goes searching in others. The superior man strives upward; the inferior man strives downward. The superior man is independent. He can endure long misfortune as well as long prosperity, and he lives free from fear. He suffers from his own inability, not from others' failure to understand him. He avoids all competition, but if it must be, then only in archery. He is slow in words and quick in action. He is careful not to let his words outshine his deeds: first act, and then speak accordingly.

The superior man does not waste himself on what is distant, on what is absent. He stands in the here and now, in the real situation. "The superior man's path is like a long journey; you must begin from right here." "The superior man's path begins with the concerns of the common man and woman, but it reaches into the distance, penetrating heaven and earth."

Source: "Socrates, Buddha, Confucius, Jesus: From the Great Philosophers, Volume 1", Jaspers, Karl. Pgs.41-63. Copyright 1957 by R. Piper and Co. Verlag, Munchen

Take care,



Abner

 

I find it rather interesting that their is such interest in the size and facilities of solely Distance learning universities. It should be quite obvious that their space would not be much if any. Most of these schools could operate out of my own house and as a matter of fact, schools such as Aspen University and Jones intl. are smaller than my own home. I have been in both of these facilities and they are nothing more than office space, and they do not even take up a entire floor of the building.

Should we be expecting much more than that anyway? With this in mind, I found CCU ( and I have been in their school as well ) to be a much larger and more adequate structure than some of the others I have personally sought to visit.

I think is that we get some picture in our heads based on their brochures etc. and create a more corporate type of visual campus that we presume they occupy. It is interesting to see it in reality though.

It doesnt make the quality or service of the school any worse. It just puts things in perspective.

 

Good points back2cali!


Abner

 

To echo in on this, here is a campus map of another quite well known DL university (which some people assume doesn't have a B&M campus):
http://www3.open.ac.uk/contact/maps/wh-campus.gif

 

That's a very nice building. It's the U.S. Bank Place, and I remember it well from my TC days (been there on business of one sort or another, can't remember exactly what)--but there's a lot more there than Capella. That said, just one office in that building is more impressive and likely more expensive than the picture of the "campus" purported to be NCU on this thread. Hey, a broom closet in the U.S. Bank Place would likely beat the space in which most for-profit offices reside.

 

The only problem with Open U is their name. It just sounds so flaky, so millish to me. It's got such a long-standing reputation and so many alums over in Europe that it doesn't matter to them, employers all know of it there. But here in the states, it sounds millish to the uninitiated.

If it were only called "University of Berkshire" or "University of South England".

 

I suppose to many, if not most, size matters.

Personally, I prefer traditional campuses - for me the more bricks and columns the better, especially for the social aspects, the collaboration, practical labs, the feel and environment of the university... but if you've already done that or if you need to go to class on a variable schedule or from some very dynamic locations, or perhaps do independent research with the opportunity to save some money, it's hard to beat distance learning. The good news is there are many schools that now offer both if that's what floats your boat.

 

I agree, I remember years ago I considered them but couldn't get around the name... sounds like a replacement window company.

 

Unfortunately, the file size is too large to attach, but a lovely color map of my distance learning campus can be seen here: http://www.hw.ac.uk/welcome/html/maps/edinburgh_colour.pdf

The Edinburgh Business School of Heriot-Watt University, where both the 'bricks and mortar' classes are taught and the distance learning program administered, is building 15 on the map.

 

A very serious and solid school. One can't but come to that conclusion when reading the posts of Dr. Gavin Kennedy here. But I do wish they were AACSB. I can't imagine they couldn't get the accreditation easily were they only to pursue it.

Are you studying for an MBA or DBA?

 

I finished my last course in December 1999, and attended graduation on campus in July 2000, where I was awarded the MBA.

On the issue of accreditation, EBS has been resolute in their opinion to not pursue it. I have cut and pasted below and you will note the final bullet point pertains to their stance on the matter.

Quality and standards

* Heriot-Watt University was granted its Royal Charter by Act of Parliament in 1966.
* It is inspected by the UK Quality Assurance Agency (QAA) to ensure it satisfies UK standards for higher education.
* It is approved by the US Department of Education.
* Its internal structures and systems maintain the quality of its awards:
o the Postgraduate Studies Committee reviews programmes every five years;
o the Quality and Standards Forum ensures that programmes and courses comply with QAA frameworks for standards and quality;
o boards of examiners ensure that every assessment is at an appropriate standard. The boards include independent external examiners from other universities.
* EBS does not support accreditation by private sector, self-appointed accrediting bodies, due to the focus they place on arbitrary inputs rather than the quality of student outputs.

 

It's a fair point. Not that I agree with it 100%, but it's a reasonable stance. Dr. Kennedy has said as much on this forum, and he makes some compelling arguments.

 

I don't believe that H-W will qualify for AACSB (or AMBA) accreditation as long as it continues to use an independent-study/examination model without teaching. I think that the quoted remarks reveal a little bitterness.

Besides, is the choice whether or not to pursue professional accreditation simply a philosophical decision for educators? Or is it something that benefits a university's graduates by improving the utility of their degrees?

 

Low Blow...OXPECKER

Everyone should know this is not true...They have a nice campus.

OXPECKER-Do you have something against UMUC?

K-Bob sends...

 

Re: Low Blow...OXPECKER

No...it was a joke.