University and Colleges

Hello, I will be doing a review on Ashford University’s online degree programmes and the university in general. It is a private, for-profit, co-ed liberal arts university located in Iowa, and accredited. Both physical campus and online websites are known and well recognised.

Associate, Bachelors, MBAs, and Masters degree programmes are all offered her at Ashford University. For example, business, social science, sociology, MBAs, Masters of Organisational Management and Masters of Teaching and Learning with Technology, are some of the courses offered by this university.

A quick look at the online programmes offered will tell you that their main courses are in social sciences; it is indeed an arts college that does specialise in the arts and social sciences, after all, so that is to be expected. Please note that this is not to say that the other online or degree programmes offered by Ashford University that are not arts based are useless or not worth doing. It all depends on your criteria.

There is an advantage to doing your course with Ashford University, because the fees are lower than most other private online degree universities. In addition, some classes are 5-6 weeks long and some degrees can even be completed in less than 2 years, and that is very fast. That would mean that Ashford University offers one of the lowest and affordable costs for studying at a good and efficient university. You finish the degree earlier, you pay less as compared to other online degree programmes, and you get to go out and work faster as well. Also note that in addition, there are bursaries and scholarships available, for various groups and various types of students, and that might help you should you need aid.

This University’s online programmes are affordable accredited programmes that are easy to do and accelerated. These important points make it special and different from other universities and other programmes. One, the fees are lower, compared to Phoenix for instance. Two, the degrees are accelerated, especially since some of them can be done in 24 months and yet others in 12 months, and yet these degrees carry and hold the same validity and standards as a degree from the physical campus. This makes for a good bargain. I would suggest a recommendation for arts students pursuing their degree online - try this university. You might want to consider this university seriously.

Note that if you want to do more research into online education, you should review many articles and search websites to find out what is really good for you. For more online education reviews, please visit Get Your University Degree Online. Cheers!

Presented by:

Name: Wisdom Iheukwumere Eleba

Supervised by: Ms Alison Abraham

Abstract

The aims of the survey are to investigate the level of general knowledge among local and international students studying in Nottingham University Malaysia campus, and to investigate differences in the level of knowledge among students of Nottingham university studying in different faculties which include: Engineering, Bioscience, and Business; and among students from various regions studying in the university of Nottingham.

These aims were realised by undertaking a survey of the different regions within the campus. The survey is the first of its kind to specifically target inter-regional comparative study on level of general knowledge among students of different nationalities.

The survey was conducted by means of questionnaire. The questionnaire covered different aspects of the knowledge domain and research process; including questions from the following subject areas: geography, economy, history, science, sports and entertainments.

The result defies the general held opinion and expectation that students in business are highly knowledgeable in economics, as that is their core area of specialization. Such could also be argued on the average score of Biosciences students on science domain of knowledge.

There are only marginal significant differences in the overall knowledge score of students from the different regions, as each region compensated for their low scores with their scores on other knowledge domain where they have comparative advantage. From the above result, this report has fulfilled his aims and objectives

Introduction

For centuries, people have been very keen in knowing whether there are differences in the level of knowledge among various races. This has been a controversial issue which has generated a lot of conflicting opinions, One of the earliest researchers to venture into such comparative research was Alfred Binet and other researchers who had particular interest in studying intelligence as a construct. However, their findings have generated lots of interest and have prompted further researches on nature-nurture controversy in trying to understand the basis of intelligence and knowledge. Another researcher who have drawn so much attention to differences in psychological and biological endowment is Geert Hofstede in his cross-cultural study albeit limited to some domains of interest such as Masculinity/Femininity; Risk/Uncertainty avoidance, Individualism/Collectivism, Power distance etc cross-cultural differences. In nutshell, this survey study is concerned about comparing students general knowledge in relation to their regions and field of study. The study is intended to draw inference based on the analysis of the response of the sample population drawn from University of Nottingham, Malaysia campus students and recommendation will be made on how to foster general knowledge in students.

It is designed to encourage students who are studying in a particular area of the world or discipline to acquire broader and general knowledge to be able to have international focus especially with the compelling trend of globalization. This aptly implies that students are more than ever before challenged to posses generalists knowledge without necessarily compromising their specialists knowledge for example, Engineering, Bioscience and Business students, thereby placing their area or discipline in a broader, cross-cultural context relation to influences by trans-national, sometimes global dynamics and socio-cultural and early educational system.

Methodology

The study employed survey methods to assess students general knowledge on five subject areas such as: history, economy, geography, science, sport and entertainments. The samples were randomly drawn from the University of Nottingham Malaysia students studying Foundations and Degree courses in Engineering, Biosciences and Business. The age of the respondents ranges from between 16 to 24, with majority of the respondents in the age range of 19-21 years.

Respondents were chosen randomly to fill up the questionnaire either at the spot or have it responded and returned within average time of 30 minutes later. Results were analyzed by regions (Southeast Asia, South Asia, West Africa, East Africa and Southern Africa) and by course of study (Engineering, Biosciences and Business), to enable the researchers test some certain assumption, and to compare the level of general knowledge among the students of Nottingham University. There are five researchers from Business Foundation Class who conducted the research and all contributed sizably in the course of the research.

Responses: A combined total of thirty (30) foundations, undergraduate and postgraduate students of Nottingham University responded to the questionnaire, which yields an overall response rate of 100%. A total of 30 questions were asked; 6 per section which comprises of History, Geography, Science, Economics and Sports & Entertainment. Some questions were structured in such a way that there is only one correct answer from the options whereas others are open ended questions but with a definite (correct) answer to such questions. Examples of questioned posed in the questionnaire in each of the categories include: for Economics- the question asked was that; where is the most expensive country to live in terms of living cost? For History- who is the most infamous dictator that led to the bombing of West Germany? For Geography-which country is most populated? For sports and entertainment-Which team did the formal world player of the year zinedine zidane played for in his carrier? For science-which of the following vitamins is abundant in citrus fruit?

Discussion of results

The analysis of the survey on general knowledge among the university of Nottingham Malaysia campus students, drawn from three faculties (Engineering, Business and Biosciences) as presented in this study reveals the following pattern of general knowledge. The result of the survey was analyzed to compare the level of general knowledge among the students from the three faculties, and also among students from five different regions that made up the sample population of the study. The result indicated that there are significant differences among the various regions on their knowledge domains.Table 1: Comparison table of Students from Five Regions in Asia and Africa

The result in the Table 1 above showed that students from Southeast Asian scored the highest of 80%, Southern Africa (77%) and East Africa(77%) posses higher historical knowledge than their counterparts from West Africa which scored 62% and South Asia (62%). Similar trend is depicted on knowledge of geography, where Southeast Asia, East Africa and South Africa both had average score of 62% on the sub scale of geography knowledge; well ahead of the lagging regions: south Asia (46%) and West Africa (42%).

However, result on the contrary showed that south Asia has the highest knowledge on economics among other regions with total score of 74%, West Africa (50%), Southern Africa (42%), East Africa (48%) and Southeast Asia (49%). On the related pattern, West Africa students showed impressive knowledge on science domain with a score of 60% ahead of other four regions, and closely followed by South Asia (58%), Southeast Asia (58%), South Africa (57%) and East Africa (52%).

Nevertheless, the result is interpreted with lots of caution as there are unequal representation sample from these regions, which may likely have moderating effect on the outcome of the result. Also, one observation that are readily deciphered from the result is that, there is only marginal significant differences in the overall knowledge score of students from these regions, as each region compensated for their low scores with their scores on other knowledge domain where they have comparative advantage.

Besides, the comparative analysis of scores across courses of study showed a somewhat similar pattern of knowledge specialization (see Table 2). Students from engineering disciplines scored outstandingly higher in Science (64%) well ahead of students from Business (57%) and Biosciences (52%). In a similar manner, students from Business discipline had score of 80% in history compared to their counterparts from Engineering (71%) and Biosciences (58%) and also in sports & entertainment (62%), closely followed by students from Engineering (61%) and trailed by students from Biosciences (58%), but lagged least in Economy and Geography knowledge domains.

Table 2: Comparison of the Students score from the three fields of study

Finally, students from Biosciences had average score of 68% in Economy and well above students from other fields of study, Engineering (53%) and Business (46%). Similarly, each faculty compensated for their areas of weaknesses in general knowledge with areas they have competitive edge.However, the result defies the general held opinion and expectation that students in business are highly knowledgeable in economics, as that is their core area of specialization. Such could also be argued on the average score of Biosciences students on science domain of knowledge.

The result in Table 3 showed that students make more use of electronic media (internet and television) in acquiring new knowledge than print media (books and newspapers).the graph below shows how many respondents that uses electronic media as sources of knowledge compared to print media.

Table 3: Table showing preferred media choice for sourcing knowledge by students.

Implication of the study: Only small sample of University of Nottingham, students were used in the study and there were fairly represented. This hampers the generalization of the result and findings from the study. Besides, those that took the questionnaire home and returned it in a later time may have sourced the answer from friends or through internet, thus possibility of biases and errors in the study. The implication of this study is that students should be encouraged to acquire broader knowledge in other fields outside their subject of study, but should as a matter of requirement seek deeper knowledge in their area of specialization or field of study.

Conclusion

Based on the findings of the study, the researchers are concluding by proffering the following recommendations for improvement in general knowledge.

The university should improve its general study courses to expose students to broad range of knowledge.

The university should also invest more in digital (electronic) media in propagating knowledge than in print media such as books, and make it as widely available as possible.

For there are only marginal significant differences in the overall knowledge score of students from the different regions, as each region compensated for their low scores with their scores on other knowledge domain where they have comparative advantage, thus the result has fulfilled his aims and objectives by carrying out a comparative study among the students from different faculties and regions.

Recommendations for future Studies: The study has contributed to other scores of ethnographical, anthropological and cross-cultural researches on intelligence and knowledge and the researchers are hereby recommending that future study need to be undertaken with larger sample that should be systematically drawn from all the regions of interest to eliminate any potential of bias and to corroborate the findings of this study. Also, future study should look at gender differences in general knowledge among university students in University of Nottingham, Malaysia campus.

Reference:

Hofstede, N. (1995). International Technical Communication New York: John Wiley and Sons

Hofstede, G. (1996) Cultures and Organizations: Software of the Mind: Intercultural Cooperation and Its Importance for Survival New York, McGraw-Hill.

Hofstede, G. (1980). Culture’s consequences: International differences in work-related values. Newbury Park, CA: Sage.

Murdock, G. P. (1949). Social Structure, New York: Macmillan.

Murdock, G. P. 1967. Ethnographic Atlas: A Summary. Pittsburgh: The University of Pittsburgh Press

Whiting & John W.M. (1986). George Peter Mk, (1897-1985). America Anthropologist: 682-686.

White, S. (2000). Conceptual foundations of IQ testing: Psychology, Public Policy and Law, 33-43.

Wolf, T.H. (1973). Alfred Binet. Chicago: University of Chicago Press.

Ziegler, R. S. (1992). Developmental Psychology, 28, 179-190.

Universal Studios Orlando is a massive 400+ acre vacation destination with thrilling rides, production studios, film sets, a water park and onsite luxury hotels. Located within the Universal Orlando Resort area, this Florida attraction features four exciting entertainment experiences in one location and includes over 40 exciting rides and 3-D shows based on pop culture’s most compelling films and television shows.
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Universal as a company has been known for terror for many years, and with its emphasis on Universal’s legendary film catalog, Universal Studios Orlando does not disappoint. Thrill seekers will love the action and adventure lurking around every corner and the many rides and attractions that make them feel like they are living out some of their favorite scenes. A ‘Ride the Movies’ concept links all the attractions found throughout Universal Studios’ four distinct areas listed below:
1. Universal Studios Orlando has six themed sections in a Hollywood back lot area where guests can enjoy attractions based on some Hollywood favorites. The Production Central area features the attractions “Shrek 4-D” and “Jimmy Neutron’s Nicktoon Blast” while the New York area features the “Revenge Of The Mummy - the Ride” roller coaster. The Hollywood area is where live action stunts and special effects come together in “Terminator 2: 3-D” and the San Francisco/Amity area is where guests can participate in live shows like “Fear Factor Live”. World Expo features the interactive ride, “Men In Black Alien Attack” while the Woody Woodpecker’s KidZone allows guests to board flying bikes and cross the sky in the “E.T. Adventure”.
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Universal Studios Orlando combines family fun with film themes and puts guests right into the center of all the action with wild rides, live shows and sneak peeks behind-the-scenes. With more vacation adventure than you could ever imagine, your next family vacation to Florida should definitely include several fun-filled days and nights at Universal Studios Orlando.

Today’s competitive marketplace makes it difficult for even the most qualified individuals to get a job, and those who don’t have a college degree, regardless of experience and ability, are at a dramatic disadvantage.
Full time education is not always an option for everyone, especially single or married parents who have to juggle sometimes multiple jobs to make ends meet, kids, and homework all at the same time. Enter the accredited online university. All of a sudden, higher education is a feasible option.
An accredited online university offers all the benefits of full time education, the degrees and certificates are the same. A student has the option of completing any level of education he or she wants, from associates to doctorate. But an accredited online university offers flexibility that a traditional full time day university could never accommodate.
Because all courses are online, a student of an accredited online university can read lectures, work on assignments, and take exams at any time of the day or night, on a consistent schedule, or whenever he or she can spare an extra moment. Courses don’t begin and end on certain days, and time limits for completing course work are much more lax and generous in an accredited online university than they could possibly be at a traditional full time day university.
Another limiting factor for many would-be college students is money. A traditional full time day university costs thousands of dollars in tuition fees and text books every year. For those who are struggling just to make ends meet from month to month paying that much in tuition for two to four years is an insurmountable obstacle.
Again, this is a problem that an accredited online university can help out with. Because an accredited online university has little or no overhead costs, those savings are passed on to the students. Required text is often online, lowering book costs, and tuition itself is typically substantially lower than that of a traditional full time day university.
Achieving higher education goals with an accredited online university is less difficult than it may seem. Many students are discouraged from trying by fears that courses will be too hard, or because they aren’t extremely familiar with computers. Don’t let these concerns keep you from attaining your higher education. Accredited online universities are designed to be easy to use and to assist, not impede your learning. If a college degree is your dream, but feels unreachable, look into the option of an accredited online university. You’ll be surprised how close a degree could be.

The old adage knowledge is power may be true. But unfortunately, knowledge itself doesn’t seem to be enough, it needs to be certified with a little piece of paper stamped with an official looking seal. Without a degree, which can now be earned from an accredited online university, to many employers your knowledge is worthless.
Today’s competitive marketplace makes it difficult for even the most qualified individuals to get a job, and those who don’t have a college degree, regardless of experience and ability, are at a dramatic disadvantage.
Full time education is not always an option for everyone, especially single or married parents who have to juggle sometimes multiple jobs to make ends meet, kids, and homework all at the same time. For these people, getting that degree is more desirable than anything, it’s the ticket to freedom from poverty and debt, but seems about as possible as winning the lottery. Enter the accredited online university. All of a sudden, getting a degree could be a feasible option.
An online university offers all the benefits of full time education. The degrees and certificates are the same. A student has the option of completing any level of education he or she wants, completing associates to a doctorate degree. But an online university offers flexibility that a traditional full time day university could never accommodate.
Because all courses are online, a student of an online university can work on a degree at any time of the day or night, on a consistent schedule, or whenever he or she can spare an extra moment. Courses don’t begin and end on certain days, and time limits for completing course work are much more lax and generous in an online university than they could possibly be at a traditional full time day university, making that degree more convenient.
Another limiting factor for many would-be college students is money. Earning a degree at a traditional full time day university costs thousands of dollars in tuition, fees and text books every year. For those who are struggling just to make ends meet from month to month, paying that much in tuition for two to four years is an insurmountable obstacle.
Again, this is a problem that an online university can help out with. Because online universities have little or no overhead costs, those savings are passed on to the students. Required text is often online, lowering book costs, and tuition itself is typically substantially lower than that of a traditional full time day university.
Earning a degree with an accredited online university is less difficult than it may seem. Many students are discouraged from trying by fears that courses will be too hard, or because they aren’t extremely familiar with computers.
Don’t let these concerns keep you from getting that life changing degree. Accredited online universities are designed to be easy to use and to assist, not impede your learning. If a college degree is your dream, but feels unreachable, look into the option of an online university. You’ll be surprised how close a degree could be.