News Events and Updates on Universities & Online Universities

The documents on this page are provided for downloading in Microsoft Word and/or Microsoft Excel format. You will need to have Microsoft Office 97/98, or later, to read and print them.

What Is Stress?

Stress is a combination of physiological and emotional responses to an event. Some of the physiological responses may include:

• Increased heart rate and blood pressure
• Sweating
• Dry mouth
• Tight muscles
• Headaches

Some of the cognitive or emotional responses include:

• Negative Self-talk
• Restlessness
• Inability to concentrate

Learn more about what stress is and how to cope with stress through the following handouts:

• Stress Fact Sheet (20K Word)
• Stress Busters - What Works (21K Word)

What You Can Do to Reduce Stress

It is not uncommon for students to experience stress and anxiety in college. A positive attitude, a balanced approach and relaxation exercises are just some of the ways students can combat stress. The following handouts provide tips on how to reduce stress in your life:

• Attitude is Everything (34K Word)
• Coping with Exam Anxiety (21K Word)
• Deep Breathing Exercises (21K Word)

Sometimes stress can grow into a more serious problem. If you feel depressed, have prolonged insomnia or indigestion problems due to your anxiety, seeing a professional at the Counseling and Human Development Office in Dick's House may be especially helpful.

Alcohol and Sleep

Another factor related to stress and anxiety, as well as a student's general well being is getting enough sleep and monitoring alcohol consumption. The following handouts provide helpful suggestions on how to get the sleep you need and stay balanced in your activities:

• Alcohol Academics (21K Word)
• Alcohol, Sleep Learning (21K Word)
• Getting the Sleep You Need (24K Word)
• 10 Rules for Better Sleep (20K Word)

Information presented in class often contains the central concepts of the course and the material most likely to be included on exams. Yet, students frequently do not realize the importance of notetaking and listening. The following handouts provide tips on how to recall more information from your lectures through active listening and purposeful notetaking. In addition, lecture notes can be a critical tool for preparing for exams. Suggestions are provided for how to use your notes regularly to review.

The documents on this page are provided for downloading in Microsoft Word and/or Microsoft Excel format. You will need to have Microsoft Office 97/98, or later, to read and print them.

Listening

Listening is an essential learning tool, however, humans are poor listeners. Research shows that individuals can only recall 50% of what they hear and that 20-30% is incorrect! The following documents outline ways to improve your listening habits and retain more information from class.

• Learning by Listening (21K Word)
• Ten Bad Listening Habits (28K Word)

Taking Notes

While many students view notetaking as an activity conducted simply in lecture, solid notetaking skills require preparation and reflection as well. Your class notes can serve as an important tool for reviewing for exams and distilling key concepts. The following handouts provide suggestions on ways to take good notes and use them well. The key is to develop a system that enables you to :

• review regularly
• recite (repeating key concepts from class)
• reflect (connecting class ideas to other notes and readings)

Note Taking Handouts

• Taking Lecture Notes (26K Word)
• The Cornell Note Taking System (21K Word)
• Taking Notes for Others (22K Word)

Many college students discover that there is significantly more to read in college than there was in high school. Students frequently remark that they don't have enough time to read through all of their assignments during the week. However, many students have bad habits and prescribe to reading myths. This page is designed to help you understand reading as an activity and help you become a more efficient and effective reader.

The documents on this page are provided for downloading in Microsoft Word and/or Microsoft Excel format. You will need to have Microsoft Office 97/98, or later, to read and print them.

Reading Myths

Some common reading myths:

• Read every word.
• One reading is sufficient.
• Don't skip passages.
• Machines improve speed.
• A faster rate means less comprehension.

The following documents explain in more detail some misconceptions about reading:

• Six Reading Myths (28K Word)
• Harvard Report on Reading (20K Word)

How to Read Your Texts: The SQ3R Method of Reading

One commonly used approach to reading, which works well for texts, is the Survey, Question, Read, Review and Recite (SQ3R) Method. The main steps are as follows:

• Survey - before you read, scan the titles, headings, pictures and chapter summaries
• Question - actively ask yourself questions as you read such as, what are the key topics in this section/chapter?
• Read - read for comprehension, locate concepts and facts, record and reduce information in the margins
• Review - practice and rehearse the main concepts, reflect on key learnings, anticipate exam questions
• Recite - transfer information to long term memory

For more information on how to use the SQ3R method and other reading techniques, download one of the handouts below:

• SQ3R Method (22K Word)
• Getting to Know Your Texts (23K Word)
• Pivotal Words (22K Word)
• Using Your Textbook (21K Word)
• Vary Your Reading Rate (25K Word)

Where to Read

Where you read is a very important aspect of how you read. Be sure that you read in a place that is quiet, has good lighting and allows you to stay alert. For more suggestions, download the following handout:

• The Reading Environment (28K Word)

Many students discover the need to develop or hone their time management skills when they arrive at college. Unlike high school where teachers frequently structured your assignments and classes filled your day, in college, you will have less in-class time, more outside of class work, and a great deal of freedom and flexibility. These pages provide you with tips for managing your time well so you can get the most out of your Dartmouth experience.

The documents on this page are provided for downloading in Microsoft Word and/or Microsoft Excel format. You will need to have Microsoft Office 97/98, or later, to read and print them.

Advantages of Time Management

• gain time
• motivates and initiates
• reduces avoidance
• promotes review
• eliminates cramming
• reduces anxiety

Keys to Successful Time Management

• Self knowledge and goals: In order to manage your time successfully, having an awareness of what your goals are will assist you in prioritizing your activities.
• Developing and maintaining a personal, flexible schedule: Time management provides you with the opportunity to create a schedule that works for you, not for others. This personal attention gives you the flexibility to include the things that are most important to you.

Time Management Resources

The following resources and documents will assist you in creating a personal schedule that works for you

To assess how well you currently plan, download and take the planning quiz!

• How Well Do You Plan (25K Word)

To gather information about how to create a long-term or weekly schedule for yourself, click on one of the documents below:

• Creating a Master Schedule (39K Word)
• Time Management Tips (21K Word)
• Making A Personal Schedule (22K Word)

To download calendars for creating schedules, choose one of the following:

• Weekly Planner (27K Word)
• 10-week Planner (22K Word)
• 4-year Planner (8K Excel)
• Distributive Worksheet (10K Excel)

Where to Study

Although studying in a dorm room is convenient, it is often a poor place to learn. The dorm has a plethora of distractions including Blitzmail, Snood, the telephone, video games, friends down the hall. Lying down on the bed to read turns into an hour long nap and a bright yellow highlighter spot on your sheets!

If you want to improve your concentration and efficiency as a student, develop a place to study that is just that - a place where you go to work on academics. The campus is full of good spots to study. Experiment with what works best for you. The handout below provides a list of common study spots on campus and includes rankings of noise level, cleanliness, and availability.

• Places to Study at Dartmouth (32K Word)

How to Study

Many students are surprised at the differences in studying for college courses versus how they studied in high school. Regular worksheets are replaced by vast midterms and exams which require knowledge about concepts rather than simple memorization of facts. Students frequently discover they need to adapt their study habits to the college setting. Here are some tips for getting started:

• Study in chunks: 20-50 minute time periods followed by a brief break (5-10 minutes) is the most effective way to study
• Use daylight hours: an hour of studying during the day is worth two at night! Do the work that requires the most concentration (typically reading) earliest in the day.
• Rank your three classes and be sure to spend time on your most challenging class everyday and early in the day.
• Study actively: ask yourself questions, review your notes regularly, discuss key concepts with peers and course professor

The following documents provide additional strategies for general academic success and for specific subject areas including the sciences and writing.

• Ten Steps for Academic Success (33K Word)
• Studying for the Sciences (21K Word)
• Writing Research Papers (34K Word)

Concentration and Memory

In order to combat forgetting, students need to review course materials regularly and purposefully. The following worksheets provide specific strategies for staying motivated, improving your memory and active review.

• Basic Principles About Review (22K Word)
• Concentration Tips (22K Word)
• How to Retain Information (34K Word)
• How to Study Actively (27K Word)
• Motivation (21K Word)
• Ways to Increase Memory (23K Word)

An International university can be defined as one which is funded by the governments of many countries and thereby is controlled by the officials from the government of different countries. Mostly these universities are formed by the regional associations.

Another definition is that the International university is international due to its international reach, mainly driven by the curriculum offered, the international student body or the international faculty teaching and resarching at the university.

Corporate Universities (CUs) are a growing trend in corporations. Corporate Universities are anything from a pumped up training department to a degree granting branch of major companies. Denise Hearn in her article "Education in the Workplace: An Examination of Corporate University Models" cites these statistics: In 1993, corporate universities existed in only 400 companies. In 2001, this number jumped to 2,000. This number is only expected to grow in the future. Although changes in the economy may alter that growth to some extent, this trend is still receiving attention from such companies as Walt Disney, Boeing, and Motorola.

It is important to note that, in most cases, Corporate Universities are not Universities in the strictest sense of the word. The "traditional" definition of a university is an educational institution which grants both undergraduate and postgraduate degrees in a variety of subjects, as well as conducting original scientific research. In contrast, Corporate Universities often limit their scopes to providing job-specific, indeed company-specific, training for the managerial personnel of the mother corporations. For this reason, Corporate Universities are most commonly found in the United States, a nation which has no official definition of a "university". Perhaps the best known Corporate University of all is the Hamburger University operated by McDonald's Corporation in Chicago.

Goals of a CU

Corporate Universities are set up for a variety of reasons, but most organizations have the same basic needs. According to Hearn, these are to:

• Organize training

• Start and support change in the organization

• Get the most out of the investment in education

• Bring a common culture, loyalty, and belonging to a company

• Remain competitive in today's economy

• Retain employees

CUs offer valuable training and education to employees, but they also help organizations retain and promote key employees. Although a CU may sound attractive, there is a lot of work that goes into the planning and implementation of such a project.

Planning for a CU

Before you jump into planning a CU, Hearn suggest that you conduct "a full learning audit and assessment, a series of design workshops, the creation of a business case and recommendations to senior management, implementation, and finally, further recommendations and review." These steps can help you to analyze what work needs to be done. One of your most important goals is to ensure that this project has support from the CEO down. Without funding and support, this project will go nowhere.

According to Jeanne Meister, the president of the consulting firm Corporate University Xchange(CUX), there are ten primary steps to implementing and sustaining a successful corporate university. These steps, provided by Hearn, are reproduced below:

1. First, the executives or top management of an organization must form a governing body for the corporate university, much like that of a traditional university, which will establish and profess the organization's commitment to the program.

2. Secondly, the vision or strategic plan of the corporate university must be crafted; thereby,determining the organization's goals for the program.

3. The organization must then recommend a funding strategy. Most commonly, corporate universities are either funded through corporate allocations or through charges placed on individual business unit budgets.

4. Next the organization must determine its audience or stakeholders who will use the corporate university service.

5. In addition to determining the audience, the organization must also determine how the needs of the audience will be met while continually pursuing the strategic goal of the corporate university.

6. Following the completion of the above tasks, corporate university organizers must develop a template for how products and services will be designed to achieve university goals.

7. The organization must also select suppliers, consultants, traditional universities and for-profit firms who will act as learning partners, if appropriate.

8. The use of technology and resources to be used by the corporate university must then be determined.

9. Additionally, a measurement system should be developed that will allow the organization to continually monitor its progress against the university's strategic goals.

10. Lastly, the governing body must communicate the vision of the corporate university constantly and consistently. All stakeholders should be made aware of the mission, products and programs that make up their organization's corporate university.

Of course, these steps may need to be tweaked depending on the size or goals of your organization. CUs can be outsourced to a consulting firm or planned and implemented inhouse. It is a growing trend for organizations to partner with traditional universities. A traditional university brings organization, structure, and faculty. Universities are often interested in CU opportunities because of the economic gain. There are a number of consulting firms that will help you to set up you Corporate University, but that can become very expensive. This process can also take a long time, sometimes up to a two years.

Hearn also provides overviews of the CUs at Walt Disney, Boeing, and some other large corporations to give you ideas of what other organizations have done.

Curriculum

Lisa Tanner of the Dallas Business Journal cites J.P. Morgan and Co. as an example of a company with an organized curriculum. They have three different types of courses: Business specific courses, organizational learning and communication classes, and management and executive training. What your company decides to offer will depend on your needs (such as sales training, marketing, or soft skills) and your company's business (like manufacturing, consulting, or technology).

Most CUs offer a blended curriculum of online and in person classes. Some organizations offer courses during the workday while other offer them at varying times. Courses can be short workshops or longer, more traditional courses.

Sharon Shinn of BizEd reminds readers that, unlike traditional universities, CUs demand a return on their investment. There must be concrete evidence that the classroom is delivering results. Many CUs provide hands-on and team learning as a more effective alternative to lecture-based courses, but all CUs agree that what is learned in the classroom should be directly applicable to the work environment.

A university is an institution of higher education and research, which grants academic degrees at all levels (bachelor, master, and doctorate) in a variety of subjects. A university provides both tertiary and quaternary education. The word university is derived from the Latin universitas magistrorum et scholarium, roughly meaning "community of teachers and scholars".

History

By the above definition, most of the following institutions of higher education do not meet the criteria of a university, since they were not known to grant academic degrees. The original Latin word "universitas", first used in time of renewed interest in Classical Greek and Roman tradition, tried to reflect this feature of the Academy of Plato. The choice for the oldest institution of higher learning is usually among Nalanda, Constantinople, Al Karaouine or Al-Azhar. Nalanda University, founded in Bihar, India around the 5th century BC conferred academic degree titles to its graduates, while also offering post-graduate courses. Another Indian university whose ruins were only recently excavated was Ratnagiri University in Orissa. Chinese institutions of higher learning were the semi-legendary Shang Hsiang, and later Taixue and Guozijian serve as the highest level of educational establishment while academies became very popular as non-governmental establishments teaching Confucianism and Chinese literature among other things. Also the acdemy of Gundishapour is one of the oldest universities in the world, made around 4 century AD in Iran.

Al-Azhar University, founded in Cairo, Egypt in the 10th century, offered a variety of post-graduate degrees, and is often regarded as the first full-fledged university. The University of Constantinople, founded in 849, by the regent Bardas of emperor Michael III, is generally considered the first institution of higher learning with the characteristics we associate today with a university (research and teaching, auto-administration, academic independence, et cetera). The Guinness Book of World Records recognizes the University of Al Karaouine in Fez, Morocco as the oldest university in the world with its founding in 859. For more on early universities see List of oldest universities in continuous operation.

Medieval European universities

The first European medieval university was the University of Magnaura in Constantinople in Byzantium, now Istanbul in Turkey, founded in 849 by the regent Bardas of emperor Michael III, followed by the Bulgarian University of Preslav and the Macedonian University of Ohrid (9th century) in the Bulgarian Empire, founded by Tsar Simeon I of Bulgaria, University of Bologna (1088) in Bologna, Italy, the University of Paris (c. 1100) in Paris, France, later associated with the Sorbonne, and the University of Oxford (11th century) in England. Many of the medieval universities in Western Europe were born under the aegis of the Roman Catholic Church, usually as cathedral schools or by papal bull as Studia Generali (NB: The development of cathedral schools into Universities actually appears to be quite rare, with the University of Paris being an exception - see Leff, Paris and Oxford Universities). In the early medieval period, most new universities were founded from pre-existing schools, usually when these schools were deemed to have become primarily sites of higher education. Many historians state that universities and cathedral schools were a continuation of the interest in learning promoted by monasteries.

In Europe, young men proceeded to university when they had completed their study of the trivium–the preparatory arts of grammar, rhetoric, and dialectic or logic–and the quadrivium: arithmetic, geometry, music, and astronomy. (See Degrees of the University of Oxford for the history of how the trivium and quadrivium developed in relation to degrees, especially in anglophone universities).

Outside of Europe, there were many notable institutions of learning throughout history. In China, there was the famous Hanlin Academy, established during the Tang Dynasty (618-907 AD), and was once headed by the Chancellor Shen Kuo (1031-1095), a famous Chinese scientist, inventor, mathematician, and statesman.

Emergence of modern universities

The end of the medieval period marked the beginning of the transformation of universities that would eventually result in the modern research university. Many external influences, such as eras of humanism, Enlightenment, Reformation, and revolution, shaped research universities during their development, and the discovery of the New World in 1492 added human rights and international law to the university curriculum.

By the 18th century, universities published their own research journals, and by the 19th century, the German and the French university models had arisen. The German, or Humboldtian model, was conceived by Wilhelm von Humboldt and based on Friedrich Schleiermacher’s liberal ideas pertaining to the importance of freedom, seminars, and laboratories in universities. The French university model involved strict discipline and control over every aspect of the university.

Universities concentrated on science in the 19th and 20th centuries, and they started to become accessible to the masses after 1914. Until the 19th century, religion played a significant role in university curriculum; however, the role of religion in research universities decreased in the 19th century, and by the end of the 19th century, the German university model had spread around the world. The British also established universities worldwide, and higher education became available to the masses not only in Europe. In a general sense, the basic structure and aims of universities have remained constant over the years.

Organization

Although each institution is differently organized, nearly all universities have a board of trustees, a president, chancellor or rector, at least one vice president, vice-chancellor or vice-rector, and deans of various divisions. Universities are generally divided into a number of academic departments, schools or faculties. Public university systems are ruled over by government-run higher education boards. They review financial requests and budget proposals and then allocate funds for each university in the system. They also approve new programs of instruction and cancel or make changes in existing programs. In addition, they plan for the further coordinated growth and development of the various institutions of higher education in the state or country. However, many public universities in the world have a considerable degree of financial, research and pedagogical autonomy. Private universities are privately funded having generally a broader independence from state policies.

Despite the variable policies, or cultural and economic standards available in different geographical locations create a tremendous disparity between universities around the world and even inside a country, the universities are usually among the foremost research and advanced training providers in every society. Most universities not only offer courses in subjects ranging from the natural sciences, engineering, architecture or medicine, to sports sciences, social sciences, law or humanities, they also offer many amenities to their student population including a variety of places to eat, banks, bookshops, print shops, job centres, and bars. In addition, universities have a range of facilities like libraries, sports centers, students' unions, computer labs, and research laboratories. In a number of countries, major classic universities usually have their own botanical gardens, astronomical observatories, business incubators and university hospitals.

Universities around the world

The funding and organisation of universities is very different in different countries around the world. In some countries universities are predominantly funded by the state, while in others funding may come from donors or from fees which students attending the university must pay. In some countries the vast majority of students attend university in their local town, while in other countries universities attract students from all over the world, and may provide university accommodation for their students.

Classification in the United States

In the United States, there is no legal definition of the term "university." The usual practice in the United States today is to call an institution made up of undergraduate students a "college." This can be a two-year community college, which grants an AA or a four-year college, such as a liberal arts college, which grants a B.A. or B.S. An institution comprising both undergraduate and graduate students (and often several schools) is called a university. Some schools such as Boston College, Dartmouth College, and College of William and Mary, which offer a number of graduate programs, have retained the term "college" in their names for historical reasons. Similarly, some institutions granting few if any graduate degrees, such as Wesleyan University, may be called universities for historical reasons. Another criterion used to distinguish between a college and a university in the United States is the balance of teaching and research that occurs in the institution. Colleges have historically focused on teaching and universities on scholarship and research.

The Carnegie Basic Classification system distinguishes among institutions on the basis of the prevalence of degrees they grant. As the names of their categories indicate, the Carnegie Foundation considers the granting of master's degrees necessary, though not sufficient, for an institution to be classified as a university.[1]

University rankings

University rankings give an indication of the quality of institutions. Each has its own criteria for ranking and its own methodology. Two of the most internationally recognized are the THES - QS World University Rankings[2] and the Academic Ranking of World Universities.

Admissions

Admission systems and university structures vary widely around the world (see college admissions). Differences are marked in countries where universities fulfill the role of community colleges in the United States and Europe.

Colloquial usage

Colloquially, the term university may be used to describe a phase in one's life: "when I was at university…" (in the United States and the Republic of Ireland, college is used instead: "when I was in college..."). See the college article for further discussion. In Australia, New Zealand, the United Kingdom and the German speaking countries "university" is often contracted to "uni". In New Zealand and in South Africa it is sometimes called "varsity", which was also common usage in the UK in the 19th century.

Criticism

In his study of the American university since World War II, The Knowledge Factory, Stanley Aronowitz argues that the American university has been besieged by growing unemployment issues, the pressures of big business on the land grant university, as well as the political passivity and ivory tower naivete of American academics.

In a somewhat more theoretical vein, the late Bill Readings contends in his 1995 study The University in Ruins that the university around the world has been hopelessly commodified by globalization and the bureaucratic non-value of "excellence." His view is that the university will continue to linger on as an increasingly consumerist, ruined institution until or unless we are able to conceive of advanced education in transnational ways that can move beyond both the national subject and the corporate enterprise.

Under pressure

In some countries, in some political systems, universities are controlled by political and/or religious authorities, who forbid certain fields and/or impose certain other fields. Sometimes national or racial limitations exist - for students, staff, research.

Nazi universities

Books from university libraries, written by anti-Nazi or Jewish authors, were burned in places (eg. in Berlin) in 1933, and the curricula were subsequently modified. Jewish professors and students were expelled according to the racial policy of Nazi Germany, see also the Law for the Restoration of the Professional Civil Service. Martin Heidegger became the rector of Freiburg University, where he delivered a number of Nazi speeches. On August 21, 1933 Heidegger established the Führer-principle at the university, later he was appointed Führer of Freiburg University. University of Poznań was closed by the Nazi Occupation in 1939. 1941–1944 a German university worked there. University of Strasbourg was transferred to Clermont-Ferrand and Reichsuniversität Straßburg existed 1941–1944.

Nazi universities ended in 1945.

Soviet universities

Soviet type universities existed in the Soviet Union and in other countries of the Eastern Bloc. Medical, technical, economical, technological and arts faculties were frequently separated from universities (compare the List of institutions of higher learning in Russia). Soviet ideology was taught divided into three disciplines: Scientific Communism, Marxism-Leninism and Communist Political Economy) and was introduced as part of many courses, eg. teaching Karl Marx' or Vladimir Lenin's views on energy or history. Sciences were generally tolerated, but humanities curbed. In 1922, the Bolshevik government expelled some 160 prominent intellectuals on the Philosophers' ship, later some professors and students were killed or worked in Gulag camps. Communist economy was preferred, liberal ideas criticized or ignored. Genetics was degradated to Lysenkoism from the middle of the 1930s to the middle of the 1960s. Communist parties controlled or influenced universities. The leading university was the Moscow State University. After Joseph Stalin's death, universities in some Communist countries obtained more freedom. The Patrice Lumumba Peoples' Friendship University provided higher education as well as a KGB training ground for young communists from developing countries. Any communist country had a network of (para-)universities working for communist party, police, political police or armed forces.[citation needed] The system failed during the years 1989-1991. In some countries a number of communists and political police informers were expelled from universities, political universities resolved or reorganized. Universities in North Korea continue the Soviet tradition.

Much has been made of getting an online degree recently. This is because many people want to go back to school or receive certification, but do not feel that they have time. Using the Internet to obtain a degree seems like the perfect way to continue your education but not have to give up work or time at home. It also appears convenient because companies offering these degrees push the idea that you can earn a degree on your own time or go at your own pace. Unfortunately for many, this dream of an easy and convenient education is nothing but a pipe dream.

There are very few companies that offer degree programs that are credible and acceptable. While it is possible to take some classes from accredited universities online, very few offer true degrees for all-online coursework. Yale, Princeton, Brigham Young University, and several state and community colleges offer online course options for finishing a degree, but not for completing one start to finish.

The University of Phoenix is the most reputable of the universities offering degrees degrees that can be earned online. However, some of their programs do require weekly or monthly attendance in an actual classroom. Moreover, most of these degrees from online universities are quite useless in the real world because online degrees are not considered at par with a degree earned in person by attending school. That is not to say that you will not gain useful knowledge and also receive a certificate in something. But, if you are looking for a certification that will improve your prospects in the job market, you may be disappointed at the end of it.

Others believe that earning a degree online will allow them to turn in work whenever they want. Only scams and disreputable programs allow that. Most online courses have specific dates for you to have completed all the requirements to pass the course. Additionally, many courses give assignment due dates for projects and papers to be turned in at specific times. There is no way to earn credit in a reputable program without adhering to some deadlines.

Nevertheless, if you take an online course to complete a started degree, or to fulfill some needed requirement, it can be a good idea. But, they are not reliable as sources for complete programs. Technology has made it possible for you to finish what you start, but in case you wish to take advantage of the desire to learn, online degree is not for you. There are no two opinions about getting a degree at whatever stage in your life. It is a worthy goal and should be pursued with utmost sincerity, which is not possible entirely from home. In the real world you need a real degree obtained in a real atmosphere of a college or university.

Have you sympathized with people who have had to put an abrupt end to their education and start earning in order to support their family? Lack of even a Bachelor’s degree often holds them back from their career path.

Online Universities are the ideal solution for them. Online Universities provides online learning, which allows you to continue your education without interruption. The curriculum in these

online universities is the same as in the classroom. The added advantage is that online universities give the flexibility and convenience to continue your much longed for educational aspirations hand–in-hand with your career, family responsibilities and home life. Online Universities offer not only bachelors degree programs but also Masters Degree programs to enable adult students and professionals to finish college, earn a degree and advance their career. This gives them the satisfaction of having achieved the goals they had previously set in life. There is no need to give up the job, which is perhaps your necessity in order to go to school. You don’t have to feel guilty of not providing for your financially weak family. Online University is a golden opportunity to learn while you earn. You can attend school online and have a flexible timetable.

Madison University and DeVry University are some of the famous online universities. Madison University is the first step to earning a degree, which the student deserves. The programs are flexible and the student can pace it according to his own will. He can either accelerate or extend the completion of the degree. The University’s faculty with their wealth of practical experience is always willing to guide the students 24 hours a day.

The DeVry University has been providing students the skills they need to shine in this world for over seventy years. The courses offered are software, business administration, technical management with a concentration on criminal justice and Keller MBA with a concentration in hospitality management.

Local Universities may force you to gain knowledge in areas in which you have absolutely no interest and which would be useless in your chosen career. Online universities on the other hand have clearly defined programs, which enables a person to study exactly what he wants for his degree within a limited period. Learning at online universities is not just for web designers and computer programmers. Business, Social Sciences, Criminal justice, Humanities, Mathematics, Human Resources, Fine Arts and various Health care programs are also taught here. Online Universities helps a student to interact via the Internet in such a favorable manner that can even lead to the completion of a doctorate or writing of a book. In this age of Internet and Technology, it is possible to come away from an online university not only as the proud owner of a coveted degree but also being more in tune with technology, which will broaden your career opportunities even more. For learning at an online university the student need not live locally to attend the school of his choice. Attending all classes and submitting assignments online eliminates the hassles of commuting and relocation.

A survey taken recently show that on an annual basis there is such an increase in the applications to online universities that at present it is difficult to clearly define a relationship between the quantity and quality of application