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Online MBA Degree Gets You Ahead Faster
What is an online MBA degree? MBA stands for Masters of Business Administration
, and is a degree you get to take the next step in business
administration. Getting an online MBA degree can reap many benefits, and
may possibly be the tool you need in furthering your business career.
Doing a little research will help you decide if participating in an MBA
online course is the best course of action for you to take.
Getting your MBA online is a great way to get you ahead in your career path. By taking online MBA courses, you can get your degree at home, on your own time. Imagine the convenience! Getting your MBA online is also great if you are a working parent, yet wish to further your business education. By participating in an online MBA course, you do not have to attend classes at an actual university. You can take all courses online, in the privacy of your own home. Online classroom procedures vary from class to class.
Another way getting your MBA online gets you ahead fast is you can usually complete the online MBA program in about two years. By taking your MBA courses online, you can get your MBA degree quickly, and enable yourself to do what is necessary in order to reach the next step in your business career goals.
MBA online courses come with may benefits that will help you in your business career. As long as the university is accredited, you may be eligible to get grants, loans, and/or scholarships to help you financially with payment of your MBA course studies program. You can get applications for these loans, grants and scholarships directly from the learning institution's online web page, if you are unable to get to the learning institutions financial aid office in person.
The value of an MBA degree is surely to help you when trying to advance in the right business career. The MBA is taken very seriously in careers including:
Many businesses will look very highly upon a potential employee with an MBA degree.
The MBA can also help you make more money. It is estimated that the MBA is alone worth $10-30,000 a year, depending on factors such as your employer and the location of your jobs. Investing in a MBA degree online can ensure you larger earnings for your future.
Getting your MBA degree online can be very beneficial to your business future. Getting your MBA degree online can be less time consuming, and much more convenient than the traditional classroom. Not only can you be eligible for grants, scholarships, and/or student loans, but getting your MBA degree can ensure you more money added to your annual salary. But do not jump headfirst into the first online MBA program you find. It is always best to do some research, as questions, and evaluate different schools to ensure you are enrolling in the online MBA program that is best suited for you.
Getting your MBA online is a great way to get you ahead in your career path. By taking online MBA courses, you can get your degree at home, on your own time. Imagine the convenience! Getting your MBA online is also great if you are a working parent, yet wish to further your business education. By participating in an online MBA course, you do not have to attend classes at an actual university. You can take all courses online, in the privacy of your own home. Online classroom procedures vary from class to class.
Another way getting your MBA online gets you ahead fast is you can usually complete the online MBA program in about two years. By taking your MBA courses online, you can get your MBA degree quickly, and enable yourself to do what is necessary in order to reach the next step in your business career goals.
MBA online courses come with may benefits that will help you in your business career. As long as the university is accredited, you may be eligible to get grants, loans, and/or scholarships to help you financially with payment of your MBA course studies program. You can get applications for these loans, grants and scholarships directly from the learning institution's online web page, if you are unable to get to the learning institutions financial aid office in person.
The value of an MBA degree is surely to help you when trying to advance in the right business career. The MBA is taken very seriously in careers including:
- Accounting
- Economics
- Marketing
Many businesses will look very highly upon a potential employee with an MBA degree.
The MBA can also help you make more money. It is estimated that the MBA is alone worth $10-30,000 a year, depending on factors such as your employer and the location of your jobs. Investing in a MBA degree online can ensure you larger earnings for your future.
Getting your MBA degree online can be very beneficial to your business future. Getting your MBA degree online can be less time consuming, and much more convenient than the traditional classroom. Not only can you be eligible for grants, scholarships, and/or student loans, but getting your MBA degree can ensure you more money added to your annual salary. But do not jump headfirst into the first online MBA program you find. It is always best to do some research, as questions, and evaluate different schools to ensure you are enrolling in the online MBA program that is best suited for you.
Online MBA with Technology Edge From New Jersey Institute of Technology
Online MBA with Technology Edge From New Jersey Institute of Technology - NJIT’s Online MBAprogram is offered through the School of Management, which is recognized by U.S. News & World Report’s 2012 Annual Guide to America’s Best Colleges as among the nation’s Best National Universities. The School of Management is also accredited by the Association to Advance Collegiate Schools of Business (AACSB).
The internationally accredited School of Management at NJIT teaches students how to use technology to solve modern business problems. The program is designed to help students with technical backgrounds build their business expertise and prepare for leadership opportunities.
Keeping in mind that NJIT is not a traditional business school, this new take on the MBA explores the varied ways that advancements in science and technology can provide a strong foundation for strategic 21st-century management skills. Students learn technical applications for every area of business and the importance of data-driven management decisions. The courses strategically incorporate technology-based case studies, simulations, and team projects with a range of business concepts, such as corporate finance, global marketing management, and information systems principles.
NJIT’s graduate program offers three specializations: Management Information Systems, Marketing, and Finance. The Management Information Systems concentration sharpens the MBA focus by placing strategic value on the role of information management in business. Students learn how technology can improve business process management, including how to use business intelligence systems to create a competitive advantage in the marketplace.
The Marketing concentration gives the MBA an innovative focus by teaching students how to strategize in a digital business world, where technology has revolutionized consumer behavior, redefined product life cycles, and given consumers more control. Additionally, students focus on the development and marketing of high-technology products.
The Finance concentration brings an advanced analysis focus to the MBA, which is expressed through the integration of technology and business practices. Financial literacy is critical for management at every level in every industry. Students learn the latest tools in forecasting and study the financial strategies for technology intensive firms.
For more information about the curriculum or the program requirements of New Jersey Institute of Technology's online MBA program, visit http://mba.online.njit.edu or contact a school representative at 1-877-615-9842.
About New Jersey Institute of Technology
NJIT, New Jersey's science and technology university, enrolls more than 8,900 students pursuing bachelor's, master's and doctoral degrees in 121 programs. The university consists of six colleges: Newark College of Engineering, College of Architecture and Design, College of Science and Liberal Arts, School of Management, College of Computing Sciences, and Albert Dorman Honors College. U.S. News & World Report's 2012 Annual Guide to America's Best Colleges ranked NJIT in the top tier of national research universities. NJIT is internationally recognized for being at the forefront of knowledge in architecture, applied mathematics, wireless communications and networking, solar physics, advanced engineered particulate materials, nanotechnology, neural engineering, and e-learning. Many courses and certificate programs, as well as graduate degrees, are available online through the Division of Continuing Professional Education. The term “Virtual Classroom®,” coined and trademarked by NJIT, dates back to the notable presence of New Jersey’s Science and Technology University in this field since 1989.
About the NJIT School of Management
The mission of the School of Management is to create the edge in business knowledge by: preparing a diverse student body to lead globally; integrating business with ethics, technology and innovation; interacting with organizations to advance interdisciplinary research; and promoting regional economic and community development.
Sumber : http://www.prweb.com/
Sumber : http://www.prweb.com/
House to Take Up Student Loan Fix 2013
House to Take Up Student Loan Fix 2013 - It's a better deal at first, but student loan rates could steadilyclimb and cost students more over the long haul under the plan House Republicans are considering.
Members of the Republican-led House Education and Workforce Committee planned on Thursday to finish up a bill that would keep interest rates from doubling on new subsidized Stafford loans on July 1. The GOP measure provides lower rates immediately and for the next few years, but the plan also comes with potentially higher costs for some students in coming years.
Democrats planned unified opposition.
"It's clear that the Republican student loan proposal will increase the cost of education for students and families," said Rep. George Miller of California, the senior Democrat on the committee. "Instead of adding billions in new debt onto borrowers, Congress should keep student loan interest rates affordable in the short term to ensure that a college degree remains within reach for students and families."
Without Congress' action, interest rates for new subsidized Stafford student loans would double from 3.4 percent to 6.8 percent on July 1. Neither party wants to see that happen, although there are strong differences in the methods to dodge that.
Under the proposal by the committee's chairman, Rep. John Kline, R-Minn., student loans would be reset every year and based on 10-year Treasury notes, plus an added percentage. For instance, students who receive subsidized or unsubsidized Stafford student loans would pay the Treasury rate, plus 2.5 percentage points.
Using Congressional Budget Office projections, that would translate to a 5 percent interest rate on Stafford loans in 2014 but climb to 7.7 percent for loans in 2023. Stafford loan rates would be capped at 8.5 percent, while loans for parents and graduate students would have a 10.5 percent ceiling under the GOP proposal.
In real dollars, the GOP plan would cost students and families heavily, according to the nonpartisan Congressional Research Service. The office used the CBO projections for Treasury notes' interest rates each year.
Students who max out their subsidized Stafford loans over four years would pay $8,331 in interest payments under the Republican bill, and $3,450 if rates were kept at 3.4 percent. If rates were allowed to double in July, that amount would be $7,284 over the typical 10-year window to repay the maximum $19,000.
For students who borrow the maximum subsidized and unsubsidized Stafford loans, they would pay $12,374 in interest under the Republican bill. The interest charges would be $10,867 if subsidized loans were allowed to double in July, or $7,033 if rates stay the same. The maximum available in subsidized and unsubsidized amounts is $27,000.
Graduate students and parents, meanwhile, would see interest payments reach $27,680 for four years of college under the GOP plan. If Congress keeps the rates the same, their interest payments would be $21,654 on the original maxed-out $40,000 loan, according to the Congressional Research Service report.
Democrats ahead of the hearing pledged to oppose Kline's plan and said they would offer amendments to the bill. They declined to provide further details before Kline gaveled the committee into its morning session. One idea that is popular among Democrats is to extend the 3.4 percent rate for subsidized Stafford loans for two years while leaders work on a long-term fix.
The White House, meanwhile, remained skeptical of the House measure.
"While we welcome action by the House on student loans, we have concerns about an approach that both fails to guarantee low rates for students on July 1 and asks too many of them to bear the burden of deficit reduction through unaffordable rates," White House spokesman Matt Lehrich said in a statement.
Obama's budget outline included flexible rates for student loans, pegging the interest to markets, but did not have a cap. Republicans had long pushed for the flexible rates and Kline said he would go along with Obama on that principle while adding a cap that Democrats sought.
During the 2010-11 academic year, about 7.5 million undergraduates borrowed from the subsidized Stafford loan program. In all, there were 36 million students loan borrowers through federal programs, according to the Education Department.
Source : http://abclocal.go.com
Rutgers Coach Never Completed Degree
Rutgers Coach Never Completed Degree - A report by the Web site Deadspin on Friday suggested that Jordan did not earn an undergraduate degreeRutgers initially issued a statement that did not directly address whether Jordan had graduated. It instead noted that he was inducted into the Rutgers Hall of Distinguished Alumni in 2004 and that he had been part of the Rutgers “family” since before 1977.
“His athletic skills and leadership and his professional accomplishments have been a source of pride for Rutgers for more than three decades,” the statement said.
Later Friday, the university said it was “in error” when it reported that Jordan had earned a degree from Rutgers. The university said neither it nor the N.C.A.A. requires a head coach to hold a bachelor’s degree.
However, recent athletic department job postings, including one this week for an assistant basketball coach, list a bachelor’s degree as a requirement.
“Rutgers sought Eddie for the head coach position as a target-of-opportunity hire based on his remarkable public career,” Rutgers’s second statement said.
The episode is the latest in a sequence of embarrassing events for the university and its athletic department in the past month and a half. Jordan, who was introduced as the Scarlet Knights’ basketball coach on April 23, was hired to help restore the program’s reputation after his predecessor, Mike Rice, was fired following the release of a video in April showing him berating his players with homophobic slurs, throwing basketballs at them and pushing and kicking them during practice. Jordan’s professionalism and deep ties to the university were among the attributes mentioned by university officials when he was hired. (see HERE)
The furor surrounding the video of Rice led to the resignation of the athletic director, Tim Pernetti, as well as other officials, and the university faced widespread criticism for choosing to suspend Rice rather than fire him after learning of the video last year.
Rutgers appears poised to move forward with Jordan’s appointment. “We are excited to have him as our men’s basketball coach, and we look forward to many winning seasons,” it said.
A dozen years ago, Notre Dame terminated its newly hired football coach, George O’Leary, after he admitted falsifying parts of his résumé, including his claim that he had a master’s degree in education from New York University. O’Leary had been on the job for five days before the falsifications came to light.
A key difference is that Rutgers would presumably have had far better access to the records of Jordan, who has been honored repeatedly by the university for helping to lead it to its only Final Four appearance, in 1976. Jordan went on to play in the N.B.A., winning a championship with the Lakers, and was a head coach in the league for nine years.
at Rutgers 36 years ago when he was a star player, despite previous statements that he had. Deadspin reported that the Rutgers registrar’s office denied that Jordan had a degree from the university, which contradicts the biography on the university’s Web site, which says that he “earned All-America honors as a senior in 1977 before earning a degree in health and physical education.”
Source : www.nytimes.com
How to Measure a College's Commitment to Low-Income Students
How to Measure a College's Commitment to Low-Income Students - Until recently, it has been very difficult to assess how well individual colleges are serving low-income students. Policymakers, researchers, and journalists have mostly had to rely on a single measure to do so: the proportion of Pell Grant recipients each college enrolls.
While this dataset provides a useful tool for comparing colleges based on their record of admitting low-income students, it does not tell us anything about the schools’ commitment to making college affordable for these individuals. For example, if a college enrolls a large number of Pell Grant recipients but doesn’t come close to meeting their remaining financial need, it may be setting them up for failure.
In 2008, Congress recognized the need for policymakers to get better information about how colleges are spending their institutional aid dollars — financial aid they provide students from their own resources. As part of legislation to reauthorize the Higher Education Act, lawmakers required colleges to report to the U.S. Department of Education the average net price they charge first-time, full-time students, broken down by income for those individuals who receive federal financial aid. The net price is the amount of money that students and their families have to pay after all grant and scholarship aid is taken into account.
While this dataset provides a useful tool for comparing colleges based on their record of admitting low-income students, it does not tell us anything about the schools’ commitment to making college affordable for these individuals. For example, if a college enrolls a large number of Pell Grant recipients but doesn’t come close to meeting their remaining financial need, it may be setting them up for failure.
In 2008, Congress recognized the need for policymakers to get better information about how colleges are spending their institutional aid dollars — financial aid they provide students from their own resources. As part of legislation to reauthorize the Higher Education Act, lawmakers required colleges to report to the U.S. Department of Education the average net price they charge first-time, full-time students, broken down by income for those individuals who receive federal financial aid. The net price is the amount of money that students and their families have to pay after all grant and scholarship aid is taken into account.
The net price data provide a clear picture of the financial hurdles that low-income students face at individual campuses, and they open a window on how colleges are spending their institutional aid dollars. But the view is far from complete, as the data include only those students who receive federal Title IV grants or loans. Wealthy students who receive only merit aid from their schools are not captured in these data. As a consequence, we remain in the dark about the extent to which colleges are using their aid to help those without financial need.
Higher education lobbyists have repeatedly beaten back efforts by policymakers to force colleges to reveal more about their financial aid practices. In 2008, for example, they fought a proposal included in the original House reauthorization bill that would have required colleges to report to the Education Department the average amount of institutional grant aid that they provide to their students and the average net price they charge, with each disaggregated by students’ family income. These data were to reflect the experiences of all students at a school, including those with family incomes of $140,000 a year or more.
College lobbyists opposed the provision, arguing that colleges don’t have any way of knowing how much students and their families make if they haven’t applied for federal aid. It’s unclear, however, why schools can’t at least report the disaggregated data for all students on their campuses receiving institutional aid.
Despite the data’s limitations, the net price information is extremely helpful in showing the real prices that low-income students must pay. That’s because the vast majority of the neediest undergraduates receive federal financial aid.
According to a report that the research and advocacy group Education Trust published in 2011, titled “Priced Out: How the Wrong Financial-Aid Policies Hurt Low-Income Students,” 82 percent of full-time students with family incomes of $30,000 or less obtain federal grants and/or loans. In contrast, only about a third of students with family incomes over $110,000 receive federal aid.
As a result, the net price data provide a much more accurate measurement for judging how well different colleges are serving low-income students than just the Pell Grant data alone. For example, the University of Cincinnati has repeatedly earned a top spot in rankings that The Chronicle of Higher Education has published comparing wealthy colleges based on the proportion of low-income students they enroll — with Pell Grant recipients making up 27 percent of the university’s students. But the net price data (which wasn’t available when the Chronicle last conducted its rankings) show that the school’s lowest-income students must pay a hefty price: an average of nearly $15,000 after all grant and scholarship aid is taken into account.
Similarly, Syracuse University has appropriately received a lot of praise for the substantial efforts it has made to admit low-income students. After all, 27 percent of Syracuse’s students receive Pell Grants — a figure that is largely unmatched by peer institutions in the private college sector. Still, the net price data reveal that the university’s neediest students must come up with an average of over $18,000 to attend.
Why do low-income students at these wealthy universities have to face such high prices? Is it because schools simply can’t afford to meet their financial need? Or is it because the institutions are redirecting a large share of their aid dollars to helping more-affluent students? We won’t know for sure until colleges are required to lift the veil off their institutional aid practices, once and for all.
Source : inthetank.newamerica.net
Higher education lobbyists have repeatedly beaten back efforts by policymakers to force colleges to reveal more about their financial aid practices. In 2008, for example, they fought a proposal included in the original House reauthorization bill that would have required colleges to report to the Education Department the average amount of institutional grant aid that they provide to their students and the average net price they charge, with each disaggregated by students’ family income. These data were to reflect the experiences of all students at a school, including those with family incomes of $140,000 a year or more.
College lobbyists opposed the provision, arguing that colleges don’t have any way of knowing how much students and their families make if they haven’t applied for federal aid. It’s unclear, however, why schools can’t at least report the disaggregated data for all students on their campuses receiving institutional aid.
Despite the data’s limitations, the net price information is extremely helpful in showing the real prices that low-income students must pay. That’s because the vast majority of the neediest undergraduates receive federal financial aid.
According to a report that the research and advocacy group Education Trust published in 2011, titled “Priced Out: How the Wrong Financial-Aid Policies Hurt Low-Income Students,” 82 percent of full-time students with family incomes of $30,000 or less obtain federal grants and/or loans. In contrast, only about a third of students with family incomes over $110,000 receive federal aid.
As a result, the net price data provide a much more accurate measurement for judging how well different colleges are serving low-income students than just the Pell Grant data alone. For example, the University of Cincinnati has repeatedly earned a top spot in rankings that The Chronicle of Higher Education has published comparing wealthy colleges based on the proportion of low-income students they enroll — with Pell Grant recipients making up 27 percent of the university’s students. But the net price data (which wasn’t available when the Chronicle last conducted its rankings) show that the school’s lowest-income students must pay a hefty price: an average of nearly $15,000 after all grant and scholarship aid is taken into account.
Similarly, Syracuse University has appropriately received a lot of praise for the substantial efforts it has made to admit low-income students. After all, 27 percent of Syracuse’s students receive Pell Grants — a figure that is largely unmatched by peer institutions in the private college sector. Still, the net price data reveal that the university’s neediest students must come up with an average of over $18,000 to attend.
Why do low-income students at these wealthy universities have to face such high prices? Is it because schools simply can’t afford to meet their financial need? Or is it because the institutions are redirecting a large share of their aid dollars to helping more-affluent students? We won’t know for sure until colleges are required to lift the veil off their institutional aid practices, once and for all.
Source : inthetank.newamerica.net
Update List College Names Finalists for President's Post 2013
Update List College Names Finalists for President's Post 2013 - Alamance Community College has The full Board of Trustees will begin meeting with the finalists with hopes of finding a successor for retiring president Martin Nadelman by July. Nadelman, who has been with ACC since 1999, will retire effective Oct. 1.
ACC staff, faculty and the community will have a chance to meet all the finalists in a series of informal meetings.
Dr. Anne L. Austin has served as Vice Chancellor of Research, Planning & Assessment at the University of Arkansas Community College at Batesville in Batesville, Arkansas since 2007. Prior to her current position, she served the College as Dean of Learning from 2005-2007 and as Assistant Dean of Academic Affairs from 1996-2005. From 1994-1995 she served as Director of Career Planning and Development at Lyon College in Batesville. Dr. Austin earned a Bachelor’s Degree in English from the University of Delaware and a Ph.D in Business Administration from the University of South Carolina. Dr. Austin earned a J.D. from Case Western Reserve University.
Dr. Kandi W. Deitemeyer has served as President of College of The Albemarle in Elizabeth City, North Carolina since April 2010. Prior to her current position, she served as Vice President of Academic Programs and Services at Davidson County Community College in Lexington, North Carolina from 2008-2010. She served as the College Provost for Gateway Community and Technical College in Covington, Kentucky from 2006-2008. Dr. Deitemeyer served as Vice President of Student Services from 2005-2006 and Dean of Student Services from 2003-2005 at Sandhills Community College in Pinehurst, North Carolina. She served as the Director of Education Programs from 2000-2001 and Director of Academic Programs from 1999-2000 at the University of South Florida in Lakeland. Dr. Deitemeyer earned a Bachelor’s Degree in Mass Communications & Public Relations, a Master’s Degree in Counselor Education, and a Doctorate in Educational Leadership from the University of South Florida in Tampa.
Dr. Gene C. Couch has served as the Executive Vice President of Alamance Community College since June 2011. Prior to his current position, he served Southwestern Community College in Sylva, North Carolina in several leadership positions including Director of the Title III Program from 2010-2011, Vice President for Instruction and Student Services from 2005-2010, Vice President for Instructional Services from 1999-2005, and Associate Vice President for Program Development from 1997-1999. Dr. Couch received a Bachelor’s Degree in Allied Health from Mars Hill College in Mars Hill, North Carolina. He earned a Master’s Degree and an Educational Specialist Degree in Two Year College Education from Western Carolina University. Dr. Couch earned a Doctorate in Educational Leadership from East Tennessee State University in Johnson City, Tennessee.
Dr. Algie Gatewood has served as President of the Cascade Campus of Portland Community College in Portland, Oregon since 2004. Prior to his current position, he served in the Office of the President at the University of North Carolina from 1997-2004 as the Director of Health, Education and Welfare and the Assistant Director of the North Carolina State Education Assistant Authority. He served as Dean of Student Services at Anson Community College in Polkton, North Carolina from 1982-1997. Dr. Gatewood holds a Bachelor’s Degree in Social Science/History from Livingston College in Salisbury, North Carolina and a Master’s Degree in Higher Education/College Administration from Appalachian State University in Boone, North Carolina. He received his Doctorate in Adult and Community College Education from North Carolina State University. (see HERE)
Dr. Mark O. Kinlaw has served as Vice President for Instruction and Support Services at Robeson Community College since 2001. Prior to that position, he served the College as a Department Chair and Director of the SAC’s Accreditation Process from 1997-2001, Director of the Title III Grant from 1994-97, and Director of Planning and Research from 1988-94. Dr. Kinlaw received a Bachelor’s Degree in History from Wake Forest University and a Master’s Degree in Education Administration and Supervision from the University of North Carolina at Pembroke. He earned a Doctorate in Adult and Community College Education from North Carolina State University.
Dr. Kimberly W. Sepich has served as Vice President of Student Affairs at Davidson County Community College in Lexington, North Carolina since 2006. Prior to her current position, she served the College as Associate Dean of Enrollment Services from 2005-2006 and a Director of Admissions and Retention from 2002-2005. Dr. Sepich earned a Bachelor’s Degree in Dance Education from East Carolina University. She earned a Master’s Degree in Management and a Doctorate in Educational Leadership from Appalachian State University.
whittled its lists of finalists for its next president to six and released names of the candidates this morning.
Source : www.thetimesnews.com
