By Alejandra Picard
There is little doubt that the emergence and rapid expansion of distance learning programs has been one of the most significant developments in higher education, impacting it in ways that are yet to be understood. Within this new virtual landscape, one can find a wide variety of graduate degree programs across all disciplines. This rapid expansion has been driven by demand, demand of students seeking to fulfill professional aspirations in a more flexible manner, and demand of employers seeking to fill positions with qualified individuals. Butcher and Sieminski (2006) observe that, this trend reflects a “drift towards obligatory formal continuing professional development.” This is particularly the case when one looks at the growing market of professional doctorates, which meets specific professional needs and has more of a practice orientation, as opposed to a research orientation (Butcher & Sieminski, 2006). Though there are several very positive aspects of these programs, such as giving access to a graduate education to individuals that would not otherwise have access to it, there are several issues of concern that they raise and should be addressed.
Even though the market for distance education programs has grown in response to employer demands, studies have found that, more often than not, hiring managers will show a bias against applicants that have been awarded a graduate degree from an online institution (Bendersky, 2008; Carnevale, 2007). This is a problem of perception, which of course is critically important when one is under review for a desired position. One factor that may be significantly contributing to this negative view is the lack of understanding about the large variations of programs. Despite the fact that they vary greatly in their structure, accreditation status, entrance requirements, work load, and overall quality, many individuals tend to lump them together into one category. Carnevale (2007) explains that surveyed hiring personnel often associate the distance education degrees with the “spam of corporate colleges,” and others assume that the applicant must have bought their degree, as opposed to earned it. The latter sentiment may be explained by the fact that some online for-profit universities have little to no admission requirements (Bendersky, Isaac, Stover, & Zook, 2008). Some employers also voice concern over the lack of communication skills that an online student may demonstrate, due to the potential absence of personal interaction and collaboration in the virtual environment. The extent to which these perceptions match reality can be debated; however, students should be aware that these negative attitudes about online graduate degrees continue to exist, despite a growing acceptance. It is therefore critical that prospective students be educated on the matter, understanding what their job prospects are post graduation. In addition, it is essential that students be able to recognize a quality graduate degree program from a legitimate institution versus those offered by “diploma mills.”
Lumadue (2006) offers a very informative and almost shocking review of the pervasiveness of bogus degrees, which he blames for “prostituting the educational process.” Though the term “prostituting” may seem harsh, when one considers how diploma mills operate, it becomes clear that it is entirely appropriate. According to Lumadue, a diploma mill is an institution that markets its degrees as being equal to those offered by legitimately accredited agencies recognized by the U.S. Department of Education. He further explains that because these institutions operate in the absence of proper supervision, the degrees they offer are essentially worthless. Besides having no entrance requirements, diploma mills may offer graduate credit for “life experience” and may allow individuals to purchase mail-order diplomas (which would be seen as fraudulent by the U.S. Department of education). It is therefore essential that prospective students understand the role of accreditation, and the potential limitation of a graduate degree from an institution not accredited by a regionally recognized body.
Despite the many concerns raised by online graduate programs, it is important to recognize that there are many effective and high quality programs in the world of virtual learning. They make it possible for a significant number of working adults in need of flexibility to be given access to a graduate education that allows them to successfully meet their career goals (Butcher & Sieminski, 2006). Graduate distance learning is here to stay, of that we can be certain. It is therefore necessary that we (university students, faculty, administrators, and researchers) address the issues raised by this facet of higher education and better educate the public on its complexity and challenges.
References
Bendersky, K., Walter, L., Stover, J., & Zook, J. (2008). Psychology students and online graduate programs: A need to reexamine undergraduate advisement. Teaching of Psychology, 35, 38-41.
Butcher, J. & Sieminski, S. (2006). The challenges of a distance learning professional doctor
in education. Open Learning, 21 (1), 59-69.
Carnevale, D. (2007). Employers often distrust online degrees. Chronicle of Higher Education,
53 (18), 28-30.
Lumadue, R. T. (2006). When graduate degrees prostitute the educational process: degrees
gone wild. Christian Higher Education, 5, 263-278.
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