Perspective: But It’s Online

Abstract

“She got her [business] degree online.” Many say this in hushed voices, as if it should be a secret. Others, more brazen in their assessment, place the same emphasis on the word “online” as if it were something without value, a mail-order trinket that could be obtained as easily as adding it to the shopping cart and paying for shipping and handling.

Despite these negative sentiments, the online environment is logistically the only option for many. Common reasons are to pursue a business degree while working and/or managing family responsibilities, the latter frequently gender-biased. These reasons applied to the author as well. At the time, she wanted to continue to work and her travel schedule was sporadic. In addition, family health issues needed support and were her priority.

While flexibility might be the impetus, three other aspects are equally important: the learning experience, the knowledge acquired, and the recognition from third parties. If the degree does not enable the student to be both prepared and eligible to pursue further graduate studies or improve earning capability, the cost – both in time and money – is unfounded.

The author will outline current opinions of the validity of online business education and the importance of accreditation. Following, she will provide her perspective of business education quality based on her experiences. This will support her opinion that a common set of standards and evaluation mechanisms would be beneficial in assisting students in their assessment of programs and in providing confidence that the value of online education can be not only equal to traditional brick-and-mortar institutions, but preferred.