Wow! We are the featured article in the ECBE (European Council of Business Education) newsletter.
Wow! We are the featured article in the ECBE (European Council of Business Education) newsletter.
by Allison Draper
This past Sunday, June 24, 2012, Horizons University students gathered with friends, family, and faculty to celebrate their hard earned achievements at this year’s graduation ceremony. Held on the top floor of a Parisian café, the event was the perfect opportunity for the graduates to get to meet and converse with other students and faculty members. Everyone was able to indulge in a wonderful array of food and desserts, as well as some celebratory champagne after the diplomas were awarded.
In addition to the degrees, membership to the prestigious Sigma Beta Delta, an international honor society for business, was given to the outstanding students who qualified to join. HU faculty members Edgard Dayan and Eric Pallier were also honored with membership. Acceptance to Sigma Beta Delta is a great achievement and we are proud to have new members from HU! Before the diplomas were presented, guest speaker Bryan Holden, Executive Director of the European Council for Business Education (accreditation agency that recognizes our business degrees) gave a short speech about the importance of continuing education and reminded us that graduation is not the end, but in fact the beginning of a journey of lifelong learning.
Roberta Grossi then distributed the degrees to the students who happily accepted their recognition. The ceremony was a great way for everyone at Horizons University to connect with one another and celebrate and recognize our recent grads. Congrats!
Here are some pics from the Event… Congratulations to all!!
I read this interesting blog post from Dr. Mark J. Perry a professor of economics and finance in the School of Management at the Flint campus of the University of Michigan. I am sharing it here in its entirety. Please comment with your thoughts.
In 1960, the average undergraduate grade awarded in the College of Liberal Arts at the University of Minnesota was 2.27 on a four-point scale. In other words, the average letter grade at the University of Minnesota in the early 1960s was about a C+, and that was consistent with average grades at other colleges and universities in that era. In fact, that average grade of C+ (2.30-2.35 on a 4-point scale) had been pretty stable at America’s colleges going all the way back to the 1920s (see chart above from GradeInflation.com, a website maintained by Stuart Rojstaczer, a retired Duke University professor who has tirelessly crusaded for several decades against “grade inflation” at U.S. universities).
By 2006, the average GPA at public universities in the U.S. had risen to 3.01 and at private universities to 3.30. That means that the average GPA at public universities in 2006 was equivalent to a letter grade of B, and at private universities a B+, and it’s likely that grades and GPAs have continued to inflate over the last six years.
Grade inflation is back in the news, with a Twin Cities Star Tribune article today “At U, concern grows that ‘A’ stands for average.”
“A University of Minnesota chemistry professor has thrust the U into a national debate about grade inflation and the rigor of college, pushing his colleagues to stop pretending that average students are excellent and start making clear to employers which students are earning their A’s.
“I would like to state my own alarm and dismay at the degree to which grade compression … has infected some of our colleges,” said Christopher Cramer, chairman of the Faculty Consultative Committee. “I think we are at serious risk, through the abandonment of our own commitment of rigorous academic standards, of having outside standards imposed upon us.”
National studies and surveys suggest that college students now get more A’s than any other grade even though they spend less time studying. Cramer’s solution — to tack onto every transcript the percentage of students that also got that grade — has split the faculty and highlighted how tricky it can be to define, much less combat, grade inflation.”
MP: As one University of Minnesota undergraduate student explained the rising GPA trend when evaluating a professor known as a rigorous grader, “We live in a grade-inflated world.” That University of Minnesota anthropology professor Karen-Sue Taussig suspects that today’s “grade-inflated world” can be traced to the growing cost of a college degree, i.e. today’s “tuition-inflated world.” As Taussig told the Star Tribune, “They’re paying for it, and they worked really hard, and they put in time, and therefore they think they should get a good grade.”
Last year, Professor Rojstaczer and co-author Christopher Healy published a research article in the Teachers College Record titled “Where A Is Ordinary: The Evolution of American College and University Grading, 1940–2009.” The main conclusion of the paper appears below (emphasis added), and is illustrated by the chart below showing the rising share of A letter grades over time at American colleges, from 15% in 1940 to 43% by 2008. Starting in about 1998, the letter grade A became the most common college grade.
“Conclusion: Across a wide range of schools, As represent 43% of all letter grades, an increase of 28 percentage points since 1960 and 12 percentage points since 1988. Ds and Fs total typically less than 10% of all letter grades. Private colleges and universities give, on average, significantly more As and Bs combined than public institutions with equal student selectivity. Southern schools grade more harshly than those in other regions, and science and engineering-focused schools grade more stringently than those emphasizing the liberal arts. It is likely that at many selective and highly selective schools, undergraduate GPAs are now so saturated at the high end that they have little use as a motivator of students and as an evaluation tool for graduate and professional schools and employers.”
MP: The connections among “grade inflation, “tuition inflation,” “college textbook inflation,” and exponentially rising student loan debt are important. Perhaps students find it easier to accept rising tuition, higher textbook prices (many selling for $200-300 now), and $25,000 in average student loan debt if they at least graduate with mostly As and a GPA above 3.0? Even if they can’t find a job, they can take pride in having “earned” an inflated GPA?
Found this interesting article by Karen Schweitzer from About.com…
Many people consider getting an online degree, but worry that they will have a hard time getting hired after graduation. But, these worries may not be necessary. Online degrees are increasing in popularity and are thought to be more valuable than ever before.
An Online Business Degree vs. a Traditional Business Degree
Many different colleges, universities, and business schools offer student the opportunity to get the same business education online that they would inside a traditional classroom. Often times, the degrees that are rewarded are not even noted as online or on-campus, because they are the same degree.
What Type of Value is Place on an Online Business Degree?
The big question is what type of value is placed on an online business degree? There’s no exact answer to this. Just like with most questions, it depends on whom you ask. However, according to a recent survey by the Distance Education and Training Council (DETC), more than 70 percent of corporate supervisors rated the value of a distance or online degree as “just as valuable” or “more valuable” than traditional degrees in the same field.
The important thing to remember when getting an online business degree, is that the degree is only as good as the school that it came from. Make sure that you choose a school that is accredited.
Horizons University, offers high quality, online (or on campus) degrees. Our online programs are one of the most flexible programs available. And yes… we are accredited! We are accredited by ECBE (European Council for Business Education)… Additionally, we are a candidate for ACBSP (Acceditation Council for Business Schools and Programs).
If you would like more information please email: email@example.com
Horizons University, one of the best and most affordable online universities available, has a powerful course in their MBA program. In our programs, the idea is not just the assimilation of theory, but most importantly its application. For example one of the hot topics discussed in “Leadership in Contemporary Organizations” is productivity improvement. There are lots of discussions on this topic, but the essence of successful productivity improvement is found (not surprisingly) within the behaviors of the leaders.
For starters, what is productivity?
Productivity consists of selecting the right output (i.e., doing the right thing) and turning the input needed into output in the best possible way (i.e., doing the thing right) and doing it all the time (i.e., with no down time).
Selecting the right output is called effectiveness, turning input into output in the best possible way is called efficiency, and doing it all the time is called occupancy.
Effectiveness is attained when all non-essential outputs and inputs are screened, the remaining outputs and inputs are produced by the ideal task performers (i.e., properly delegated), and this process is not just for the moment, but for the foreseeable future (i.e., properly planned).
More than one day of every week (23.4%) is spent waiting. In principle, all waiting time can be eliminated. The largest amount of waiting time is incurred by people who are waiting for approvals or decisions (753.3%), waiting for materials and supplies (617.6%) and waiting for information (490.0%). Since each 100% represents a person year, these 819 people (819 possible person years) spend 18.6 person years waiting for these three items.
So what do we do about this challenge?
The Cognitive Domain
The process used to arrive at our conclusions so far is completely cognitive. According to Hannah Arendt , the cognitive domain is defined by the three axes of thinking, judging, and willing. The cognitive domain is central to performance improvement, because it is through our thinking, judging, and willing processes that we arrive at the goals and objectives we desire, and the strategy to reach them. It is the domain that we all know, and virtually all our education is structured so as to make us master this domain.
But performance improvement requires change. And change, unfortunately, occurs mostly in another domain ⎯ the affective domain.
The Affective Domain
Think about the great leaders who have impacted your life… perhaps it was a family member, a teacher or a boss? Chances are what made them great was their mastery of the affective domain.
Through the work of pioneers like Albert Mehrabian and James Russell , we know the dimensions of this domain. These dimensions consist of one axis that measures satisfaction, one axis that measures stress, and one axis that measures control. Their work made it possible to plot human emotions using coordinates from -1 to +1 in this three-dimensional space.
Dividing the space into octants (Dahl, 1993), it became possible to isolate leadership domains from followership domains (by use of the dimension of control), and characterize these domains by the impact of stress and satisfaction. Much to our surprise, we have found that the eight octants formed by the three axes consistently and predictably divide into high performance and low performance domains.
The implications of this are profound. The cognitive domain is involved with thought preceding action. The affective domain is involved with the action, or the change itself. People change when they are involved, engaged, enthusiastic, and committed — all of these states are found in the affective domain. To know how to operate in this domain is to know how to make change easy, or to make it hard; to know how to create peak performance, or to stop change dead in its tracks.
In this innovative course (held online, in class and on Second Life) examines the affective domain closely, and stops long enough at each leadership and followership domain so that it becomes possible to understand how each domain functions, and how each domain is created. Our goal… to help you reach your potential as a great leader.
Aspire to greatness, then we would recommend:
1) Get that degree you have been putting off;
2) Start leading in the affective domain.
 Arendt, Hannah, “The Life of the Mind,” Vol. I-II, New York and London: Harcourt, Brace, Jovanovich, New York, 1978.
 “Evidence for a Three-Factor Theory of Emotions,” Russell, James A., and Mehrabian, Albert; Journal on Research in Personality, Vol. II, PP. 273-294, 1977.